the board of education of the saskatoon public s.d. #13 of...

The Board of Education of the Saskatoon Public S.D. #13 of Saskatchewan

(Saskatoon Public Schools)

2014-15 Annual Report

Contents

Letter of Transmittal ....................................................................................................................... 1

Introduction .................................................................................................................................... 2

School Division Profile..................................................................................................................... 2

About Us ...................................................................................................................................... 2

Division Philosophical Foundation .............................................................................................. 4

Division Organizational Chart ...................................................................................................... 5

School List .................................................................................................................................... 6

Program Overview .......................................................................................................................... 8

Strategic Direction and Reporting .................................................................................................. 9

Introduction of the Education Sector Strategic Plan .................................................................. 9

Enduring Strategies ..................................................................................................................... 9

2014-15 One Year Priorities ........................................................................................................ 9

ESSP One Year Priority Area: In partnership with First Nations and Métis stakeholders, develop a First Nations and Métis student achievement initiative. ....................................... 9

2014-15 Two to Five Year Priorities .......................................................................................... 13

ESSP Two to Five Year Priority Area: By June 2020, 80% of students will be at grade level or above in reading, writing, and math. .................................................................................... 13

ESSP Two to Five Year Priority Area: By June 2020, collaboration between First Nations and Métis and non- First Nations and Métis partners will result in significant improvement in First Nations and Métis achievement and graduation rates. ................................................ 17

ESSP Two to Five Year Priority Area: Saskatchewan’s graduation rate will be 85% by 2020. ............................................................................................................................................... 21

ESSP Two to Five Year Priority Area: By 2017, the increase in operational education spending will not exceed the general wage increases and inflationary costs within the sector while being responsive to the challenges of student need, population growth, and demographic changes. ........................................................................................................... 28

ESSP Two to Five Year Priority Area: By June 2020, 90% of students exiting Kindergarten will score within the appropriate range in four of the five domains as measured by the Early Years Evaluation (EYE). .......................................................................................................... 29

The School Division in the Community ......................................................................................... 33

Community and Parent Involvement ........................................................................................ 34

Community Partnerships ........................................................................................................... 34

Governance ................................................................................................................................... 35

The Board of Education ............................................................................................................. 35

School Community Councils ...................................................................................................... 36

Demographics ............................................................................................................................... 37

Students .................................................................................................................................... 38

Staff ........................................................................................................................................... 39

Senior Management Team ........................................................................................................ 39

Facilities Transportation and Infrastructure Projects ................................................................... 40

Facilities ..................................................................................................................................... 40

Infrastructure Projects .............................................................................................................. 40

Student Transportation ............................................................................................................. 42

Financial Overview ........................................................................................................................ 43

Summary of Revenue and Expenses ......................................................................................... 43

Budget to Actual Revenue, Expenses and Variances ................................................................ 44

Appendices .................................................................................................................................... 45

Appendix A – Payee List ............................................................................................................ 45

Board Remuneration ............................................................................................................. 45

Personal Services ................................................................................................................... 45

Transfers ................................................................................................................................ 65

Supplier Payments ................................................................................................................. 65

Other Expenditures................................................................................................................ 67

Appendix B – Management Report and Audited Financial Statement’s .................................. 68

School Division Contact Information The Board of Education of the Saskatoon Public S.D. #13 of Saskatchewan 310 – 21st Street East Saskatoon, SK S7K 1M7 Phone: 306-683-8200 Fax: 306-657-3971 Website: www.spsd.sk.ca Email: [email protected] A digital version of this document can be reviewed at: http://www.spsd.sk.ca/division/reportsandpublications/Documents/SPS%20Annual%20Report.pdf

http://www.spsd.sk.ca/

mailto:[email protected]

http://www.spsd.sk.ca/division/reportsandpublications/Documents/SPS%20Annual%20Report.pdf

http://www.spsd.sk.ca/division/reportsandpublications/Documents/SPS%20Annual%20Report.pdf

Letter of Transmittal Honourable Don Morgan Q.C. Minister of Education Dear Minister Morgan: The Board of Education of the Saskatoon Public School Division #13 is pleased to provide you and the residents of the school division with the 2014-15 annual report. This report outlines activities and accomplishments of the school division and provides audited financial statements for the fiscal year September 1, 2014 to August 31, 2015. Respectfully submitted

Mr. Ray Morrison, Board Chairperson

Saskatoon Public Schools Board of Education Annual Report - 2014/15 - Page 1 of 115

Introduction This annual report presents an overview of Saskatoon Public Schools’ goals, activities, and results for the fiscal year September 1, 2014 to August 31, 2015. This report provides a snapshot of the division, its governance structures, students, staff, programs, and facilities. It includes information such as an organizational chart, school list, and payee list. In addition to detailing the school division’s goals, activities, and performance, this report outlines how the division is deploying the Education Sector Strategic Plan in relation to its school division plan. The report provides a financial overview and financial statements that have been audited by an independent auditor following the Canadian Generally Accepted Auditing Standards.

School Division Profile About Us Saskatoon Public Schools is located in Saskatoon, the largest city in Saskatchewan (see Figure 1). Saskatoon Public Schools has a student population of 23,490 with approximately 2,306 full-time equivalent staff. We have 44 elementary schools, 11 collegiates, 2 associate schools, 1 alliance school, and educational programs that are offered away from a school site.

Saskatoon Public Schools offers instruction in all provincial required areas of study, as well as within a diverse selection of secondary options. In addition to delivering the renewed provincial curricula, our teachers have developed specific courses to meet the needs and interests of our students.

There are a number of examples of innovative delivery of education in the division. One example is the Media School Program where students spend a semester obtaining high school credits in an integrated learning environment by studying all aspects of media production. Other examples include the International Baccalaureate Programme at Bedford Road and Aden Bowman Collegiates and the Advanced Placement courses available at a number of our high schools.

Saskatoon Public Schools supports a number of unique program choices for students. The Outdoor School for grade 11 students and the EcoQuest, Let’s Lead and ScienceTrek programs for grade 8 students offer educational experiences that utilize the outdoor context for learning. Similarly, the Brightwater Program, an out-of-school education project, focuses on environmental awareness and the role that people play in their local, regional, and global environments.


In addition, 2014-2015 was the first year of our iGen (Inter-generational) program, a grade six classroom located at Sherbrooke Community Centre designed to allow students an opportunity to discover and learn with the support and guidance of both their teacher and the seniors with whom they come into contact at the Centre. The approach to learning is supported by inter-generational teaching facilitated by the classroom teacher. Our collegiates offer a range of innovative programming such as soccer, dance, and science and technology academies as well as the hockey program. The Royal West Campus is a centre of excellence for adult learners and Nutana Collegiate offers an Integrated School Linked Services program that involves a number of human service agencies working within the school alongside our teaching staff. The Saskatoon Trades and Skills Centre, housed at Mount Royal Collegiate, is comprised of partners from industry, Saskatoon Public Schools, Gabriel Dumont Technical Institute, the Apprenticeship Board, and the Saskatchewan Ministries of Education and Advanced Education. This initiative was established to address the skilled worker needs of Saskatoon and area employers and to prepare youth and young adults for employment and career opportunities.

Figure 1: Location – Saskatoon Public Schools (Division #13)


Division Philosophical Foundation Saskatoon Public Schools inspire and sustain learning. We are open to all children and youth so they may discover, develop, and act upon their potential, thereby enriching their lives and our community. We envisage a future in which enthusiasm runs like an undercurrent of energy throughout Saskatoon Public Schools. Our schools will be vibrant and proud. Our students and staff will feel that they are part of something fresh and innovative. There will be a sense that exciting things are happening and students and staff will meet each day with optimism. When you walk down the hallways in Saskatoon’s public schools you will be greeted warmly by students and staff. You will hear the sounds of those engaged in learning, including the sound of laughter. When students finish the day in our schools, they will have a feeling of accomplishment. They will have focussed their energy on meeting challenges, asking questions, offering solutions, and opening new doors. Each day they will renew their curiosity, passion, and joy through learning. In our school division, every individual will be valued. We will recognize that every person has personal, physical, spiritual, emotional, and intellectual needs. We will acknowledge a multitude of learning styles to ensure that all members of our learning community have the opportunity to develop their potential.

Saskatoon Board of Education Building


Division Organizational Chart


School List Below is a list of our schools, the grades taught at each school and the community in which each school is located. School Grades Location Aden Bowman Collegiate 9-12 Queen Elizabeth Alvin Buckwold Elementary K-8 Eastview Bedford Road Collegiate 9-12 Caswell Hill Brevoort Park Elementary K-8 Brevoort Park Brownell Elementary K-8 Silverwood Heights Brunskill Elementary K-8 Varsity View Buena Vista Elementary K-8 Buena Vista Caroline Robins Elementary PreK-8 Westview Heights Caswell Elementary PreK-8 Caswell Hill Centennial Collegiate K-8 University Heights Suburban Centre City Park Collegiate 9-12 City Park College Park Elementary K-8 Lakewood Confederation Park Elementary PreK-8 Confederation Park Dr. John G. Egnatoff Elementary K-8 Erindale Dundonald Elementary K-8 Dundonald Evan Hardy Collegiate 9-12 College Park Fairhaven Elementary PreK-8 Fairhaven Forest Grove Elementary K-8 Forest Grove Greystone Heights Elementary K-8 Greystone Heights Henry Kelsey Elementary K-8 Hudson Bay Park Holliston Elementary K-8 Holliston Howard Coad Elementary PreK-8 Mount Royal Hugh Cairns V.C. K-8 Adelaide/Churchill James L. Alexander Elementary K-8 Parkridge John Dolan K-8 Eastview John Lake Elementary K-8 Avalon King George Elementary PreK-8 King George Lakeridge Elementary K-8 Lakeridge Lakeview Elementary K-8 Lakeview Lawson Heights Elementary K-8 Lawson Heights Lester B. Pearson Elementary PreK-8 Pacific Heights Marion M. Graham Collegiate K-12 Silverwood Heights Mayfair Elementary PreK-8 Mayfair Montgomery Elementary K-8 Montgomery Mount Royal Collegiate 9-12 Mount Royal North Park Wilson Elementary K-8 North Park Nutana Collegiate 9-12 Nutana


School Grades Location Pleasant Hill Elementary PreK-8 Pleasant Hill Prince Philip Elementary K-8 Nutana Park Princess Alexandra Elementary PreK-8 Riversdale Queen Elizabeth Elementary K-8 Queen Elizabeth River Heights Elementary K-8 River Heights Roland Michener Elementary K-8 College Park Royal West Campus 9-12 Mount Royal Saskatoon Christian School K-8 Corman Park Saskatoon Misbah School K-8 Grosvenor Park Silverspring Elementary K-8 Silverspring Silverwood Heights Elementary K-8 Silverwood Heights Sutherland Elementary PreK-8 Sutherland Tommy Douglas Collegiate 9-12 Blairmore Victoria Elementary K-8 Nutana Vincent Massey Elementary PreK-8 Massey Place Walter Murray Collegiate 9-12 Nutana Suburban Centre Westmount Elementary PreK-8 Westmount Whitecap Dakota Elementary PreK-4 Whitecap Dakota First Nation Wildwood Elementary K-8 Wildwood Willowgrove Elementary K-8 Willowgrove W.P. Bate Elementary PreK-8 Meadowgreen

Willowgrove Elementary School


Program Overview The students in Saskatoon Public Schools are diverse. They vary in personal circumstances, learning styles, interests, and individual strengths and needs. In order to provide the best education possible for all our students, the division offers a wide range of programs in its 58 schools. Central to the program in every school is the provincially-mandated core curricula, broad areas of learning, and cross-curricular competencies. Classroom instruction is designed to incorporate differentiated instruction; First Nations and Métis content, perspectives, and ways of knowing; and the adaptive dimension. In addition, schools in the division offer specialized programming that responds to the needs of its students. The following list identifies programs in operation at one or more of the division’s schools:

Alternative programming for vulnerable students; Community school initiatives and programming; Core French instruction; Distance education; English as an Additional Language programming; French immersion programming; Music/band programming; Prekindergarten programs; and Technology-enhanced learning.

Furthermore, many of our collegiates offer locally developed courses approved by the Ministry and taken for credit. Examples of locally developed courses include: World Religions, Trades Measurement and Communication, Bio-Resource Management, and Applied Global Citizenship.

French immersion programming is offered at seven elementary schools and four collegiates. Cree, German, Japanese, Spanish, and Core French are taught in various schools throughout the school division as part of the regular instructional program. Additional services and supports are offered to students and teachers by specialized school division staff including:

Curriculum consultants in specific subject areas; Educational psychologists; English as an additional language consultants; Speech and language pathologists; and Student counsellors.


Strategic Direction and Reporting Introduction of the Education Sector Strategic Plan Saskatchewan’s PreK-12 education sector has undergone a significant shift in strategic planning. Throughout 2013-14, provincial school divisions and the Ministry of Education collaboratively developed an Education Sector Strategic Plan (ESSP) for 2014-2020. The ESSP attempts to align the work of all school divisions and the Ministry of Education. The plan was developed using a new planning methodology that integrated priority identification; strategic planning; performance measurement, reporting, and review; and course correction to achieve outcomes. The ESSP identified two one-year, short-term priority areas, and five two-to-five year priority areas. The plan is expected to shape a new direction in education for the benefit of all Saskatchewan students. Saskatoon Public Schools’ Board of Education conditionally approved the strategic plan in 2014 (subject to resolution of outstanding budgetary considerations) as did the Government of Saskatchewan. The first cycle of the ESSP was deployed in 2014-15. Enduring Strategies As a part of the ESSP, education sector leaders developed Enduring Strategies. These strategies are an expression of the core beliefs of the education sector. They support a Student First approach by placing the student front and centre and ensuring all students in Saskatchewan have the education and skills needed to succeed when they graduate from high school. The Enduring Strategies include:

• Culturally relevant and engaging curriculum; • Differentiated, high quality instruction; • Culturally appropriate and authentic assessment; • Targeted and relevant professional learning; • Strong family, school, and community partnerships; and • Alignment of human, physical, and fiscal resources.

2014-15 One-Year Priorities ESSP One-Year Priority Area: In partnership with First Nations and Métis stakeholders, develop a First Nations and Métis student achievement initiative.


2014-15 ESSP Actions for the One-Year Priority Actions within this priority area include: (i) the establishment of an action research model to inform teachers’ professional development in culturally responsive pedagogy; (ii) the development of a centralized assessment management and delivery system to measure, track and report student growth; and (iii) the development and implementation of data-sharing protocols that facilitate transition plans for students moving through and between systems.

2014-15 School Division Goals and Actions for the One Year Priority Saskatoon Public Schools has always had a strong First Nations and Métis Education Plan (FNMEP). We have received additional funds to support the plan from the Ministry of Education’s First Nations and Métis Education Achievement Funds (FNMEAF). The focus of the FNMEAP has been to provide additional supports and services to First Nations and Métis (FNM) students to improve educational outcomes. In 2014-15, Whitecap Dakota First Nation and Saskatoon Public Schools signed a historic agreement granting Whitecap Elementary School alliance school status with Saskatoon Public Schools. Through this agreement, the first of its kind in Saskatchewan, staff at Whitecap School became employees of Saskatoon Public Schools and participate in Saskatoon Public Schools’ staff development. At the same time, Whitecap retains autonomy – especially in decisions related to cultural programming. Furthermore, most Whitecap students in grades 4 through 8 attend one of three Saskatoon Public Schools presently and will attend Stonebridge School once it is completed. To demonstrate the strength of the partnership further, Whitecap Dakota First Nation contributed $2.7 million dollars to construction of Stonebridge School (about 10% of Saskatoon Public Schools’ commitment to the project) seeing as their students will make up about 10 percent of the school population. One of our schools, Bedford Road Collegiate, was selected as a provincial pilot site for the Following Their Voices (FTV) initiative. Mount Royal Collegiate has been added to the project for the upcoming school year (2015-16). Both schools have identified in-school facilitators and staff members have been active participants in the training provided.

ESSP One-Year Priority Area: Identify and implement a unified set of provincial high impact reading assessment, instruction, and intervention strategies in 2014-15.

2014-15 ESSP Actions for the One-Year Priority Actions within this priority area include the collection of grade 3 reading levels for all students in Saskatchewan, the development of a sector reading strategy, and the creation of provincial and school division primary grade reading literacy teams.


2014-15 School Division Goals and Actions for One Year Priority Through Literacy for Life, one of our Board’s two significant learning priorities, Saskatoon Public Schools has a decade-long history of assessing grade 1-3 students’ reading comprehension levels and using those data to provide them with instruction tailored to their unique needs. Grade 2 and 3 students are assessed three times per year and grade 1 students are assessed twice per year using the Fountas and Pinnell Benchmark Assessment System. During the 2014-2015 school year, we had direct involvement in the development and provincial implementation of Saskatchewan Reads. Our Coordinator of Literacy for Life and prekindergarten-grade 8 curriculum was part of the Saskatchewan Reads development team. Saskatoon Public Schools’ actions associated with this ESSP Priority Area were as follows (included is a timeline of processes for reference):

September 2014

• Literacy Lead Team was established. November 2014

• Saskatoon Public Schools’ Literacy Lead Team met with Provincial Reading Team for in-service and to provide feedback and input on the first draft of Saskatchewan Reads.

January 2015 • Literacy Lead Team provided in-service to all kindergarten to grade three teachers

new to our division. • Saskatoon Public Schools’ Instructional Consultants met to receive an overview of

Saskatchewan Reads from the Provincial Reading Team and to and provide feedback for future revisions.

February 2015 • All grade one, two and three teachers; resource teachers; and teacher librarians

attended a half day orientation in-service for Saskatchewan Reads. • Principals and vice-principals received an overview of the document and Wordpress

site during leadership in-service meetings. March 2015 • Literacy Lead Team met with Provincial Reading Team for in-service on the final draft

of the document. • Literacy Lead Team developed "Apple Graphic" (see Figure 2) to assist teachers in

seeing the connections between Saskatchewan Reads and our existing work in our Board’s priority initiative – Literacy for Life.

May 2015 • Teacher librarians met to see an overview of Saskatchewan Reads and discuss how

they can support implementation. • Speech-Language Pathologist and Educational Psychologist teams were provided

with an overview of Saskatchewan Reads. The teams discussed ways in which they


could support the implementation of the powerful instructional and assessment strategies identified in Saskatchewan Reads.

• Trustees were provided with an overview of the document and Wordpress site. June 2015 • Literacy Team developed and updated documents and videos from Literacy for Life

that have been included as resources for Saskatchewan Reads.

Figure 2 – “Apple Graphic” Organizer for High-Impact Reading Instruction


2014-15 Two to Five Year Priorities ESSP Two to Five Year Priority Area: By June 2020, 80% of students will be at grade level or above in reading, writing, and math.

2014-15 ESSP Actions for the Two to Five Year Priority Actions within this priority area include: (i) purchasing a provincial data system to track student achievement; (ii) developing of an instructional practices model for reading, writing, and math; (iii) developing a job-embedded professional learning model; and (iv) developing and implementing division-based common math assessments.

2014-15 ESSP Improvement Targets for the Two to Five Year Priority By June 2015, at least 78% of eligible grade 3 students will be reading at or above grade level. By June 2018, 80% of grades 5 and 8 students will be proficient on identified numeracy outcomes on the provincial math assessment. By June 2020, at least 80% of grades 4, 7, and 10 students will be proficient on the provincial writing assessment.

2014-15 School Division Goals and Actions for this Two to Five Year Priority Some of our goals for the 2014-15 included:

• Saskatoon Public Schools has been using the Fountas and Pinnell Benchmark Assessment System (F&P) with students in grades 1-3 for four years. We have focused on assessing all students in grades 2 and 3 three times and students in grade 1 twice during the year to inform classroom and individual learning goals as well as to support division-level resource allocation and staff development priorities. o Actions during 2014-15 toward this goal included: Migrating data collection away from hard-copy spreadsheet submission to

electronic data entry completed by teachers directly into Maplewood (our student information system). This move reduced the possibility of human error in data entry and improved the quality of the data overall. Both school-based and central office administrators were able to track assessment progress in real time and follow up with teachers more quickly to ensure that all eligible students were assessed. This move also helped teachers and administrators to develop a common understanding of appropriate assessment eligibility criteria (e.g., students receiving support for English as an Additional Language are excluded if their language benchmark score is below B1.1 as per Ministry directions);

Following each round of data collection and analysis,


- Central office leaders adjusted the assignment of instructional consultants and other resources to schools with larger populations of students requiring additional support as required;

- Tier 2 and 3 literacy supports were allocated to schools with larger populations of students requiring these supports; and

- School-based data teams engaged their colleagues in discussion regarding student progress and alternative instructional strategies.

• Establishing a primary-level literacy lead team for grades 1-3 and deploying them as supports for teachers in both large-group sessions and school-based settings as needed. o Actions during 2014-15 toward this goal included: Establishment of the team in September, 2014; Team participation in provincial- and school-division sponsored professional

learning to become familiar with Saskatchewan Reads; and Team facilitation of in-service sessions with teachers at various grade levels

to ensure wide understanding of Saskatchewan Reads – especially those sections that added new instructional strategies to the division’s “expected practices” documents.

• Enlisting Teacher-Librarians as active partners in supporting teachers in implementing key instructional strategies. o Actions during 2014-15 included: Teacher-Librarians attended and, in some cases, co-facilitated

Saskatchewan Reads in-services to ensure a common understanding of the document and to create school-based support for teachers in implementing new instructional strategies.

Student Reading in the School Library


http://sps16s.spsd.sk.ca/pages/preview.php?ref=3606&ext=jpg&k=&search=reading&offset=0&order_by=relevance&sort=DESC&archive=0&

Measures

Figure 3: Grade 3 Reading

Note:

Reading level groupings are based on provincially developed benchmarks. The percentages of students in each of the reading level groupings were found using the number of students with reported reading levels as the denominator in the calculations. Students who were excluded or who did not participate in the reading assessment were not included in the denominator for these calculations.

Results for populations of fewer than 10 students have not been reported to avoid identifying individuals or very small groups of students.

FNMI students are those who choose to self-identify as First Nations (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNMI students are those who do not identify themselves to be FNMI, and may include FNMI students who choose not to self-identify.

Source: Ministry of Education, Student Data System (Data run on Nov 5, 2015)


Grade 3 Reading Research has consistently shown that the proficiency with which a child reads as he or she exits grade 3 is a powerful predictor of future success in school and in life. Consequently, measures associated with this important predictor are valuable as indicators of progress for schools and divisions. The 2014-15 provincial ESSP cites two objectives relevant to Grade 3 assessment. Saskatoon Public Schools’ results for both objectives are explained below (see Figure 3 above for graphic depictions of the results): • ESSP Grade 3 assessment objective 1: “100% of eligible students in Grade 3 will be

assessed using appropriate reading assessments”. o 86.2% (1,400) of SPS’s total Grade 3 student population had a reported reading

level (as compared to 87.5% provincially); whereas, 96.4% of FNMI students had a reported reading level (as compared to 95.2% provincially). Note: when calculating the percentage of students who were assessed at a

particular time, the ESSP makes certain provisions for “pre-established exclusions” – in other words, it is appropriate to exclude students from assessments under certain conditions including: - Students whose English proficiency level is below the appropriate

benchmark; - Students who are enrolled either in Special Education or Functional

Integrated programs; and - Students who are enrolled in French Immersion.

When pre-established exclusion criteria are taken into account, 99% of the students among SPS’s total population who were expected to be included had a reported reading level (provincially, the result was 99%); 99% of our FNMI students who were expected to be included had a reported reading level (provincially, the result was 98%).

• ESSP Grade 3 assessment objective 2: 78% of Grade 3 students will perform at or

above reading level benchmark by June 2015. (Note: Provincial comparators regarding student benchmark attainment were not provided.) o 75.6% of SPS’s students with a reported reading level achieved at or above the

expected benchmark level (approximately 15% were within one grade level of the benchmark);

o 81.5% of non-FNMI students with a reported reading level achieved at or above the expected benchmark level (approximately 13% were within one grade level of the benchmark); and

o 50.9% of FNMI students achieved at or above the expected benchmark level (another 25% of FNMI students were within one grade level of the benchmark).

• While not explicitly tied to an ESSP objective, performance over time is an important

indicator of success. However, longitudinal results are not directly comparable due


to inconsistencies at the provincial level in calculation methods from one year to the next.

Overall, while we were not able to assess every student, we came very close to the provincial goal of 100%. We will work very hard to ensure that all students who are expected to be assessed experience the opportunity to participate in the future. In terms of student achievement, we also came very close to the provincial objective of 78% of students performing at or above the expected benchmark level. 75.6% of SPS’s Grade 3 students achieved at the appropriate benchmark which is about 2% below the ESSP goal. We feel that, based on the year-over-year improvement between 2014 and 2015, we can achieve the objective of 78% of students achieving at or above the expected benchmark by June 2016. Furthermore, we appear to be “on track” to achieve the ESSP 2020 goal of 80% of Grade 3 students performing at or above expected levels.

ESSP Two to Five Year Priority Area: By June 2020, collaboration between First Nations and Métis and non-First Nations and Métis partners will result in significant improvement in First Nations and Métis achievement and graduation rates.

2014-15 ESSP Actions for the Two to Five Year Priority Actions within this priority area include: (i) engaging First Nations and Métis leaders to develop partnerships and plans to increase student achievement and graduation rates; (ii) the identifying or developing instruments to measure student progress; (iii) facilitating student transition plans; and (iv) developing First Nations and Métis language programming.

2014-15 ESSP Improvement Target for the Two to Five Year Priority Achieve a 5% increase in the First Nations and Métis graduation rate per year.

2014-15 School Division Goals and Actions for the Two to Five Year Priority Saskatoon Public Schools – through its commitment to the goal of improved First Nations, Métis and Inuit student achievement – continues to provide staff with professional development with a particular focus on creating culturally responsive schools and classrooms through surfacing and challenging beliefs and improving practices. This professional development has included both senior leaders and school-based educators. We feel that all of us share the challenges and opportunities associated with this important work and we want all staff to be empowered to have the strategies to be successful. The strategic actions that supported this work included:

• Professional learning about strategies to create supportive learning environments both in the school and the classroom;


• Focus on relationships with students, with each other and their parents/caregivers to enhance a sense of belonging; and

• Attending to what the learning environment looks like, feels like and sounds like is important along with best research-based instructional and assessment practices.

Educational partners such as the Okicīyapi Partnership and Whitecap Dakota First Nation have been and will continue to be essential in working collaboratively to achieve common goals.

Measures

Figure 4: Average Final Marks

Average Final Marks in Selected Secondary-Level Courses 2014-15

Subject All Students Non-FNMI FNMI

Province Saskatoon

SD Province

Saskatoon SD

Province Saskatoon

SD

English Language Arts A 10 72.4 73.0 75.1 75.4 61.5 58.3

English Language Arts B 10 72.7 72.6 75.2 74.9 61.7 59.1

Science 10 71.2 71.6 74.1 73.9 59.7 57.8

Math: Workplace and Apprenticeship 10 71.3 63.6 74.6 65.6 59.2 58.2

Math: Foundations and Pre-calculus 10 71.3 71.0 73.2 72.5 60.5 56.9

English Language Arts 20 73.4 73.1 75.1 74.7 64.4 61.9

Math: Workplace and Apprenticeship 20 67.2 64.0 69.3 72.3 62.0 59.2

Math: Foundations 20 72.3 71.0 73.8 76.8 64.4 58.3

Note: Results for populations of 10 or fewer have not been reported to avoid identifying individuals or very small groups of students (nr).


Source: Ministry of Education, 2015


Average Final Marks Figure 4 above displays average final marks for 2014-15 in selected secondary-level courses. Results indicate the following:

• Overall, Saskatoon Public Schools’ students’ average final marks are within ± 1.5% of provincial averages in all but two courses – Math: Workplace and Apprenticeship 10 (7.7% lower than provincial average) and 20 (3.2% lower than the provincial average);

• Final marks for non-FNMI students follow a trend similar to that of the overall student population. For example, English Language Arts (A10, B10, and 20), Science 10, and Math: Foundations 10 courses are within ± 1% of provincial averages. However, our non-FNMI students’ average marks for Math: Foundations 20 exceeded the provincial average by 3%; non-FNMI students’ average marks for Math: Workplace and Apprenticeship 10 were 9% lower than the provincial average; and

• Final marks for Saskatoon Public Schools’ FNMI students were below those of the provincial FNMI population in all courses. The difference between FNMI students’ final marks and those of the provincial FNMI group ranged between 1.0% and 6.1%. Our FNMI students struggled the most with Math: Foundations 20.

In general, we are pleased that our students tend to achieve final marks similar to those of their provincial counterparts. However, we are not satisfied with these results. We acknowledge that we have room for improvement – especially in some Mathematics courses. We also continue to see a considerable difference between the final marks of our FNMI students and those of non-FNMI students. We are committed to supporting our students and staff to improve. For example, each collegiate has formed a data team and we have facilitated collaborative learning for them to analyse student data to identify specific areas for targeted improvement. We have also made available a set of mathematics diagnostic assessments that teachers may use to hone in on specific challenges students may be facing in developing further their mathematics skills. Most collegiates have also created mathematics courses that meet for longer than one term to give students requiring extra time to build their mathematics skillsets additional support.

Math SmartBoard Class


http://sps16s.spsd.sk.ca/pages/view.php?ref=2070&search=math&offset=24&order_by=relevance&sort=DESC&archive=0&k=&

Measures

Figure 5: Credit Attainment

Note: Proportions are calculated as the percentage of students enrolled at the secondary level on September 30 attaining eight of more credits yearly.

Results for populations of 10 or fewer have not been reported to avoid identifying individuals or very small groups of students.



Credit Attainment

The proportion of grade 10-12 students attaining 8 or more credits yearly is an important indicator of progress. In order to graduate “on time”, students must attain an average of 8 credits per year to accumulate the 24 credits required for graduation. (Note: Many students, once they reach grade 12, do not require 8 credits because they choose to accumulate “extra” credits in grades 10 and/or 11. This gives them flexibility in timetable scheduling when they are in grade 12 to pursue employment, begin post-secondary education, and other activities. Many students also deliberately choose to take fewer than 8 credits per year for a variety of reasons. Both of these situations impact upon our results in this area.) The percentage of Saskatoon Public Schools’ students who attained 8 credits or more per year was below provincial statistics in the three years shown in the graph (see Figure


5). Over the course of these years, approximately two-thirds of non-FNMI students (ranging from 63.4% to 65.8%) attain 8 or more credits yearly; whereas about 70% of the provincial non-FNMI population attains this number of credits. The percentage of Saskatoon Public Schools’ FNMI students attaining 8 or more credits per year is below that of the provincial FNMI population – however, the difference between SPS’s results and the provincial results has fallen from 9.1% in 2008-09 to 7% in 2014-15. Our FNMI students’ results were also significantly below that of our non-FNMI students. However, we saw an 8% improvement between 2008-09 and 2013-14; the results for 2014-15 were about the same as those from 2013-14. Overall, there is room for improvement both in terms of comparisons to provincial statistics for all student groups as well in absolute terms. We would like to see our students’ credit attainment rates equal to or, ideally, higher than those for provincial populations for both FNMI and non-FNMI student groups. In addition, we intend to redouble our efforts – through professional learning and intensified focus on formative assessment and responsive instruction – to identify students who struggle as early as possible and to provide them with the supports they require to be successful.

ESSP Two to Five Year Priority Area: Saskatchewan’s graduation rate will be 85% by 2020. 2014-15 ESSP Actions for the Two to Five Year Priority Actions within this priority area include a review of provincial high school graduation requirements, the development of a grade 9 transition from high school plan, and support for embedded professional development for teachers.

2014-15 ESSP Improvement Targets for the Two to Five Year Priority Achieve a 3% total increase in the provincial graduation rate per year.

By June 2020, all students report high levels of engagement in their learning.

2014-15 School Division Goals and Actions for the Two Five Year Priority Graduation is a key step in helping youth realize healthy and fulfilling lives. Our goals for the 2014-15 school year included:

1. Three percent improvement in “on-time” graduation rates for both FNMI and non-FNMI student groups and the difference between “on-time” graduation rates for FNMI and non-FNMI students will be reduced by 3% per year. Some of the actions aligned with this goal were:

• Teachers participated in professional learning about strategies to support students who are struggling more effectively. Important aspects of this learning included enhancing schools’ inclusiveness – making sure all students felt like they belonged and had someone who cares about them;


• Secondary teachers strengthened their focus on the use of formative assessments and responsive instruction during their Teacher Learning Group (TLG) collaborative time; and

• New for 2014-2015, all collegiates formed data teams to collect, analyze, and respond to school specific data. Data teams shared their analyses with TLG groups to deepen teacher understanding and learning. In addition, five collegiates piloted the use of instructional coaches during the 2014-15 school year. Instructional coaches worked with colleagues in their schools to collaborate on enhancing instructional and assessment strategies.

2. 75% of students will indicate that their teachers use multiple ways of teaching

that help them learn when they do not understand something (4% improvement over 2013-14). Actions associated with this goal included:

• Teachers were provided feedback about their practice. In some cases, teachers supported each other in providing feedback; in other cases, in-school administrators and other leaders observed instruction and provided feedback; and

• Recognizing that working with peers is an essential learning stage where students deepen and extend their learning. During the 2014-2015 school year, we implemented a “consistent practice” called “Activating Peers as Instructional Resources.” Secondary teachers in many classrooms learned about and implemented this practice.


Measures

Figure 6: Percent of Grade 9 Cohort Achieving 8 or More Credits the Following School Year

Note:

Grade 9 school year cohort is defined as the group of students enrolled in Grade 9 for the first time in a particular school year (according to the ministry Student Data System), adjusted in the following ways: 1) Students 12 and younger, and students 18 and older, as of Sep 30 of the Grade 9 school year, are excluded; and, 2) Students without a base enrolment on or after Sep 30 are excluded; 3) Students enrolled in Functionally Integrated or special education programs are excluded; and, 4) Students whose enrolment outcome is 'deceased', 'transferred to out-of-province schooling', or 'transferred to out-of-country schooling' prior to June 1st of the school year immediately following Grade 9 cohort placement are excluded. Students are assigned to the school division in which the student last enrolled in the year that they became part of the Grade 9 cohort.

Percentages are calculated as the number of students attaining eight of more credits in the year immediately following their Grade 9 year divided by the number of students in the Grade 9 cohort.

Results for populations of fewer than five have not been reported to avoid identifying individuals or very small groups of students.




Percentage of Grade 9 (adjusted) Cohort Achieving 8 or more credits the following school year This indicator of success is intended to show how well grade 9 students adjust in the transition to grade 10. This is an important transition because it ushers students into the high school setting where they may experience failure in a course if they do not have the requisite knowledge and skills to “pass” the class. Some of these students may, therefore, struggle to meet the 2-credit minimum to be considered part of the grade 10 cohort the first time they are eligible to do so. We monitored the percentage of grade 9 students achieving 8 or more credits the following school year in two ways: (i) an 8-year average and (ii) paired trend lines covering the 8-year period (see Figure 6). When we look at the 8-year average, about 74% of Saskatoon Public Schools’ overall student population successfully made the transition between grade 9 and grade 10 by achieving at least 8 credits – a number that is on par with the provincial average. Examination of the statistics for the FNMI population reveals that about 31% of FNMI students successfully made this transition as compared to the provincial average of about 38%. The trend lines for both populations are encouraging – particularly for the FNMI group. In 2006-07, about 24% of grade 9 FNMI students achieved 8 or more credits the following year; however, this number has steadily increased over time to 40% in 2013-14. Furthermore, the credit attainment gap between FNMI students and the provincial FNMI results has shrunk from about 6% in 2006-07 to about 1% in 2013-14. The trend line for the overall population in Saskatoon Public Schools follows the provincial trend closely and has also steadily improved from 70% in 2006-07 to 78% in 2013-14. We have been working very hard to support students’ year-to-year transitions overall and Grade 9 to 10 transitions in particular. We are pleased to see improvements – especially in the last few years shown in the trend lines. Nevertheless, we have room for improvement. Our overall population tends to mirror provincial trends over time. Of particular significance, however, is the trend for FNMI students. Our FNMI students have tended to be less successful in making the Grade 9 to 10 transition in terms of achieving 8 or more credits in Grade 10 both in comparison to their provincial peers and to the overall population. However, we have seen steady and consistent improvements. We will continue our focus on facilitating this important transition for all students.


Measures

Figure 7: On-Time Graduation Rates

Note: On-time graduation rates are calculated as the percentage of students who complete grade 12 within 3 years of ‘starting’ grade 10.




Grade 12 Graduation

Three-year Graduation Rates – As shown in Figure 7, in June 2009, 70.3% of Saskatoon Public Schools’ students graduated within three years of entering grade 10 (these students entered grade 10 in 2006-07); in comparison, 74.6% of the overall student population in the province did so. Further, 78% of non-First Nations, Métis and Inuit students (provincial result was 83.3%) and 20% of FNMI students (provincial result was 31.8%).


In June 2014, Saskatoon Public Schools’ graduation rate for all students was 70.2% (largely unchanged from 2009). The graduation rate for the provincial population was also largely unchanged between 2008-09 and 2013-14. The 2013-14 three-year graduation rate for non-FNMI students was 78.9% (a modest improvement of 0.9% over the 2008-09 result); the provincial non-FNMI cohort remained largely unchanged over this period. The proportion of SPS’s FNMI students who graduated on time increased by 50% between from 2008-09 and 2013-14 (from 20% to 30.1%); whereas, the proportion of the provincial FNMI population who graduated on time improved by about a third (from 31.8% to 40.3%). In June 2015, Saskatoon Public Schools’ graduation rate for all students was 73.8% (an improvement of 3.6% over the previous year); whereas, the provincial result improved 0.5% to 75.2%. The 2014-15 three-year graduation rate for non-FNMI students was 79.2% (a small improvement of 0.3% over the June 2014 result); the provincial non-FNMI cohort improved 0.9% to reach 84.3%. The proportion of SPS’s FNMI students who graduated on time improved by about a third (from 30.1% to 40.2%) over the one-year period between 2013-14 and 2014-15; whereas, the provincial result remained largely unchanged during this time. We feel that this improvement is cause to celebrate the achievement of our students. While we did not meet our goal of 3% improvement in “on-time” graduation rates for non-FNMI students between 2013-14 and 2014-15 (the improvement was 0.3%), we exceeded our goal of a 3% improvement in FNMI “on-time” graduation rates substantially. The actual result was a 10% improvement – from 30.1% to 40.2% - a result that put us on par with provincial results. This improvement in FNMI on-time graduation rates also influenced our overall graduation rates. We acknowledge, however, that we still have work to do to improve in this area – particularly with respect to increase the number of FNMI students who graduate “on time”.


Measures

Figure 8: Extended Graduation Rates

Note: Extended-time graduation rates are calculated as the percentage of students who complete grade 12 within 5 years of ‘starting’ grade 10 (and include those who graduate on-time).




Five-year Graduation Rates – Some students require more time to complete all the courses necessary for graduation. So, they continue in school longer than three years after beginning grade 10. Consequently, graduation rates increase when these extra years of schooling are considered (see Figure 8). Between 2009 and 2015, the extended-time graduation rate (i.e., within 5 years of beginning grade 10) for all three student groups has improved steadily. For example, in


2009, 78.6% of Saskatoon Public Schools’ total student population graduated within five years of beginning grade 10 (provincial result in that year was 81.4%). By 2015, the extended-time graduation rate for SPS students improved by 3.1% to 81.7%; whereas, the provincial population rate improved by 0.9% to 82.5%. If we look at the non-FNMI population, we see a similar trend over this period: for SPS, there was a 2.5% increase (from 85.8% in 2009 to 88.3% in 2015) and, for the provincial non-FNMI cohort, there was a 2.4% improvement (from 86.8% to 89.2%). The improvement for SPS’s FNMI population has been remarkable! In 2009, 31.7% of SPS’s FNMI students graduated within five years of beginning grade 10; in 2014, 48% graduated within that same 5-year period and there was a further 5% improvement for 2015 for a total of 53.1%. In comparison, 47.1% of the province’s FNMI students graduated within five years of beginning grade 10 in 2009; by 2014, 54.2% graduated within that same 5-year period (a 7.1% improvement) and there was a further 1.7% improvement for 2015 for a total of 55.9%. Overall, our extended-time graduation rates are improving but, we still have work to do in this regard.

ESSP Two to Five Year Priority Area: By 2017, the increase in operational education spending will not exceed the general wage increases and inflationary costs within the sector while being responsive to the challenges of student need, population growth, and demographic changes.

2014-15 ESSP Actions for the Two to Five Year Priority A summary of actions within this priority area include an analysis of funding relative to costs, a review of the Deloitte report to identify areas of savings, the implementation of a LEAN philosophy across school divisions, and the opportunity to identify shared services across school divisions.

2014-15 ESSP Improvement Target for the Two to Five Year Priority Achieve accumulated operational savings by 2016 to reassign to system strategies.

2014-15 School Division Goals and Actions for the Two to Five Year Priority Saskatoon Public Schools (SPS) is committed to achieving efficiencies that positively impact the learning experiences of our students. To this end, Saskatoon Public Schools continues to hold two LEAN events per school year. SPS has now conducted a total of six LEAN events over the last three years. In 2014-15, SPS held two LEAN events, one with an education focus and one with a business focus. In 2014-15, our education-related LEAN event focused on outcomes for our Student Support Services department. The goal was to achieve consistencies in the process from pre-referral to the implementation of recommendations from our Speech Language


Pathologists and School Psychologists. The most significant achievement from this event was that it started a continuous improvement cycle of consistency of practice, clarity of roles, and improved communication for all Student Services staff members. This continuous improvement cycle has allowed for further constructive engagements including ongoing monitoring of timely deployment of services, communication processes, and coordination of services. Our business-related LEAN event focused on the business software selection process used by Information Services & Technology. The event was held to provide a look at the process of prioritizing business software needs and the evaluation of the various software tools that fulfill those needs. One outcome from this event was that it provided an understanding of the complete process and the desire for transparency within it. There are impending efficiencies to be gained from this event through two Kaizen events scheduled for the 2015-2016 school year. Saskatoon Public Schools supports and encourages joint tenders with other school divisions. This results in greater purchasing power and benefits those schools divisions that participate. We currently have three joint contracts including: • Two with Greater Saskatoon Catholic Schools for: o Student transportation with First Student and Hertz Northern Bus and o Window replacement with Dynamic Glass and Door Ltd.

• One with Regina Public Schools and Regina Catholic Schools for school and office supplies with Supreme Office Products.

ESSP Two to Five Year Priority Area: By June 2020, 90% of students exiting Kindergarten will score within the appropriate range in four of the five domains as measured by the Early Years Evaluation (EYE).

2014-15 ESSP Actions for the Two to Five Year Priority A summary of actions within this priority include the gathering of provincial Kindergarten baseline data, aligning the work of the ESSP with the Saskatchewan Child and Family Agenda, completing an environmental scan of current data available across sectors, exploring additional formative early learning assessments, establishing a bank of developmentally appropriate targeted supports, and creating an incremental plan for universal access to high-quality early learning environments.

2014-15 ESSP Improvement Targets for the Two to Five Year Priority

In 2014-15, all school divisions will administer the Early Years Evaluation to all eligible kindergarten students to establish baseline data. By June 2015, align the work of the Education Sector Strategic Plan with the Saskatchewan Child and Family inter-ministerial table.


2014-15 School Division Goals and Actions for the Two to Five Year Priority In response to ESSP targets, Saskatoon Public Schools has been using the Early Years Evaluation for several years on its own initiative. However, we saw room for improvement in terms of improving implementation of the tool. We focused this year on making sure that all students were accounted for in the data – either assessed or legitimately excluded. We met our goal in this respect. Based on the EYE completion monitor tool, we successfully accounted for each student. Since the Early Years Evaluation is a marker of school readiness – largely at school entry – rather than of learning once students enter formal schooling, we also used the Fountas and Pinnell Benchmark Assessment System as a proxy measure for how well students were prepared to learn upon entering Grade 1. Specifically, we focused on mid-year Grade 1 assessment results for this purpose.

• Our long-term goal for this measure is to see 75% of students scoring at or above expectations by 2020. Our 2013-14 baseline showed that 63% of students were at this level.

• Results for 2014-15 showed that 66% of students were at or above expected levels – an improvement of 3%. In order to achieve our goal, we want to see an average of 2-3% improvement per year. Given this first year improvement, we are on track for achieving our overall goal. However, we will have to continue to work very hard to continue this improvement trajectory.

During the 2014-2015 school year, multiple opportunities to enhance early learning were established in Saskatoon Public Schools. The main foci included:

• All prekindergarten and kindergarten teachers learned about the nature of culturally responsive environments and ways of engaging First Nations and Métis families. Consultants from our First Nations, Inuit, and Métis Unit along with our early learning consultant developed and co-led professional learning opportunities focused on the implications for practice as the child’s “third teacher” (honouring and continuing to foster the contributions of parents/caregivers and other family members as “first teachers”);

• School teams reviewed their fall Early Years Evaluation (EYE) results to plan collaboratively to respond to student’s needs – particularly those who exhibited scores that were in the “red” or “yellow” zone. School-based professional learning communities met regularly to discuss and plan for enhanced language and literacy initiatives for students;

• All prekindergarten program teams reviewed the application process to ensure families with increased vulnerabilities had first opportunity for attendance. Each school also examined options to maximize spaces for learning in a high quality environment;

• During the last two years, several of our Speech Language Pathologists were certified as trainers in the Hanen preschool language and literacy program with


a long-term goal of providing training in this system for Prekindergarten and Kindergarten teachers over the next few years;

• We continued to implement Help Me Tell My Story (three schools) and Help Me Talk About Math (one school); and

• Additional student learning programs were added including: o Four Prekindergarten programs - one in our Cree Culture and Language

program (currently at capacity and running a waiting list) and the other three in English contexts.

o An Early Learning Centre at Caroline Robins (50 spaces). Plans include adding an additional 16 infant and toddler spots at Royal West Campus to support young parents as they complete their high school accreditation.

Caroline Robins Community School Early Learning Centre


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Measures

Figure 9: Early Years Evaluation

Notes:

The EYE-TA is a readiness screening tool that provides information about each child’s development and learning with a focus on reading readiness skills. Results from the EYE-TA allow educators and school-based interdisciplinary teams to quickly identify children most likely to require extra support during the Kindergarten year, based on their levels of skill development in five key domains at school entry. In addition to results for specific domains, children are also assigned a comprehensive score known as a Responsive, Tiered Instruction (RTI) level. Research shows early identification followed by a responsive, tiered approach to instruction from Kindergarten to Grade 3 can substantially reduce the prevalence of reading problems. Responsive, Tiered Instruction (RTI) is a preventive approach that allows educators, school teams, and divisions to allocate resources early and continuously, rather than waiting until children have experienced failure before responding. Children who have Tier 2 or Tier 3 needs at Kindergarten entry are re-assessed before Kindergarten exit, allowing school divisions to measure the impact of their supports and responses. Spring RTI data also serves as a leading indicator of the population of students who may need Tier 2 or Tier 3 instructional supports as they transition from Kindergarten to Grade 1.

Pie charts show the percentage of Kindergarten students in the division (left pie) and the province as a whole (right pie) by RTI Tiers at Kindergarten exit in 2014-15. Percent totals may not add to 100 due to rounding.

Source: Ministry of Education, Early Years Branch, 2015


Ready to Learn: Early Years Evaluation (TA) responsive, tiered instruction (RTI) at K Exit A child’s first few years are critically important to his or her lifelong learning trajectory. One measure we use to monitor students’ readiness to learn in grade 1 is the Early Years Evaluation – Teacher Assessment (EYE-TA). The EYE-TA provides teachers and parents with a wealth of information about children’s readiness to learn in several key domains consistently shown to be indicators of future success. In addition, the results can be used to estimate the likelihood that a student will require special education supports in the future using a statistical analysis called logistic regression. This analysis controls for various demographic factors such as the socioeconomic characteristics of the students’ neighbourhoods and identifies the probability of requiring extra supports into three groups – (i) “green” – learning and development that is typical for children the same age; (ii) “yellow” – experiencing some difficulty; and (iii) “red” – experiencing significant difficulty. Based on the 2014-15 EYE-TA assessment results, 8% of Saskatoon Public Schools’ students are experiencing significant difficulty, 14% are experiencing some difficulty, and 78% are at an appropriate level of development as compared to typical children of the same age (see Figure 9). These numbers are very similar to the provincial statistics. Based on the RTI (Response to Intervention) research, the proportion of Saskatoon Public Schools’ population of kindergarten students who are “on-track” developmentally is about what we would expect. Typically, 15-20% of any student population will be experiencing some difficulty and require additional supports to be successful and we have about 22% of students experiencing some difficulty. Having said this, we are also mining these and other data to identify the specific areas in which these students struggle, (e.g., cognitive development, language development, etc.), and consulting relevant research to find ways to support their learning. We have implemented several tier 2 and 3 instructional interventions for grades 1-3 students and we are using EYE data – among other information sources – to identify students who require additional support so that we can put those supports in place as early as possible.

The School Division in the Community Saskatoon Public Schools – both as a whole and through individual schools – is linked to the broader community in a multitude of ways. The Board of Education places strong emphasis on community and parent involvement as well as on community partnerships.


Community and Parent Involvement Research has shown that students achieve at higher levels in school when their parents/ guardians and other community members are involved in education. Saskatoon Public Schools has programs and initiatives to encourage community and parent involvement. These programs vary from school to school and are unique to each community. For example, Princess Alexandra Community School (a K-8 school) has a parents’ room sponsored and staffed by the School Community Council (SCC) where the coffee is always on and families are always welcome. The Saskatoon Public Schools Foundation provides the community with an avenue to engage directly in improving education for Prekindergarten to grade 12 students. Through the Foundation’s community engagement and fundraising activities, projects such as the PotashCorp Eco Science and Indigenous Learning Centre as well as Summer Literacy Learning Camps have been made possible. These and many other projects have provided our students with valuable learning experiences. What all of our schools have in common is the importance of SCCs as a mechanism for connecting community and school. SCCs play a role in governance (described more fully in the next section) and most have established formal processes to foster community and parent involvement. For example, the SCC – along with the staff and students – at John Lake School work together to organize “camp out with a book”. Community Partnerships Saskatoon Public Schools and individual schools within the division have established a range of formal and informal community partnerships in order to promote student learning and ensure that students’ school experience is positive and successful. Saskatoon Public Schools has a long-standing formal partnership with Whitecap Dakota First Nation to ensure smooth transitions for students as they move from the Whitecap Elementary School to schools within SPS. This partnership has evolved over time and Whitecap Elementary School has recently become an “alliance school” within the SPS family. We look forward to exploring this partnership further to enhance the learning of students and families from both SPS and Whitecap Dakota First Nation. The Okicīyapi Partnership, a provincially and nationally recognized alliance, brings together the Saskatoon Tribal Council, Whitecap Dakota First Nation, the Central Urban Métis Federation Inc., and Saskatoon Public Schools to support the success not only of First Nations, Inuit, and Métis students but also of all students in the division. Several schools in the division use an integrated services model in which they partner with social service agencies to ensure that students’ physical, social, and psychological needs are met. This approach recognizes that students who are healthy and happy have greater capacity to learn and to succeed in school and in life. For example, in Princess Alexandra and Pleasant Hill Community Schools, a partnership between the division and the Saskatoon Health Region has formed an Inter-professional Health Team. This team, comprised of a speech language


pathologist, occupational therapist, and two community capacity builders, comes into the schools to provide families with services on a regular basis. Several schools in the division have partnered with local businesses. The purpose of these partnerships is to enrich students’ educational experience and to help them connect what they learn at school to the world of work. Typically, the partner business provides job shadowing opportunities for students and sends representatives to the schools to talk about their business or industry. In some cases the business may also sponsor school events. Students, for their part, may sing at business events, help to hand out business awards, and help to decorate business facilities at Christmas and other special times. Governance

The Board of Education Saskatoon Public Schools is governed by a ten-person elected Board of Education. The Education Act, 1995 gives the Board of Education the authority to “administer and manage the educational affairs of the school division” and to “exercise general supervision and control over the schools in the school division”. The school division is organized into ten wards for purpose of elections, but once elected, the members of the Board of Education represent all students in the division and are committed to providing the very best education possible for each and every student. The current Board of Education was elected on October 24, 2012 and will serve a four-year term. Board of Education members at August 31, 2015 are:

Ward 1 ..................................... Holly Kelleher Ward 2 ................................. Vernon Linklater Ward 3 .................................... Donna Banks Ward 4 .................................. Dan Danielson Ward 5 ........................ Colleen MacPherson Ward 6 ............................ Kathleen Brannen Ward 7 .................................... Bronwyn Eyre Ward 8 ..................................... Darrell Utley Ward 9 ...................................... Kevin Waugh Ward 10 ............. Ray Morrison (Board Chair)

Board of Education Trustees


School Community Councils Fifty three of our 58 schools have established School Community Councils (SCCs). Our three associate/alliance schools – Saskatoon Christian School, Saskatoon Misbah School, and Whitecap Elementary School – are not required by legislation to have SCCs (although all three schools have parent/community governance structures such as Boards of Directors or Chief and Council). City Park Collegiate and Royal West Collegiate did not establish SCCs. The Education Regulations, 1986 require school divisions to undertake orientation, training, development and networking opportunities for their SCC members. In 2014-15, Saskatoon Public Schools conducted three assembly meetings for the purpose of orientation, development and networking. The Regulations also require SCCs to work with school staff to develop an annual school Learning Improvement Plan that is aligned with the school division’s strategic plan and to recommend that plan to the Board of Education. In 2014-15, all division SCCs participated in the review of these plans. The Board of Education provides equal funding of $2,000 to each SCC. SCCs use this funding in a variety of ways, including supporting meeting expenses, sponsoring a survey of school parents to gain input to school level actions, or supporting guest speakers at school-level events for parents/caregivers. School Community Councils are expected to facilitate parent and community participation in planning and provide advice to the Board of Education, the school’s staff, and other agencies involved in the learning and development of students. The advice SCCs give to the Board of Education encompasses policies, programs, and educational service delivery. The advice they give to the school staff relates to the school’s programs. Recruitment and retention of SCC members remains a challenge. Sometimes prospective members are approached by the principal or the SCC chair. SCCs enable the community to participate in educational planning and decision making, and promote shared responsibility for learning among community members, students, and educators.


Demographics Measures

Figure 10: Enrolment by Grade

2012-13 2013-14 2014-15Kindergarten 1643 1696 1767

1 1581 1697 17322 1434 1606 17313 1528 1461 16264 1468 1569 14845 1396 1530 15976 1463 1443 15727 1486 1514 14978 1478 1529 15689 1624 1674 1687

10 1786 1784 185311 1831 1776 182912 2832 2888 2876

Total 21550 22167 22819

PreK Overall 527 576 609

GradeSchool Year

Note: The table above identifies the actual number of student enrolled in each grade as of September 30 of each year.Source: Ministry of Education, 2015

Figure 11: Subpopulation Enrolments

Grades2012-13 2013-14 2014-15

K to 3 991 1014 10544 to 6 751 758 8077 to 9 864 892 88710 to 12 1270 1242 1254

Total 3876 3906 4002K to 3 785 939 10194 to 6 403 399 4407 to 9 356 366 38110 to 12 191 236 257

Total 1735 1940 2097K to 3 476 571 6314 to 6 371 516 5697 to 9 304 427 48410 to 12 333 458 515

Total 1484 1972 2199


School Year

Self-Indentified FNMI

French Immersion

English as an Additional Language

Note: The table above identifies the actual number of students enrolled in grade-level groupings as of September 30 of each year.

Subpopulation Enrolments


Students In 2014-15, 23,490 students were enrolled with Saskatoon Public Schools (including prekindergarten students). This represents an increase over 2013-14 (747 students), and 2012-13 (1,446 students).

Over the course of the last three years, the population of the school division overall and of Prekindergarten to grade 3 specifically has increased each year (see Figure 10). For example, in 2012-13, we had 6,713 Prekindergarten to grade 3 students; in 2013-14, we had 7,036 students in these grades; and by 2014-15, the population for these grades has grown to 7,465.

If we look at the enrolment in terms of the size of subgroups of the population we see substantial increases in all groups (see Figure 11). For example, the population of FNMI students has grown from 3,876 in 2012-13 to 4,002 in 2014-15. Our French Immersion population has increased by a similar amount over this time from 1,735 to 2,097 students. Our fastest-growing subgroup is the students who require support to learn English as an additional language (EAL). In 2012-13, the EAL population was 1,484; whereas, in 2014-15, it was 2,199 – an increase of 715 students in two years!

Considering national and international immigration trends, we anticipate that our student population will continue to grow over the next several years.

HCAP Student Measuring

Literacy Conference Note Taking

Care Partner Activity


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Measures

Figure 12: School Division Staff – September, 2015

Job Category FTEsClassroom teachers 1386.5Principals, vice-principals 113.5Other educational staff - educational psychologists, educational assistants, community school coordinators, and speech language patholgists 437.17

Administrative and financial staff - clerks, accountants, IT staff, adminstrative assistants, library technicians, driver educators, and midmanagement 308.14

Plant operations and maintenance - caretakers, handypersons, carpenters, plumbers, electricians, gardeners, and supervisors 208.1Senior management team - chief financial officer, director of education, and superintendents 12

Total Full-Time Equipvalent (FTE) Staff 2465.41Note: The number of employees l i s ted above represents ful l -time equiva lents (FTEs). The acuta l number of employees i s greater because some people work part-time or seasonal ly.

Some individuals are counted inmore than one category. For example a teaching principa l might be counted 0.4 as a classroom teacher and 0.6 as a principa l .

Information for a l l s taff i s at September 30, 2015 Staff Figure 12 shows a summary of overview of division staff. Looking back on the 2013-14 Annual Report, our staff complement has grown from 2,394.41 in 2013-14 to 2,465.41 in 2014-15. Of particular note is a modest decrease in “plant operations and maintenance” and increases in both classroom teachers and “other educational staff.” In addition, we have added just over 44 FTEs to address the rapidly growing population of students who require the supports of these professionals.

Senior Management Team The Director of Education, Avon Whittles, reports directly to the Board of Education. The Deputy Director, Barry MacDougall, reports to Avon Whittles and oversees the Education Council. The Chief Financial Officer, Garry Benning, reports to the Director and oversees the Business Council. Eight superintendents of education are responsible for teaching, learning, and curriculum. Each superintendent of education is responsible for six or seven assigned schools from the various neighbourhoods in Saskatoon Public Schools:


Education Council – Superintendents of Education • Bruce Bradshaw • Lisa Fleming • Brenda Green • Withman Jaigobin

• Dean Newton • Patricia Prowse • Shane Skjerven • Donnalee Weinmaster

Business Council

• Garry Benning – Chief Financial Officer

• Jason Dunk – Chief Technology Officer

• Stan Laba – Superintendent of Facilities

• Jaime Valentine – Human Resources Superintendent

Facilities, Transportation, and Infrastructure Projects Facilities Saskatoon Public School Division’s facilities include: • Fifty-five schools located in Saskatoon (see page 7 for a list of schools). The average age of

these schools is 56 years. The oldest school is 105 years old; the newest opened in March 2015.

• The school division’s head office is located in downtown Saskatoon. The original building is 87 years old; a comprehensive renovation was completed fourteen years ago. The head office building is adequate in size for present needs.

• One satellite office located in Saskatoon houses the maintenance department. This building was built in 1960 and was renovated in 2005. This office is adequate in size for present need.

Wildwood School Foyer


http://sps16s.spsd.sk.ca/pages/view.php?ref=2144&search=building&offset=48&order_by=relevance&sort=DESC&archive=0&k=&

Figure 13: Infrastructure Projects 2014-15 (over $200,000)

Infrastructure Project 2014-15 Over $200,000

School Project Details 2014-2015 Costs

City Park Repurposing Programming renovation $ 882,324 Fairhaven Roofing Roof replacement $ 829,330

Lawson Heights Roofing Roof replacement sections #2A, 2B, 2C, 3, 4, 5 and 6 $ 594,634

Brevoort Park Roofing Roof replacement sections #2, 2A, 6 and 6A $ 527,833

Vincent Massey Roofing Roof replacement sections #1, 2 and 3 $ 244,102

New School Bundle P3 Schools Construction of 4 new elementary schools through SaskBuilds $ 5,194,405

Infrastructure Projects Saskatoon Public Schools’ deferred maintenance backlog is estimated to be in excess of $275 million in 2015, projected over 10 years, resulting in a facility condition index (FCI) of approximately 0.27. This is based on a current replacement value of approximately $1.18 billion for all 55 school facilities. SPS must continue to focus on key priorities in reducing this backlog – with roofing replacement being the number one priority. It is expected that 50% of existing roofs will need to be replaced over the next 10 years. Other building envelope upgrades along with heating and ventilation replacements within our schools continue to be our key priorities in addition to roofing. The preventative maintenance and renewal plans for our school facilities continue to align with our key priorities (see Figure 13 for a list of major infrastructure projects completed in 2014-15). We have a large number and variety of infrastructure projects in progress at any given time, and have many more requiring approval and/or budget support to proceed. The city’s population and the school division’s student enrollment continue to grow. There have been more than 2700 new students added over the past four years. We expect this trend to continue into the foreseeable future – long term projections indicate student numbers growing from approximately 23,000 to approximately 37,000 over the next 10 years. There is an urgent need for new elementary schools in Saskatoon in many new neighbourhoods, currently, and there is a continuing need for new portable classrooms as well as renovations/additions to existing schools to create additional classroom space for these students.


Measures

Figure 14: Student Transportation

Transportation Statistics

Students transported daily* 6,151

Number of transportation routes 131

Average one-way ride time (est.) 40

Longest one-way ride time 65

Cost per student per year (excludes extra-curricular & curricular transportation) 1,026.74

Source: Hertz Northern Bus and First Student Reports and Internal Records

Student Transportation Saskatoon Public Schools is an urban division where significant growth is occurring in new city neighbourhoods (9,000 to 13,000 people per subdivision). As this growth occurs in neighbourhoods that do not yet have schools, significant student transportation is required (see Figure 14 for 2014-15 transportation statistics). In addition, some students are transported within their neighbourhoods when the distance between school and home is too great to walk. Students are also transported to French Immersion Programs, Cree Language and Culture Programs and Academically Gifted Programs. Students requiring intensive supports are transported to programs or their neighbourhood school. Saskatoon Public Schools contracts transportation to bus, taxi, and wheelchair shuttle service companies. In addition, students ride Saskatoon Transit to and from school, particularly in grades nine to twelve. In order to be fiscally responsible, many elementary schools offset their bell times so they may share transportation, which is possible through the support of our school communities.


Financial Overview Summary of Revenue and Expenses

Property Taxation

42%

Grants50%

Other8%

Revenue 2014-15

Instruction73%

Gov & Adm3%

Transportation3%

Other7%

Plant14%

Expense 2014-15


Budget to Actual Revenue, Expenses and Variances

Budget to Budget to 2015 2015 2014 Actual Actual %

VarianceOver / (Under)

Property Taxation 105,923,000 106,259,797 102,584,277 336,797 0%Grants 110,696,790 125,118,559 116,060,848 14,421,769 13% 1 Tuition and Related Fees 3,036,750 3,368,794 2,660,200 332,044 11% 2 School Generated Funds 4,955,000 5,006,384 5,236,637 51,384 1%Complementary Services 3,247,254 3,073,127 2,898,475 (174,127) -5% 3 External Services 6,564,539 7,432,133 7,570,493 867,594 13% 4 Other 1,264,706 1,306,804 1,279,360 42,098 3%

235,688,039 251,565,598 238,290,290 15,877,559 7%

Governance 802,123 741,120 714,228 (61,003) -8% 5 Administration 6,716,664 6,522,780 6,368,303 (193,884) -3%Instruction 175,035,430 176,765,027 171,250,929 1,729,597 1%Plant 34,180,543 34,931,496 33,594,461 750,953 2%Transportation 6,815,785 6,607,151 5,899,580 (208,634) -3%Tuition and Related Fees 278,500 281,020 277,285 2,520 1%School Generated Funds 4,955,000 5,280,105 5,412,610 325,105 7% 6 Complementary Services 3,291,849 3,191,910 2,893,680 (99,939) -3%External Services 6,610,467 6,571,074 6,659,398 (39,393) -1%Other Expenses 692,500 715,888 875,853 23,388 3%

239,378,861 241,607,571 233,946,327 2,228,710 1%(3,690,822) 9,958,027 4,343,963

Note1

2

3

4

5

6

Under budget due to lower than budgeted expenditures related to board indemnity, travel and public relations.

Over budget due to higher than budgeted revenues as well as increased expenditures on the school based programs.

Over budget due to revenues from Saskatoon Public Schools Foundation Corp being higher than budgeted. In addition, grants related to Whitecap (both federal operating and provincial l iteracy grant) were higher than budget.

Explanation for Variances (All variances that are greater than positive or negative 5% must be explained)

ExplanationOver budget mainly due to $4.5 mill ion of additional operating grant related to the provincial collective bargaining agreement for teachers and a $5.4 mill ion grant for the school bundling project funding which was not included in the budget . In addition, funding for preventative maintenance and renewal, portables and other capital projects was higher than budgeted.

Over budget due to more students enroll l ing in the International Student Program compared to budget.

Under budget due to less alternate revenues for special programs received during the year.

NoteREVENUES

Total Revenues

EXPENSES

Total Expenses

Actual Variance

Surplus (Deficit) for the Year

Budget Actual


Appendices Appendix A – Payee List Board Remuneration

Board Remuneration

Name Remuneration Expenses Travel Professional Development Total

Banks, Donna $ 25,776 $ 475 $ 2,578 $ 4,422 $ 7,475 Brannen, Kathleen 25,941 37 2,578 5,831 8,446 Danielson, Dan 25,067 306 2,578 6,377 9,261 Eyre, Bronwyn 25,110 311 2,578 157 3,046 Kelleher, Holly 24,550 132 2,578 6,516 9,226 Linklater, Vernon 24,676 224 2,578 4,872 7,674 MacPherson, Colleen 25,110 150 2,578 1,361 4,089 Morrison, Ray* 34,289 347 2,578 9,782 12,707 Utley, Darrell 24,607 715 2,578 4,828 8,121 Waugh, Kevin 25,110 188 2,578 1,311 4,077

Total $ 260,235 $ 2,886 $ 25,778 $ 45,456 $ 74,121 Note: *Board Chair **PD costs include registration and expenses for professional development and community event activities Personal Services

Name Amount Aaro, Scott 91,560 Aasen, Jill 64,696 Abramoff, Chelsea 55,972 Adair, Aaron 87,568 Adair, Susan 92,558 Adair, Tammy 84,423 Adams, Brett 93,523 Adams, Phillip 62,919 Adolph, Beverly 91,335 Agnew, Kerry 58,692 Ahiahonu, Elizabeth 85,423 Ahmed, Candace 68,248 Ahuja, Megha 61,503 Akl, Najla 84,032

Albert, Keri 89,641 Alcorn, Kerry 115,920 Alderson, Lorena 88,683 Aldorfer, Pamela 50,242 Alexander, Alison 83,814 Alexander, Heath 88,116 Alexandrovich, Bradley 70,485 Allen, Alyssa 57,866 Allen, Josette 84,160 Allenspach, Tracy 84,381 Allington, Estelle 75,695 Almightyvoice, Gilbertina 84,462 Alsop, Cara 88,106 Altman, Marie 85,760 Ambros, Carla 63,851 Amiotte, Laurel 84,264 Amundson, Debra 59,255


Anderson, Amy 67,614 Anderson, Angela 84,027 Anderson, Cheryl 84,473 Anderson, Diane 84,262 Anderson, Heather 73,061 Anderson, Kerri 94,869 Anderson, Kerry 74,165 Anderson, Laurie 105,101 Anderson, Sarah 68,516 Andrews, Jolie 89,511 Andrews, Mark 85,430 Andrie, Debbie 93,325 Anholt, Ashley 74,341 Antonopoulos, Lorielle 71,686 Apesland, Corey 100,327 Apesland, Marcia 84,782 Appleton, Cody 68,481 Appleton, Eastlyn 57,147 Arcand, Carolynn 59,091 Armstrong, Christine 68,754 Armstrong, Ivy 69,884 Armstrong, Jim 59,268 Armstrong, Shane 116,985 Armstrong, Shane 84,198 Arnot, Linda 102,658 Arsenault, Donna 114,997 Arthur, Bruce 84,987 Arthur, Donna 93,634 Arthurs, Brian 84,028 Ashwin, Kristin 70,860 Aune, Elisabeth 88,611 Austin, Venessa 58,171 Avery, Duncan 78,083 Awasis, Wallace 79,801 Babey, Dana 86,675 Bachiu, Megan 80,637 Bachiu, Stephen 84,059 Baetz, Andrew 86,843 Bahr, Heather 84,169 Baker, Veronica 54,659 Balderston, Kelsey 63,482 Baldo, Erika 62,608

Balfour, Douglas 89,240 Balicki, Chantelle 85,283 Balon, Brett 76,998 Banda, Angela 120,302 Bandula, Marta 81,994 Bansley Berezitzky, Kimberley 78,120 Banting, Nathaniel 72,996 Baptist, Jenna 54,885 Baraniuk, Robin 88,611 Bargen, Wayne 77,928 Barker, Barry 78,027 Barker, Randi 116,095 Barr, Nancy 89,716 Barrett, Kevin 84,190 Barrett, Scott 52,804 Barrett, Shelley 83,962 Barrington, Marilyn 91,792 Barry, Patrick 88,339 Barss, Derek 113,989 Bartlett, Gail 52,300 Barton, Carolyn 66,611 Basaraba, Amy 82,732 Basky, Leslie 78,321 Bast, Kendra 56,011 Bast, Mandy 51,749 Batcho, Lisa 66,728 Bates, Allison 68,338 Bates, Trevor 71,183 Baumgarten, Michelle 84,770 Bazin Webster, Charles 90,234 Bear, Roberta 96,847 Bear-Linklater, Teresa 84,916 Beattie, Tannis 78,255 Beattie, Tanya 83,225 Beatty, Nicole 60,989 Beaubien, Marie 59,152 Beaudry, Pamela 99,200 Beaudry, Susan 70,405 Beaulieu, Ryan 89,075 Beckman, Elizabeth 65,075 Begg, Adrianne 61,085 Bekkatla, Carmen 82,880


Bekolay, Maria 83,462 Bekolay, Tami 88,701 Bell, Alison 85,478 Bell, Ashley 67,701 Bell, Ashley 56,658 Bell, Joanna 74,635 Bell, Kellie 62,331 Bembridge, Janet 84,520 Ben, Audrey 51,950 Benard, Richard 52,932 Benning, Garry 175,652 Benson, Laura 51,418 Benson, Wendy 119,414 Bentham, Lorraine 92,516 Bereza, Gregory 84,198 Berg, Andrea 83,986 Berg, David 71,238 Berg, Erin 75,408 Berg, Everett 67,494 Berg, William 114,258 Bergen, Tyler 102,497 Bergstrom, Shannon 58,685 Berscheid, Gertrude 89,277 Berthelot, Jennifer 93,026 Bertoia, Maureen 51,714 Bessel, Dawn 84,526 Best, James 83,756 Best, Valerie 84,198 Beswick, Morgan 56,360 Beswick, Susan 82,212 Bevan, Scott 68,986 Bidaux, Barbara 84,024 Binner, Courtney 66,456 Bintner, Jasper 72,884 Bird, Brianna 57,051 Bishop, Mary 92,623 Bishop-Yong, Nicola 118,068 Biss, Sharon 84,157 Black, Marilyn 53,679 Blacklock, Jessica 56,229 Blackmon, Michelle 80,624 Blackstock, Danielle 65,045

Blackstone, Sunny 60,056 Blatchford, Carey 93,450 Blow, Amber 59,868 Blunt, Donna 66,783 Bodnar, Shelley 88,404 Bodnar, Theresa 69,628 Boechler, Georgia 88,216 Boehme, Daryl 85,791 Bohle, Tammi 62,307 Boldt, Stacey 55,005 Bond, Alfred 88,295 Bonli, Maia 62,387 Bonli, Sonika 57,955 Bonnor, Susan 81,803 Booth Peterson, Tammy 88,382 Booth, Sharilee 83,959 Booth, Vance 82,155 Boots, Ruth 62,545 Bornyk, Brenda 84,416 Borsa, Ian 58,800 Boulet, Amanda 55,675 Bouthillette, Tara 57,835 Bowes, Richard 85,134 Bowkowy, Lindsey 73,281 Boychuk, Tammy 88,294 Boyd, Douglas 116,768 Braaten, Heather 88,294 Braaten, Karen 83,865 Braden, Jennifer 95,624 Bradford, Marni 84,198 Bradford, Michael 110,297 Bradley, Shane 113,484 Bradshaw, Bruce 163,464 Bradshaw, Kathleen 65,659 Branstetter, Shelley 84,310 Brassard, Carrie 83,901 Brattan, Carlee 81,803 Braun, Sharon 84,279 Braybrook, Robert 128,302 Brecht, Naomi 76,528 Brennan, Anne 93,358 Brennan-Bailey, Tracey 88,127


Brent, Caitlin 66,924 Bridgeman, Claudette 64,679 Brimacombe, Erin 60,113 Brimacombe, Ryan 111,492 Brinkman, Tara 81,085 Briskar, Stanley 58,936 Brissaw, Jodi 83,058 Britton, Neal 67,492 Broda, Jenna 73,264 Brokofsky, Jennifer 109,584 Brooman, Dean 67,954 Brossart, Brenda 93,347 Brown, Allyce 56,758 Brown, Bradley 59,234 Brown, Cameron 60,746 Brown, Carly 64,036 Brown, Christopher 50,600 Brown, Melinda 67,954 Brown, Sarah 80,849 Brule-Lundgren, Danielle 84,273 Brunett, Jason 93,325 Brychun, Shannon 88,326 Bryden, Lisa 64,454 Bubnick, Corinne 88,353 Buchan, Brandon 62,175 Buck, Lyvia 84,861 Buckle, Julienne 89,316 Buday, Daniel 84,198 Buehler, David 55,207 Buettner, Jennifer 69,280 Buglass, Kim 93,634 Bulin, Merril 89,070 Bull, Robert 93,565 Bulmer, Katie 80,469 Burgess, Donald 102,035 Burgess, Matthew 50,523 Burke, Meghan 81,445 Burr, Evan 83,604 Burton, Lana 91,133 Bussiere, Lexi 67,844 Butler, Lindsay 63,919 Butler-Berry, Marilyn 84,162

Cabalt, Stephanie 76,899 Cadrain, Tina 64,874 Calow, Andrea 76,479 Cameron, Allison 88,993 Cameron, Steven 60,427 Campbell, Christine 71,941 Campbell, Jeanet 84,198 Campbell, Susan 92,873 Campbell, Tyler 65,513 Canales Portillo, Karen 61,018 Cantin, Neal 88,576 Cantin, Wendy 93,325 Capes, Trudy 111,603 Cardwell, Dean 88,641 Carey, Thomas 105,250 Carlson, Jordan 108,110 Carlson, Marnie 68,859 Caron, Angela 97,189 Caron, Douglas 84,732 Carr, Robert 52,009 Carrier, Nicol 60,643 Carruthers, Heather 82,552 Carter, Lori 90,695 Casey, Sarah 56,854 Catton, Christopher 84,251 Caughlin, Linda 65,143 Cavanaugh, Kirsten 57,278 Cawood, Michael 84,346 Chamagne, Kim 84,821 Chambers, Rochelle 67,617 Chambul, Cecilia 67,954 Champ, Sharon 116,006 Chan, Don 73,396 Chan, Laurie 88,513 Chan, Susana 88,318 Charington, Brittany 62,306 Chartier, Michael 80,343 Chatman, Nikita 66,850 Chatterson, Connie 86,119 Chatterson, Jeffrey 84,056 Chen, Shu 75,113 Cherry, Tracy 99,461


Cherwoniak, Jaelynne 84,746 Chester, Nita 84,535 Chhim, Sina 51,019 Chicilo, Chad 93,174 Chief, Darwin 103,078 Chief, Tamara 93,304 Cholod, Tammera 84,751 Christ, Janet 93,325 Christensen, Megan 58,717 Christenson, Connie 84,429 Chubey, Nancy 70,050 Chupa, Twyla 87,487 Chysyk, Kimberly 55,915 Claffey, Kenneth 81,803 Clark, Christopher 88,083 Clark, Dagan 89,757 Clark, Laurel 82,403 Clark, Richard 92,618 Clark, Sarah 68,284 Clark, Teresa 97,024 Clarke, Daniel 89,681 Clarke, Leanne 84,528 Clarke, Myra 89,742 Clarke, William 65,727 Clausen, Brenda 88,294 Clauson, Bradly 78,716 Claxton, Colin 71,343 Clements, Donald 82,124 Clements, Katherine 61,564 Cline Flath, Lori 93,059 Cline, Phoebe 84,189 Cloutier, Daniel 88,294 Coburn, Chelsey 56,916 Cochran, Myrna 84,673 Cole, Evan 72,547 Cole-Hynes, Cynthia 87,340 Coles, Lee-Ann 86,550 Collins, Linda 50,304 Colquhoun, Jeffrey 84,198 Colquhoun, Michael 89,603 Comrie, James 71,264 Conley, Mathew 83,262

Constantinoff, Deanna 82,308 Cooke, Claire 80,396 Cooper, Ian 93,435 Cooper, Mandy 56,971 Corrins, Murray 72,269 Cossette, Richard 74,624 Cote, Keith 90,736 Cotelesage, Melanie 61,675 Cousins, Todd 84,035 Cowan, Kimberly 91,691 Cowan, Robert 92,008 Craig, Bryan 98,962 Craig, Lisa 50,544 Craig, Scott 83,999 Crawford, Donald 84,341 Crawford, Paula 84,198 Crittenden, Jillian 84,671 Crone, Kimberly 56,251 Crowell, David 88,726 Crozier, Angeline 78,860 Cuff, Connie 84,787 Cui, Bing 93,853 Culver, Amanda 62,420 Cuming, Jacqueline 57,492 Cuming-Klassen, Coralee 83,827 Cummings, May 88,056 Currie, Maeva 68,688 Curry, Susan 64,679 Cuthbert, Jacqueline 93,455 Czarnecki, Tara 84,585 Dahl, Neil 58,688 Dahlen, Jody 88,514 Dalen, Murray 103,776 Danaher, Lisa 88,704 Daniels, Belinda 92,685 Daniels, Kimberly 54,395 Danielson, Danielle 66,210 Dautbegovic-Krienke, Bojana 64,392 David, Allen 88,778 Davies, Kelly 57,423 Davis, Christine 102,332 Davis, Kailey 73,066


Davis, Patrick 93,584 Davis, Stephen 59,936 Davison, Mischa 66,297 Dawe, Kory 84,126 Dayday, Leah 83,969 De Coninck Smith, Erik 56,102 Dean, David 88,116 Dean-Morrison, Cynthia 88,226 Decker, Crystal 70,189 Decorby, Jana 71,815 Delainey, Colette 87,632 Demmans, Tricia 88,415 Denomy, Yvonne 112,356 Denton, Stefanie 63,530 Derkachenko, Carey 64,701 Derksen, David 126,928 Derksen, Dustin 63,506 Desjardine, Ken 88,635 Devine, Mary-Jo 103,342 Devlin, Evelyn 88,838 Dewan, Pamela 74,001 Dewar, Daniel 93,774 Dick, Alexander 95,173 Diederichs, Brittany 66,800 Dietrich, Joel 70,712 Dignean, Ryan 75,588 Dill, Cody 83,453 Dittmer, Tabitha 57,123 Dixon, Dorothea 80,503 Dmytryshyn, Duane 67,153 Dobni, Camille 124,043 Doell, Lori 75,929 Dogniez, Angela 83,920 Dogniez, Jamie 56,840 Doherty, Deanna 65,429 Dolan, Pearl 84,886 Donkin, Gordon 83,947 Dopko, Judy 54,444 Doran, Andrea 84,656 Douglas, Nilima 117,151 Downey, Brianne 56,777 Drabble, Rodney 56,322

Drake, Denise 84,828 Draper, Dawn 83,947 Draude, Trevor 51,852 Driedger, Brenda 64,684 Driedger, Dawn 107,592 Drisner, Jonathan 55,003 Dubray, Jason 84,166 Ducasse, Leyta 91,779 Dukart, Danielle 68,186 Dunbar, Brennan 75,487 Dunbar, Rebecca 82,177 Dunk, Andrea 86,127 Dunk, Jason 146,475 Dupuis, Jocelyn 76,907 Durand, Debbie 93,522 Dursun, Chettranee 59,885 Dutertre, Levana 79,441 Dutka, Coreen 86,270 Dyck, Karen 88,730 Dyck, Perry 52,932 Dyck, Terrance 58,891 Dyke, Raelene 68,683 Earl, David 86,570 Edlund, Merrill 94,988 Edwards, Diane 86,671 Elbardouh, Hanan 85,819 Elia, Roseanne 81,029 Elliott, Barbara 102,658 Elliott, Jeffrey 86,841 Elliott, Kristie 88,344 Elliott, Ruth 88,116 Elliott, Stephanie 88,524 Elliott, Terry 58,378 Elliott-Jensen, Candace 94,653 Ellis, Kalee 69,579 Ellis, Rhonda 83,881 Ellson, Shelley 68,164 Elmgren, Hilary 72,669 Eng, Benjamin 77,064 Eng, Pauline 85,254 Eng, William 88,116 Engen, Paul 88,199


Englesman, Ivan 99,563 Ens Funk, James 87,565 Ens, Kenneth 84,407 Ens, Natasha 83,097 Ens, Sherry 64,471 Epp, Desiree 66,040 Epp, Jana 82,626 Epp, Kevin 117,593 Epp, Sandra 86,821 Epp, Valerie 86,001 Erickson, Edward 84,396 Erickson, Noelle 71,581 Erker, Linda 96,904 Ernst, Tracy 84,437 Eruero, Angela 86,197 Espenant, Amber 63,093 Ethier, Trevor 84,028 Evans, Lisa 84,346 Evoy, Kristine 70,769 Ewart, Adam 90,148 Ewart, Kathy 86,410 Facci, Manuela 83,015 Fahie, Eric 56,611 Fahlman, Gisele 83,958 Fairbrother, Allison 88,076 Falconer, Corey 88,329 Fanner, Nicholas 93,725 Farmer, Layra 88,522 Farmer, Thomas 129,479 Farquhar, Sheryl 84,292 Farthing, Cory 85,100 Favel, Alisa 74,711 Favel-Elford, Candes 95,152 Fedorchuk, Arlene 93,325 Fedrau, Shelly 66,783 Fehr, Kelvin 71,351 Fenske, Robert 88,202 Ferguson, Scott 121,327 Ferguson, Stephanie 88,540 Fetter, Dennis 52,932 Fiander, Katherine 65,227 Fiedelleck, Mathew 68,970

Finch, Darryl 90,250 Fineday, Kelley 66,729 Fineday, Sheri 57,457 Fischl, Bailey 70,319 Fisher, Corey 71,050 Fisher, David 103,882 Fiss, Andrea 92,618 Fitzpatrick, Jody 60,549 Fitzpatrick, Mark 84,970 Flaherty, Brian 139,594 Flaman Dunn, Marlene 116,000 Flaman, Lori 54,756 Flaman, Rebecca 62,605 Flaten, Aileen 88,327 Flath, Jillian 63,812 Fleming, Lisa 169,701 Floch, Alina 88,294 Flowers, Shelly 68,663 Fluter, Diane 81,876 Flynn, Deborah 84,539 Fofonoff-Edwards, Lisa 84,292 Ford, Jill 62,331 Ford, Krista 120,920 Ford, Peter 88,268 Fouhse, Janice 87,945 Fournier, Gwyn 100,227 Fowler, Jeannette 96,919 Frain, Catherine-Lynn 90,730 Franklin, Dell 93,325 Frape, Andrew 58,282 Fraser Sherwood, Breanne 79,306 Fraser, Gladys 84,317 Fraser, Kayla 62,779 Fraser, Robert 88,294 Frerichs, Cindy 88,236 Friesen, Abram 84,198 Friesen, Jocelyn 53,583 Friesen, Julianne 61,704 Friesen, Mitchell 58,993 Friesen, Patrick 84,198 Friesen, Rita 84,812 Friesen, Rodney 88,294


Friesen, Tyler 58,516 Friesen, Tyler 71,872 Fruson, Lyle 84,523 Fruson, Marla 84,515 Fuchs, Krista 62,049 Fullerton, Tara 82,287 Funk, Rachel 67,382 Gabruch, Nancy 84,032 Gall, Roderick 55,572 Gallenger, Kathryn 84,517 Galvin, Michelle 88,294 Garbe, Valerie 88,284 Gardiner, Kenzie 60,175 Garg, Aditi 59,940 Gariepy, Tammy 88,448 Gaudet, Catherine 70,447 Gauthier, Chantal 50,388 Gelowitz, Joe 53,034 Generoux, Helen 73,441 Gerein, Darcie 84,172 Geres, Koreen 93,144 Gerich, Chandra 100,014 Gering, Wayne 67,706 Gerow, Pauline 72,408 Gerroir, Jacqueline 82,844 Gervais Levesque, Cathy 60,725 Gervais, Erica 54,624 Gervais, Jena 64,488 Gervais, Kylie 62,563 Gerwing, Brianne 53,837 Gerwing, Whitney 71,354 Gibault, Bradley 79,948 Gibbs, Brenda 93,611 Gibson, Kelly 79,864 Gieni, Kathryn 79,370 Giesbrecht, Justin 106,425 Gillies, Kailey 68,027 Gilmour, Douglas 114,835 Girolami, Tammy 112,699 Glass, Laura 86,071 Gleim, Kim 115,907 Glines, Jody 112,235

Glova, Tricia 80,209 Godson, Sarah 82,863 Goguen, Melanie 60,475 Gokavi, Esther 71,922 Gonari, Nicole 79,625 Gonza Mamani, Carmen 60,181 Goodman, Agnes 84,082 Goodwin, Tara 102,424 Gordon, Brent 101,843 Gordon, Kirk 69,690 Gordon, Marla 88,707 Gordon, Morgan 56,592 Gordon-Dirks, Tammy 84,028 Gorgchuck, Tabitha 62,228 Gorniak, Gaylene 54,756 Goshawk, Patricia 84,396 Gossen, Michelle 71,729 Goudie-Cloutier, Lezlie 92,578 Goudreau, Rylan 62,980 Goulden, Sherry 84,941 Goulden-McLeod, Pamela 97,683 Gower, Heather 61,518 Graham, Elaine 88,235 Graham, Geraldine 58,800 Graham, Kyle 65,026 Graham, Matthew 53,859 Graham, Terry 100,821 Grahn, Mary 87,930 Grant, Heather 83,859 Gray, Kent 84,940 Green, Brenda 163,464 Green, Patrick 90,486 Greenshields, Kathryn 57,518 Gregoire, Jacqueline 88,294 Greig, Candace 62,441 Grier, Angela 89,733 Grieve, Brenda 84,748 Grimard, Ashley 55,920 Grismer, Lara 88,377 Grosjean, Leo 88,690 Gryba, Shona 90,162 Gryschuk, Joan 70,009


Guest, John 93,325 Guigon, Neil 62,570 Gulutzan, Timothy 93,567 Gunderson, Lindsay 57,142 Gunn, Samantha 68,651 Gunning, Rita 93,325 Gurney, Brian 88,323 Gurski Risling, Lisa 93,605 Guskjolen, Steven 69,372 Guttormson, Daelene 50,304 Guttormson, Karon 87,814 Hada, Helen 89,057 Haichert, Shar-Lee 50,058 Haight, James 84,276 Haines, Jessica 53,424 Hajinoor, Mohamed 104,466 Halderman, Jeffrey 75,731 Halfinger, Parker 71,407 Halliday, Kelli 82,725 Halstead, Sherry 84,198 Hamilton Oley, Jillian 70,096 Hamilton, Hugh 116,679 Hamilton, Jordan 71,099 Hamilton, Shea 88,278 Hamilton, Sheryl 60,047 Hamilton, Timothy 70,496 Hamm, Allison 59,709 Hamon, Andrea 83,272 Hamon-Adair, Jennifer 69,098 Hanke, April 83,912 Hanke, Cody 118,772 Hannah, Kristina 78,447 Hansen, Aaron 85,490 Hanson, Sharah 72,223 Hanson, Stacy 87,978 Hapke, Jacqueline 50,491 Harder, David 89,246 Harding, Glenn 86,579 Harding, Katherine 57,568 Harkness, Dawn 120,769 Harper, Kari 84,113 Harper, Sandra 85,435

Harris, Zoe 75,430 Harrison, William 84,198 Hartsook, Kim 73,507 Harvey, Dale 88,294 Harvey, Jarod 89,167 Harvey, Jay 91,829 Harvey, Stacey 81,802 Hasell, David 100,235 Hassett, Donnalee 72,116 Haugen, Ashley 53,817 Haugen, Jeffrey 53,886 Hawkins, Meghan 78,224 Hawley, Scott 88,116 Hay, Warren 92,470 Hayden, Cindilee 95,677 Hayne, Tara 88,468 Haywood, Jennifer 97,513 Heather, Ernest 53,880 Heck, Dawn 68,312 Hegarty, Karyn 80,987 Hegg, Rick 54,264 Heggie, Breeann 61,546 Heilman, Judson 85,538 Hein, Laurie 84,308 Heinrichs, Kandice 83,898 Helfrick, Erika 57,916 Helman, Jacqueline 84,887 Helms, Kara 92,293 Helms, Tara-Lee 67,076 Henderson, Duane 69,973 Hendry, Kelsie 61,185 Heppner, Robert 88,294 Hernberg, Megan 83,905 Hernberg, Michael 85,068 Heroux, Maureen 83,871 Herron, Gladys 93,325 Herron, Shalene 121,905 Heskin, Darryl 93,791 Hetterly, Kristin 55,968 Hettinga, Kerstin 63,931 Hidlebaugh, Wilford 88,723 Hiebert, Jordan 69,396


Hiebert, Todd 88,242 Hildebrand, Javis 61,443 Hill, Wendy 84,303 Hiller, Lauren 63,362 Hills, Brent 119,734 Hills, Christopher 64,631 Hills, Karen 80,560 Hills, Sarah 72,726 Hilsen, Shauna 115,653 Hind, Lorene 83,992 Hingley, Ian 88,294 Hingley, Jennifer 112,234 Hinther, Brenda 88,349 Hlady, Loreen 88,011 Hnatiuk, Laurie 94,095 Hobbs, Calvin 88,389 Hobday, Brenna 69,334 Hobday-Kusch, Jody 92,949 Hodgins, Anna-Lise 55,862 Hoehn, Martin 63,915 Hoftyzer, Cheryl 90,020 Hogg, Jennifer 73,230 Holfeld, Brenda 81,803 Holfeld, Randy 123,371 Holinaty, Jodie 55,703 Holowaty, Chad 63,178 Hoover, Jodi 84,572 Horsley-Dewar, Terry 67,156 Hosaluk, Shelley 92,332 Hoskins, Stacy 88,334 Houle, Daniel 62,232 Howard, Michelle 84,275 Howdle, Allison 70,889 Howell, Abigail 70,058 Howey-Bowes, Robyn 75,599 Howie, Curtis 51,696 Howlett, Kenneth 78,357 Hrycuik, James 88,169 Hughes, Allison 88,489 Hujber, Lacy 61,446 Humbert, Gaylene 67,262 Humbert, Jillian 58,889

Humbert, Paul 128,965 Hunchak, Judith 84,385 Hupe, Dana 92,394 Hupe, Edmond 92,929 Hushagen, Sheena 95,452 Hutcheson, Andrea 71,274 Hutson, Jason 73,746 Hymers, Dallas 62,897 Hynes, Lisa 103,291 Ingalls, Raelene 58,777 Ireland, Ronda 88,294 Irinici, Roberta 84,173 Iron, Ardis 59,320 Irvine, Brenda 84,506 Isaac, Brittni 64,088 Isaak, Elvin 50,462 Isabelle, Jared 83,610 Isbister, Darryl 116,171 Isbister, Roberta 88,215 Ito, Jori 56,752 Iverson, Richard 129,773 Iverson, Shona 84,528 Iwanicha, Lindsay 69,349 Jackson, Terri 88,090 Jacobson, Lee 60,772 Jaigobin, Withman 163,464 James, Leora 116,283 Jamil, Faizah 59,004 Jantz, Timothy 84,198 Janzen, Bonita 82,410 Janzen, Kristine 66,340 Janzen, Paul 106,620 Janzen, Robin 81,254 Janzen, Tracy 83,984 Jasiukiewicz, Malgorzata 65,566 Jaunzems-Fernuk, Judy 83,359 Jayson, Belinda 83,023 Jerome, Michael 68,462 Jerred, Wendy 94,608 Jockims, Gregory 72,582 Johnson, Chantel 64,791 Johnson, Colleen 88,011


Johnson, Darryl 85,606 Johnson, Jason 93,818 Johnson, Norman 50,721 Johnson, Sheri 87,184 Johnson, Theresa 89,548 Johnson, Tracy 71,764 Johnston, Catherine 93,871 Johnston, Trenton 94,591 Jones, Brett 88,096 Jones, Cory 67,037 Jones, Joanna 84,220 Jones, Kirk 94,481 Jones, Maria 83,789 Joorisity, Amy 70,758 Jorgenson, Bradley 89,055 Judd, Garry 73,169 Jutras, Daniel 67,955 Jutras, Michael 118,011 Kachur, Mitchell 121,400 Kaczmer, Stacey 51,316 Kadyschuk, Glenda 92,962 Kadyschuk, Leanne 60,989 Kaiser, Kevin 93,171 Kalapaca, Susan 88,294 Kalesnikoff, Lisa 93,212 Kalinocha, Laura 84,428 Kalinowski, Kirstie 88,298 Kalyniuk, Cara 87,873 Kalynuk, Mirissa 58,583 Kammerer, Kimberly 59,350 Kapphahn, William 102,137 Katz, Karen 85,546 Kayseas-Brown, Donna 84,550 Keeler, Brent 84,890 Keeler, Jacky 82,973 Keil, Elaine 87,938 Kekula, Shannon 88,305 Keller, Lois 102,614 Kelly, Patrick 93,383 Kembel, Arlene 88,294 Kenney, Jeffrey 91,122 Kennon, Shauna 64,997

Kenny, Charlene 86,172 Kerr, Jennifer 80,687 Kershaw, Allison 74,096 Kiefer, Kelsey 56,486 Kikcio, Patricia 84,138 Kimberley, Jason 69,338 Kincade, Cameron 52,957 Kindrachuk, Lori 104,625 Kindrachuk, Marianna 59,579 Kirkpatrick, Dwight 117,572 Kiselyk, Marci 64,784 Klassen, Cory 102,651 Klassen, Sharon 84,198 Klassen, Shauna 66,373 Klassen, Shawna 84,341 Klein, Doug 60,720 Klein, Stacy 58,351 Klein, Theresa 94,612 Kleiter, Kristen 57,188 Klenz, James 102,354 Knaus, Tamra 58,845 Knipfel, Linda 65,942 Knoblauch, Kelsey 58,702 Knudsen, Aron 71,973 Kobialka, Burnetta 84,197 Kobylak, Kirsten 83,233 Koch, Jonathan 92,566 Koehn, Andrea 88,382 Kokesch, Pamela 50,304 Komada, Cheryl 84,462 Konkin, Jill 89,284 Koop, Janelle 68,173 Kopperud, Rachel 60,268 Kornuta, Denys 94,977 Korsrud, Maggie 77,361 Kosokowsky, Chad 74,790 Kosowan-Kirk, Cheryl 88,953 Kost, Rebecca 88,021 Krahn, Stacey 76,710 Krause, Elaine 88,193 Krauss, Brenda 88,257 Kritzer, Wendy 61,981


Krivoshen, Donna 82,370 Kroeker, Thomas 84,264 Krogstad, Gerald 100,150 Kruger, Jodi 70,909 Kruger, Katherine 78,565 Kruger, Kylie 59,580 Kruger, Mark 65,819 Krysak, Joel 84,064 Kucey, Glenn 97,002 Kuckartz, Luc 81,803 Kuffner, Todd 88,116 Kulyk, Tamzen 85,529 Kuny, Lynn 88,093 Kunz, Robert 52,631 Kuprowski, Kate 56,381 Kurpjuweit, Michael 83,282 Kurpjuweit, Yvonne 66,157 Kushniruk, Russell 90,043 Kwasnik-Senger, Sophia 88,327 Laba, Stanislaus 162,793 Labas, Brittany 55,240 Labe, Valerie 89,828 Lacelle, Allison 71,930 Lacey, Kelly 88,405 Lafreniere, Kristen 80,157 Lake-Henderson, Heather 57,963 Laliberte, Faye 90,034 Laliberte, Lloyd 71,454 Laliberte, Sandra 84,198 Laliberte, Sharon 84,198 Landry-Benoit, Josianne 54,260 Langill, Marilee 88,701 Langlois, Leslie 87,490 Laplante, Dwayne 90,349 Laplante, Renee 109,512 Laroque, Lee-Anne 80,534 Laturnus, Dayna 94,159 Lau, Annique 88,075 Lavergne, Rachelle 65,899 Laverty, Tracy 85,331 Lavoie, Elise 59,588 Leake, Jenny 63,808

Leatherdale, Brandon 87,223 Leblanc, Danielle 76,055 Leblanc, Leah 75,140 Leclerc, Alain 92,668 Lee, Derrick 75,848 Lee, Megan 93,325 Lemstra, Nicole 62,169 Lesyshyn, Daryl 84,374 Letkeman, Wesley 72,203 Leuschen, Erin 84,217 Levesque, Michel 88,294 Lewchuk, Sheldon 88,242 Liebrecht, Juanita 62,763 Liebrecht, Linda 88,378 Lindgren, Laurel 52,440 Lindsay, Travis 69,795 Litz, Lana 72,621 Lloyd, Michelle 53,012 Lockwood, Dana 71,303 Loewen, Christine 84,297 Lofstrom, Paige 73,022 Loney-Tindall, Carla 87,708 Long, Murray 98,186 Longstaff, Brenton 83,943 Loraas, Lara 62,563 Lorway, Kathryn 53,399 Loseth, Joel 63,433 Loshack, Candace 86,952 Loshack, Justin 88,638 Loshack, Randi-Lee 88,605 Losier, Jean-Francois 53,314 Love, Matthew 65,601 Loverin, Leah 73,805 Loverin, Mitch 65,347 Low, Miranda 111,276 Lowe, Mitchell 67,909 Luciuk, Alan 90,077 Luciuk, Katherine 84,198 Luciuk, Matthew 74,081 Lucky, Bob 71,292 Lundgren, Rhett 82,568 Lynchuk, Ryan 65,314


Lyons, Eric 84,153 Lysak, Mitchell 67,322 Macaulay, Rachel 63,400 Macbride, Christa 76,489 MacDonald, Audrey 90,374 MacDonald, Brenda 84,264 MacDonald, Mindy 73,250 MacDonald, Tessa 62,187 MacDougall, Barry 182,281 Machnee, Jean 84,198 Macintosh, Bradley 89,072 Mackenzie, Anna-Marie 84,198 Mackintosh, Patrick 88,103 Maclean, Betty 60,770 Maclellan, Rachael 66,783 Macleod, Kimberley 124,924 Macleod, Marc 77,592 Macleod, Wendy 77,152 Macmillan, Lora 73,595 Madarash-Clarke, Joanne 84,453 Malanovich, Kathryn 84,229 Mamer, Vincent 86,536 Manafo, Sarah 87,224 Mancusi, Sandra 97,546 Mann, Nicole 62,033 Manning, Jemahl 57,907 Mantyka, Bill 94,534 Marcotte, Linda 53,638 Marsh, Linda 84,605 Marshall, Jeffrey 91,450 Martel, Mario 84,704 Martens, Murray 88,523 Martin, Eric 61,542 Martin, Janelle 88,667 Martin, Jeff 88,980 Martin, Katherine 59,048 Massier-Anderson, Kelly 89,372 Matheson, Justin 60,877 Matheson, Olivia 55,760 Matiko, Laura 85,078 Matiko, Shauna 78,769 Matisz, Takako 73,756

Maxwell, Howard 84,091 May, Martin 84,198 May, Sheila 89,075 Mayes, Holly 51,817 McAllister, Jennifer 84,596 McBean, Donald 101,802 McCannell, Tiffany 87,431 McConnell, Sherry 118,013 McConnell-Harder, Shelley 66,878 McCrae, Carmen 52,266 McCrea, Carmen 68,760 McCrea, Kari 90,402 McDonald, Debra 50,519 McDonald, Donald 88,327 McDonald, Heather 71,562 McDougall, David 90,942 McDougall, Jill 76,030 McEachern, Shaun 119,581 McEwen, Ellen 122,246 McEwen, Jenna 53,406 McIvor, Jill 59,171 McKay, Tanya 72,778 McKeever, Kassandra 58,354 McKenzie, Elin 76,636 McKenzie, Karen 88,116 McKinnell, Michelle 76,831 McLellan, Judy 88,239 McLeod, Courtney 63,397 McLeod, Dana 84,451 McLeod, Donald 93,325 McLeod, Wanda 116,602 McManus, Tracey 50,331 McMaster, Geoffrey 89,273 McMillan, Victoria 80,254 McNarland, Coralee 96,546 McNarland, Kevin 109,398 McNeill, Sheila 69,965 McPhail, Gillian 65,879 McQueen, Catherine 93,820 McQueen, Gordon 91,028 McCrae, Robert 73,047 McCrorie, Tamara 75,735


McTavish, Christy 67,743 McVittie, Christina 75,956 McVittie, Erin 63,697 McWillie, Laurel 60,789 Meena, Brittany 59,016 Meier, Curtis 83,988 Meldrum, Gregory 85,791 Melnyk, Sandra 88,349 Menz, Erin 66,438 Merasty, Jarrett 64,720 Meyer, Lindsay 80,624 Michaud, Marie-Pierre 67,003 Micklewright, Chandrelle 71,946 Middleton, Alison 82,723 Middleton, Jalynn 57,980 Mierau, Lori 88,914 Miket, Deborah 93,430 Miko, Shannon 83,877 Milen, Dana 66,755 Milen, Michael 70,026 Milen, Therese 84,957 Millar, Dustin 74,472 Millar, Lindsay 63,615 Miller, Jana 56,590 Miller, Leann 88,294 Miller, Leila 92,065 Miller, Lesley 88,354 Mills, Elsie 80,534 Milne, Brittany 57,158 Milner, Cameron 93,134 Mintzler, Larry 50,437 Mirtle, Trevor 89,626 Mirwald, Christopher 93,137 Miscavish, Lynda 88,371 Mitchell, Darren 88,304 Mitchell-Duchak, Kristy 63,210 Molaro, Joanne 93,137 Molder, Finn 88,795 Mollard, Robert 88,360 Moloney, Sarah 86,999 Monahan, Jill 98,625 Monahan, Shawn 53,421

Moneo, Jessica 65,168 Montgomery, Alison 83,055 Moody, Glenn 85,003 Moore, Scott 84,803 Morgan, Dawn 84,061 Morken, Adam 56,951 Morris, Alanna 84,418 Morrison, Katherine 59,857 Morrison, Rhonda 86,194 Mortenson-Spokes, Stacey 81,904 Morton, Kimberley 64,812 Mortson, Gordon 95,018 Mountney, Tye 84,452 Mueller, Peter 100,235 Muir, Roberta 89,489 Muirhead, Cailey 61,582 Muirhead, Heather 84,359 Munkholm, Diana 67,349 Munkler, Russell 94,973 Murray, James 82,918 Murray, Janet 84,198 Muzika, Alyssa 56,227 Muzika, Warren 87,979 Myers, Sarah 75,683 Myrol, Travis 88,353 Nahachewsky, Sarah 52,608 Nairn, Jennifer 79,262 Nakoneshny, Kerri 85,358 Naylor, Marli 57,222 Negere-Wong, Rachel 90,876 Neigum, Lori 80,964 Neijmeijer, Willette 88,171 Neiman, Gabrielle 64,814 Nelson, Kevin 84,684 Nemeth, Gayle 88,061 Netmaker, Deloris 82,680 Netmaker, Marvin 83,115 Neufeld, Arnold 90,715 Neufeld, Ashlea 63,213 Neufeld, Michael 51,991 Neurauter Sajtos, Gail 100,922 Neveu, Tatum 65,777


Newbigging, Brenda 84,198 Newton, Dean 163,464 Newton, Diane 87,449 Newton, Robert 88,294 Ng, Beth 76,200 Nicholson, Gwen 50,304 Nickolet, Brittni 57,018 Nicoud, Isaline 57,116 Nienaber, Cynthia 88,259 Nienaber, Evan 60,950 Nienaber, Shellaine 82,181 Niessen, Anna 85,261 Nivon, Shauna 72,309 Nizinkevich, Donna 84,078 Njaa, Douglas 124,261 Njaa-Davis, Holly 88,382 Norberg, Melany 79,999 Nordick, Roland 88,327 Norris, Colleen 114,945 Nostbakken, Andrea 69,752 Nostbakken, Joel 102,209 Nostbakken, Patricia 67,894 Nostbakken, Soren 69,246 Novakoski, Colin 69,711 O'Dell, Cynthia 67,323 O'Leary, Eugene 69,096 O'Neill, David 88,294 O'Shaughnessy, Karen 84,206 O'Shea, Megan 84,446 Obey, Faith 59,882 Ochitwa, Stephanie 83,203 Ofioguma, Shauna 73,093 Okrainetz, Ryan 78,470 Olfert, Alexis 64,914 Olfert, Evan 84,304 Olson, Cheryl 84,113 Olson, Jennifer 72,921 Olson, Nahanni 70,586 Onufreychuk, Jaime 78,208 Opheim, Dawn 67,461 Orellana, Heather 63,600 Ormiston, Mary 93,024

Orosz, Tanya 67,771 Orth, Jason 68,965 Orth, Rachelle 84,735 Osadchuk, Glenda 84,532 Osatiuk, Danielle 58,772 Ostrander, Jenna 53,251 Ouellet, Daniel 65,855 Owens, Scott 86,270 Oxelgren, Corinne 102,441 Pacholko, Danielle 69,511 Painchaud, Nicole 64,679 Painchaud, Tracy 83,457 Palmer, Kristie 66,953 Panchuk, Katherine 93,703 Pankewich, Cari 88,301 Pantel, Michelle 92,618 Parangi, Marley 88,419 Park, Jessie 85,084 Parker, Leanne 75,789 Parker, Tammy 62,921 Parr-Hillestad, Carolyn 88,116 Parson, Allan 74,183 Pasloski, Zoe 84,364 Paterson, Tom 87,300 Patkau, Glenn 94,557 Patterson, Barclay 85,474 Pattison, Susan 118,681 Paul, Doris 88,294 Paul, Robert 67,129 Paulsen, Sandra 93,628 Pavlin, Jillian 59,865 Pawlovich Carey, Jill 95,228 Pearson, Mark 85,583 Pederson, Brent 57,922 Pederson, Jeffrey 75,247 Pela, Sherri 69,977 Pender, Cynthia 84,221 Perrin, Lindsay 80,061 Peru, Diane 82,084 Pete, Paula 84,858 Peters, Adam 75,823 Peters, Ali 72,920


Peters, Angela 62,993 Peters, Shannon 66,783 Peterson, Bradley 84,198 Peterson, Karen 111,823 Peterson, Mark 64,886 Petrie, Jessica 84,685 Petro, Karen 84,306 Petroutsakos, Tara 78,557 Petty, Jeffrey 50,378 Philipenko, Deborah 63,127 Phillips, Jill-Ann 70,327 Phipps, Elizabeth 105,494 Pichler, Deborah 84,308 Pidwerbeski, Rhonda 84,146 Pidwerbetsky, Duane 89,516 Pierce, Kendall 114,988 Pierce, Shauna 88,756 Pihowich, Wanda 86,341 Pilkey, Darren 93,360 Piro, Janna 110,501 Pittman, Andrea 88,276 Pittman, Hixon 85,524 Placatka, Morgan 63,570 Pocha, Sheila 112,885 Poellet, Judy 79,495 Poier, Nicole 82,315 Poitras, Mark 63,101 Popescul, Jane 62,504 Possberg, Doug 67,608 Postey, Daryl 52,920 Poundmaker, Melissa 73,543 Powell, Catherine 84,597 Powell, Douglas 50,195 Pratte, David 88,679 Prefontaine, Cheryl 77,874 Prefontaine, Cynthia 86,137 Prefontaine, Linda 84,198 Price, April 59,124 Pringle-Nelson, Coralee 114,202 Pritchard, Graham 71,577 Proctor, Lisa 84,550 Prokopchuk, Jamie 98,719

Propp, Coralea 84,528 Prowse, O. Patricia 193,357 Pulfer, Terri 102,236 Puls, Heather 84,198 Punter, Sarah 60,432 Puobi, Dulcie 88,926 Purse, Jeffrey 89,174 Putland, Laurena 82,358 Quayle, Kathleen 88,297 Quinn, Dave 50,292 Radchenko, Joy 86,477 Rak, Shannon 84,610 Ramsden, Jeremy 61,914 Rapko, Malvina 67,994 Rathour, Seema 89,747 Ratzlaff, Kristen 67,416 Raven, Katherine 56,760 Rawlyk, Robert 93,043 Rawlyk, Stacey 59,511 Rayner, Christine 99,901 Redford, Barrie 84,198 Regier, Kristina 78,738 Regier, Valerie 88,294 Reid, Heather 88,182 Reid, Kimberly 84,599 Reid, Robert 83,183 Reid, Sarah 65,493 Reider, Shane 84,325 Reimer Suggs, Cynthia 84,297 Reinhardt, Brandan 63,336 Reist, Allyson 67,386 Remillard, Line 64,679 Remoundos, Agatha 88,819 Rempel, Norma 84,038 Reyda, Siobhan 66,901 Reynaud, Jordan 66,240 Richards, Sheila 67,912 Richardson, Laura 67,076 Riebot, Kirsten 62,809 Rigby, Wendy 84,009 Rioux, Tina 88,415 Ripplinger, Brett 50,897


Rittinger, Tyler 84,364 Roadhouse, Tracy 73,777 Robbins Jakes, Alison 93,997 Roberts, Alun 76,232 Roberts, Matthew 50,659 Robertson, Harold 124,056 Robertson, Jennifer 75,117 Robertson, Kristen 84,028 Robinson, Ashley 94,158 Robinson, Edith 88,001 Rodomsky, Carlie 63,500 Rogowski, Janis 82,884 Rosenberger, Candace 80,893 Ross, Blair 64,030 Ross, Marnie 84,891 Rossmo-Wiegers, Karen 84,198 Roszell, Margaret 85,279 Rothery, Valerie 64,679 Routley, Karen 88,288 Rovensky, Virgil 84,134 Rowan, Kerri 88,492 Rowley, Eric 75,361 Rowley, Patricia 88,294 Roy, Christopher 88,434 Roy, Rita 63,968 Rozdilsky, George 90,049 Rudy, Robert 88,561 Runalls, Paul 89,849 Ruo, Leslie 93,375 Rusnak, Tamara 91,904 Rutherford, Kerrie 101,159 Rutherford-Cey, Jody 81,908 Ruttle, Launa 84,198 Ryde, Clifford 75,929 Sack Caisse, Patricia 70,247 Salen, Sheryl 93,085 Salikin, Jay 116,074 Salt, Jana 51,651 Salter, Stacey 99,126 Sample, Jennifer 64,032 Sanden, Kristena 61,041 Sandor, Warren 64,477

Sands, Carol 84,276 Sarauer, Erin 59,254 Sargeant, Jack 93,325 Sargeant, Thomas 129,296 Sarich, Carol 84,286 Saunders, Patricia 70,422 Saunders, Robert 114,794 Saunderson, Theresa 64,679 Sauter, Shelly 84,451 Sawatsky, Daniel 58,437 Sawatsky, Laureen 67,954 Sawatzky, Kevin 83,373 Scaddan, David 88,294 Schaan, Pamela 79,109 Schaan, Somanta 92,976 Schellenberg, Daniel 83,993 Schmalz, Arlene 122,445 Schmidt, Denise 58,800 Schmidt, Theresa 84,198 Schmidt-Watt, Christopher 57,310 Schmiedge, Kimberley 71,652 Schmitz, Sheri 50,428 Schneider, Brent 84,198 Schneider, Jason 58,407 Schnell-Persson, Tracy 88,265 Schoenfeld, Bradley 90,789 Schrader, Leah 84,316 Schroeder, Rebecca 74,657 Schultz, Melissa 66,407 Schumacher, Craig 74,134 Schwanke, Jonathan 84,875 Schwanke, Suzy 85,848 Scissons, Kimberley 84,570 Scott Lindsay, Jana 83,704 Scott, Anna 69,666 Scott, Chad 54,227 Scott, Stefan 69,767 Scrimshaw, Charlene 126,498 Scrivens, Erin 65,947 Sego, Krista 111,606 Seibel, Linda 88,410 Sekulich, Wendy 84,550


Senger, Cindy-Lou 84,198 Serblowski, Ryan 61,321 Sestak, Ruth 84,865 Sewell, Alayne 65,491 Shandler, Rob 88,935 Shangraw, Cassandra 74,129 Sharp, Rachel 60,717 Shepherd, Curtis 117,258 Shepherd, Jeffery 112,477 Shewchuk, Carlyn 67,724 Shewchuk, Heather 70,034 Shewchuk, Stephanie 62,633 Shircliff, Kimberley 74,392 Shirley, Thane 88,281 Shmon, Robert 113,128 Shmyr, Kevin 67,386 Shuttleworth, Robyn 78,176 Shyluk, Deena 87,719 Siba, Kristin 88,944 Sieffert, Glenn 50,497 Sikorski, David 52,932 Sikorsky, Cameron 89,906 Silbernagel, Sybille 84,302 Simpson, James 84,759 Simpson, Janet 116,933 Simpson, Michelle 84,564 Sinclair, Kathleen 62,792 Sinnett, Darrin 118,055 Sisson, Brenda 85,590 Skaalid, Virginia 103,966 Skjerven, Shane 164,196 Slater, Carol 88,732 Sloboda, David 115,656 Smith, Bradley 97,233 Smith, Brittany 58,714 Smith, Carey 89,273 Smith, Carl 84,198 Smith, Jennifer 51,584 Smith, Kristen 87,960 Smith, Reagan 85,054 Smith, Sean 80,461 Smith, Sharon 93,325

Smith-Windsor, Matthew 82,092 Smyth, Lanette 58,610 Sobottka, Sandra 63,117 Sollosy, Sharon 82,471 Somers-Peters, Staci 89,446 Somerville, Patrick 94,500 Sookerokoff, Lisa 64,679 Soucy, Jeffrey 95,638 Spafford, Brooke 57,002 Speidel, Donald 81,804 Speir, Jeffrey 92,659 Spence, David 72,758 Spencer, Bonnie 83,441 Sperling, Rachelle 50,049 Spicer, Renee 79,007 Sprung, Cynthia 73,811 Spurr, Ronald 63,252 Srayko, Debra 90,162 St. Pierre, Scott 102,658 Steckler, Gloria 85,282 Steel, Douglas 71,307 Steer, David 65,627 Stefanson-Pexa, Stefanie 85,037 Stensrud, Craig 87,938 Stevens, Debbie 115,004 Stevens, Jessica 59,896 Stevenson-Laverty, Kari 77,705 Stewart, Christopher 75,998 Stewart, Natalie 59,016 Stewart, Neil 88,179 Stirling, Janet 86,225 Stockham, Michael 84,414 Stoddart, Kelly 78,325 Stokvis-Flaherty, Jacqueline 87,072 Stolar, Geraldine 90,533 Stone, Sara 93,115 Stonehouse, Natasha 65,402 Strange, Gillian 91,625 Strange, Kim 83,748 Street, Kris 74,086 Strelioff, Karsten 60,245 Strozen, Lisa 83,859


Strueby, Shanna 100,101 Stuart, Johanna 72,601 Stucky, Bob 58,623 Summerfeldt, Vicki 89,548 Sumners, Kathleen 82,598 Surdu, Yvonne 88,448 Sutton, Keri 53,820 Swan, Dean 91,255 Swan, Kimberlee 114,833 Swerhone, Laura 55,053 Sydiaha, Melanie 80,404 Symon-Lungal, Margaret 93,137 Syrnick, Allison 50,773 Tait, James 67,653 Tait, Megan 66,461 Tait, Tara 55,792 Tam, Ivan 122,114 Tamblyn, Tobi 93,628 Tan, Jenine 74,208 Tang, Janelle 100,972 Tangjerd, Heather 84,462 Tataryn, Valerie 84,776 Tate, Melissa 75,001 Taylor, Alexis 51,997 Taylor, Deborah 84,396 Taylor, Patricia 84,927 Taylor, Susan 84,303 Tegenkamp, Marla 86,810 Tessmann, Chantelle 79,460 Tetrault, Douglas 99,563 Thiessen, Glenn 89,294 Thivierge, Diana 64,679 Thivierge-Wight, Adine 73,100 Thomas, Wendy 81,296 Thompson, Bret 75,031 Thompson, Craig 50,280 Thompson, Jesmond 63,458 Thompson, Lynnette 84,063 Thompson, Scott 88,294 Thompson, Tamara 56,678 Thornhill, Courtney 69,977 Thorstad, Andra 87,667

Thorstad, Brian 112,371 Tilbury, Shauna 115,914 Tilk, Debra 88,223 Tillman, Cassidy 64,934 Timm, Michelle 79,771 Titus, Allison 87,517 Tooley, Danielle 96,025 Torgunrud, Crystal 96,096 Toth, Traci 76,612 Totland, Hailey 65,358 Totland, Jenna 63,084 Tourangeau, Norine 94,677 Tozzi, Heather 56,845 Troesch, Leo 99,563 Trumpour, Jocelyn 64,659 Tumach, Kimberly 78,466 Tumbach, Matthew 69,971 Tunison, Scott 116,283 Turner, Arin 72,252 Tysowski, Kevin 80,321 Uhrich, Karen 88,294 Uitti, Alison 87,951 Ukrainetz, Glen 88,557 Ulrich, Jonelle 97,263 Underwood, Kathleen 95,857 Upton, Diane 93,185 Urbanoski, Clinton 58,800 Usher, Lisa 54,115 Utigard, Candace 64,679 Valentine, Jaime 163,465 Van Hesteren, Sherry 91,691 Van Olst, Jamie 65,109 Van Olst, Jeremy 84,407 Van't Hof, Dorothy 92,618 Vandenberg, Erin 88,415 Vandenheuvel, Steven 50,447 Vandenhurk, Meahgan 67,190 Vanin, Robin 62,008 Vanthuyne, Nicole 83,870 Vasko, Stacey 88,171 Vaughan, Marilyn 84,272 Vause, Ronald 86,382


Veszi, Michael 61,288 Vetter, Sherry 86,744 Vickaryous, Kelly 77,058 Vincent, Stephen 80,886 Vinet, Rosemary 87,692 Voitka-Seager, Susan 55,405 Wachs, Jodie 88,294 Wacker, Rhonda 80,650 Wagar, Jason 62,484 Wagar, Melanie 60,421 Wagner, Eric 84,354 Wagner, Lisa 88,205 Walker, Shannon 76,188 Walker, Stewart 51,044 Wall, Rita 51,695 Walter, Carlene 88,346 Walters, Lesley 87,966 Walz, Erika 83,598 Wang, Melissa 52,012 Ward, Catherine 101,602 Ward, Sarah 74,665 Ward, Sarah 59,292 Warrington, Christina 72,288 Warrington, Darcy 73,968 Waslen, Janelle 57,044 Wasylyniuk, Roxann 84,627 Watson, Millicent 87,204 Watts, Bradley 88,271 Weaver, Janet 84,028 Wehner, Deborah 58,800 Weiman, Kristen 75,855 Weimer, Heather 80,165 Weinmaster, Donnalee 163,464 Weisbrod, Megan 65,222 Welch, Shannon 94,211 Welder, Nicole 75,926 Welwood, Arielle 55,252 Werner, David 61,109 West, Crystal 79,727 Westfield, Robbie 50,531 Whelan Korchinski, Katrina 72,997 Whitehead, Tara-Lea 72,155

Whittles, Avon 260,536 Widdifield-Konkin, Leslie 102,429 Wiebe, Callie 80,288 Wiebe, Dean 85,453 Wiebe, Douglas 115,922 Wiebe, Joshua 84,325 Wiegers, Warren 93,014 Wigelsworth, Debra 93,479 Wihak, Gregory 100,568 Wihak, Reginald 94,202 Wilderman, Mark 85,921 Wilkinson, Deborah 84,715 Will, Bradley 84,139 Will, Janelle 63,928 Willey, Shaun 85,250 Williams, Brittany 66,931 Williams, Shari 84,881 Williams, Thomas 51,751 Williams, Trudy 85,037 Wilson, Candace 96,729 Wilson, Clayton 58,736 Wilson, Janel 63,617 Wilson, Lorry 81,803 Wilson, Robert 102,459 Wilson, Robert 117,074 Wilson, Tammy 84,127 Wingert, Shane 88,294 Wipf, Jacob 58,292 Wist, Kelly 84,319 Woiden, Kendra 62,274 Wojcichowsky, Luba 72,682 Wolfe, Cheryl 84,138 Wolfe, Henry 88,307 Wolter, Lindsay 86,304 Woo, Kathy 82,295 Wood, Genevieve 110,092 Wood, Lori 92,479 Wood, Stephanie 71,757 Wood, Tammy 84,308 Woods-Fehr, Andrea 92,465 Wooller, Karen 83,417 Wooster, Camille 66,922


Worobec, Hilda 57,669 Woytiuk, Marci 83,911 Woytowich, Robert 86,350 Wright, Heather 84,077 Wright, John 93,812 Wudrich, Sheril 84,715 Wuttunee, Tammy 103,062 Wyatt, Debbie 52,557 Yahyahkeekoot, Leo 84,028 Yausie, Ryan 66,883 Yee, Daniel 88,294 Yee, Deborah 93,325 Yong, Kai-Ming 84,527 Young, Cheryl 84,028 Young, Jordan 56,545 Yuhasz, Katelin 57,494 Yun, Christine 65,131 Zaluski, Kathleen 87,836 Zbeetnoff, Stacey 82,576 Zentner, Cortnee 57,339 Zoller, Anna-Marie 92,871 Zrymiak, Haley 74,142 Zurevinski, Breanna 53,821

Transfers

Name Amount Good Spirit School Division 50,984 Greater Saskatoon Catholic Schools

131,616

Prairie Spirit School Division 121,245 Supplier Payments

Name Amount Acklands-Grainger Inc. 117,913 Akin Construction 127,117 Al Anderson's 148,382 Allmar Inc. 54,602 Amazon.ca 304,940 Apple Canada Inc 223,257

Aquifer Distribution Ltd 73,805 Av Shuttle Cab 153,167 Bank of Montreal 261,651 Bayshore Home Health 82,330 Boldt Masonry Ltd 65,057 Bonnie Read 121,763 Brxton Construction LP 96,527 Business Furnishings 276,083 Caliber Sport Systems Inc. 476,313 Camp Kadesh 54,804 Canadian Test Centre Inc 77,239 CandorBuild Construction Corp 103,441 Carmont Construction Ltd 402,008 CDW Canada Inc 75,435 Century Roofing & Sheet Metal 186,778 Chep Good Food Inc 107,101 CIBC 92,537 Circa Office Interiors 57,146 City Of Saskatoon

3,257,374 Clark Roofing

1,242,232 Co-operators

2,305,884 CP Distributors Ltd 103,375 Cypress Sales Partnership 62,165 Darrel Epp Architect 78,952 Dynamic Glass & Door Ltd 59,850 Eecol Electric (Sask) Ltd 103,749 EllisDon Corporation

2,714,250 Emco Corporation 77,101 Envirotec Services Inc 65,691 Epic Information Solutions 191,901 Federated Co-operatives Ltd 91,020 FirstCanada ULC

4,513,678 Flynn Canada Ltd

3,279,726 Great Western Saw Ltd 50,944 Haid Roofing Ltd 239,059 HBI Office Plus Inc. 57,158 Hertz Northern Bus

2,058,661


Imperial Parking Canada Corp 239,819 Inland Audio Visual (Wpg.) 84,534 Jerbear Books 90,164 Johnson Controls Ltd 295,903 Jostens Canada Ltd 96,532 KDL Consulting Ltd 65,583 Kemsol Products Ltd 77,890 Kim Constructors Ltd 403,388 Kindrachuk Agrey Architects Lt 631,207 KPMG LLP, T4348 108,894 Lancashire Distribution 51,396 Long & McQuade 96,512 Loraas' Disposal Services Ltd 88,719 M.N.S Ltd 246,832 Marsh Canada Limited 634,644 Maxie's Bus Lines 53,250 Maxies Excavating 120,963 McGraw-Hill Ryerson Ltd 116,868 McNally Robinson Booksellers 83,437 MediChair 59,565 Merlin Motors Inc 79,692 Nelson Education Ltd 171,091 Olympian Sports 111,054 PayPal 56,924 Pearson Canada Inc T46254 259,325 Penney Murphy & Associates 90,464 Perfection Plumbing and Htg 78,039 Pinnacle Distribution Inc 365,703 Powerland Computers

2,395,067 Prairie Paving 251,832 Prince Albert Northern 99,786 Pro Service Mechanical 212,825 Professional Audio Visual Ltd 53,965 R & D Drywall Inc 522,125 Real Canadian Wholesale Club 130,588 Real Cdn Superstore #1 130,755 Robertson Stromberg LLP 118,624 Roof Management & Inspection S

476,746

Round Table Management Ltd. 220,738 S.S.S.A.D. 67,630

Saskatchewan Power Corp 812,410 Saskatoon Christian School 486,426 Saskatoon Fire & Flood 518,093 Saskatoon Misbah School 428,640 Saskatoon Prairieland Park 100,382 Saskatoon Soccer Centre Inc 127,694 Saskatoon Sports Field Solution 111,185 SaskEnergy

1,477,094 SaskTel 170,698 SaskTel Mobility 50,689 Saunders Book Company 67,822 Scholastic Book Fairs Accounts 64,060 Scholastic Canada Ltd 74,505 SeeMoreGreen 72,415 SEPW Architecture Inc 101,609 Skyline Athletics 55,467 SRB Education 233,408 St. John's Music 130,243 Staples Business Supply Inc 56,935 Supreme Office Products Ltd 760,203 Sysco 182,856 Table Mountain Regional Park 53,286 TC Media Livres Inc. 65,486 TCU Place 303,681 TheraPlay Pediatric Occupation 76,409 Toronto Dominion Bank 342,208 Trade West Equipment Ltd 551,241 Transcona Roofing Ltd 384,813 Travel Masters Saskatoon 206,919 Union Hearing Aid Centre Ltd 114,980 Unisource Canada Inc 68,188 United Group 540,554 United Library Services Inc 87,924 VCM Construction Ltd

1,213,512 Versatile Concepts Industries 864,689 Wal-Mart Supercenter 128,542 Weightman Don 61,802 West Jet/Visa 172,689 Whitecap Dakota First Nation 405,337 Xerox Canada Ltd 683,573


Other Expenditures

Name Amount Can Union Pub Emp Local 8443

509,920

Minister of Finance 69,187 Minister of Revenue 57,201 Receiver General for Canada 51,148,367 Saskatchewan Teachers' Federation

16,267,495

Saskatoon Teachers' Association

212,158

Teachers Superannuation Commission

247,767

Teachers Superannuation Fund

248,588

Workers' Compensation Board

617,324


Appendix B – Management Report and Audited Financial Statement’s


Deloitte LLP Suite 400, PCS Tower 122 – 1st Avenue S Saskatoon SK S7K 7E5 Canada Tel: 306-343-4400 Fax: 306-343-4480 www.deloitte.ca

INDEPENDENT AUDITOR’S REPORT

To the Trustees of the Board of Education of the Saskatoon School Division No. 13 of Saskatchewan (“the School Division”): We have audited the accompanying consolidated financial statements of the School Division, which comprise the consolidated statement of financial position as at August 31, 2015, the consolidated statements of operations and accumulated surplus from operations, changes in net financial assets and cash flows for the year then ended, and notes, comprising a summary of significant accounting policies and other explanatory information. Management's Responsibility for the Financial Statements Management is responsible for the preparation and fair presentation of these consolidated financial statements in accordance with Canadian public sector accounting standards, and for such internal control as management determines is necessary to enable the preparation of consolidated financial statements that are free from material misstatement, whether due to fraud or error. Auditor’s Responsibility Our responsibility is to express an opinion on these financial statements based on our audit. We conducted our audit in accordance with Canadian generally accepted auditing standards. Those standards require that we comply with ethical requirements and plan and perform the audit to obtain reasonable assurance about whether the financial statements are free from material misstatement. An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the financial statements. The procedures selected depend on our judgment, including the assessment of the risks of material misstatement of the financial statements, whether due to fraud or error. In making those risk assessments, we consider internal control relevant to the entity’s preparation and fair presentation of the financial statements in order to design audit procedures that are appropriate in the circumstances, but not for the purpose of expressing an opinion on the effectiveness of the entity's internal control. An audit also includes evaluating the appropriateness of accounting policies used and the reasonableness of accounting estimates made by management, as well as evaluating the overall presentation of the financial statements. We believe that the audit evidence we have obtained is sufficient and appropriate to provide a basis for our audit opinion. Opinion In our opinion, the consolidated financial statements present fairly, in all material respects, the consolidated financial position of the School Division as at August 31, 2015, and its consolidated results of operations and the changes in its consolidated net financial assets and its consolidated cash flows for the year then ended in accordance with Canadian public sector accounting standards. Other Matter The consolidated financial statements of the School Division for the year ended August 31, 2014 were audited by another auditor who expressed an unmodified opinion on those statements on November 25, 2014. Chartered Professional Accountants, Chartered Accountants Licensed Professional Accountants Saskatoon, Saskatchewan November 24, 2015


Consolidated Statement of Operations and Accumulated Surplus from Operations

For the year ended August 31, 2015

2015Budget

(note 15)2015

Actual2014

ActualRevenues:

Property taxation $ 105,923,000 $ 106,259,797 $ 102,584,277 Grants 110,696,790 125,118,559 116,060,848 Tuition and related fees 3,036,750 3,368,794 2,660,200 School generated funds 4,955,000 5,006,384 5,236,637 Complementary services (note 12) 3,247,254 3,073,127 2,898,475 External services (note 13) 6,564,539 7,432,133 7,570,493 Other income 1,264,706 1,306,804 1,279,360

Total Revenues (Schedule A) 235,688,039 251,565,598 238,290,290

Expenses:Governance 802,123 741,120 714,228 Administration 6,716,664 6,522,780 6,368,303 Instruction 175,035,430 176,765,027 171,250,929 Plant 34,180,543 34,931,496 33,594,461 Transportation 6,815,785 6,607,151 5,899,580 Tuition and related fees 278,500 281,020 277,285 School generated funds 4,955,000 5,280,105 5,412,610 Complementary services (note 12) 3,291,849 3,191,910 2,893,680 External services (note 13) 6,610,467 6,571,074 6,659,398 Other expenses 692,500 715,888 875,853

Total Expenses (Schedule B) 239,378,861 241,607,571 233,946,327

Operating surplus (deficit) for the year (3,690,822) 9,958,027 4,343,963

Accumulated surplus from operations, beginning of year 185,145,089 185,145,089 180,801,126 Accumulated surplus from operations, end of year $ 181,454,267 $ 195,103,116 $ 185,145,089

The accompanying notes and schedules are an integral part of these statements.


Consolidated Statement of Changes in Net Financial Assets


2015 Budget

(note 15)2015

Actual2014

Actual

Net financial assets, beginning of year $ 4,101,068 $ 4,101,068 $ 4,757,924

Changes during the year:Operating surplus (deficit) for the year (3,690,822) 9,958,027 4,343,963 Acquisition of tangible capital assets (schedule C) (7,235,098) (20,698,627) (16,895,046) Amortization of tangible capital assets (schedule C) 11,670,000 13,493,287 11,903,309 Net consumption of inventory of supplies - - 99,629 Net change in other non-financial assets - (195) (108,711)

Change in net financial assets 744,080 2,752,492 (656,856)

Net financial assets, end of year $ 4,845,148 $ 6,853,560 $ 4,101,068



Consolidated Statement of Cash Flows


2015 2014Operating activities:

Operating surplus for the year $ 9,958,027 $ 4,343,963 Add non-cash items included in surplus (schedule D) 8,298,882 11,903,309 Net change in non-cash operating activities (schedule E) (419,758) 4,892,319

Cash provided by operating activities 17,837,151 21,139,591

Capital activities:Cash used to acquire tangible capital assets (14,981,031) (16,878,376)

Cash used by capital activities (14,981,031) (16,878,376)

Investing activities:Cash used to acquire portfolio investments (19,500,000) (20,000,000) Proceeds on disposal of portfolio investments 20,000,000 28,000,000

Cash provided by investing activities 500,000 8,000,000

Financing activities:Proceeds from issuance of long-term debt 5,076,098 - Repayment of long-term debt (4,448,435) (4,904,690)

Cash provided (used) by financing activities 627,663 (4,904,690)

Increase in cash and cash equivalents 3,983,783 7,356,525

Cash and cash equivalents, beginning of year 18,895,840 11,539,315

Cash and cash equivalents, end of year $ 22,879,623 $ 18,895,840



1. Authority and Purpose

The School Division operates under the authority of The Education Act, 1995 of Saskatchewan as a corporation under the name of “The Board of Education of the Saskatoon School Division No.13 of Saskatchewan” (the “School Division”) and operates as “Saskatoon Public Schools.” The School Division provides education services to residents within its geographic region and is governed by an elected board of trustees.

The School Division is funded mainly by grants from the Government of Saskatchewan and a levy on the property assessment included in the School Division’s boundaries at mill rates determined by the provincial government. The School Division is exempt from income tax and is a registered charity under the Income Tax Act.

2. Significant Accounting Policies

These consolidated financial statements have been prepared in accordance with Canadian public sector accounting standards for other government organizations as established by the Public Sector Accounting Board (PSAB) and as published by the Chartered Professional Accountants of Canada (CPA Canada).

Significant aspects of the accounting policies adopted by the School Division are as follows:

a) Basis of Accounting

The consolidated financial statements are prepared using the accrual basis of accounting.

b) Reporting Entity and Consolidation

The consolidated financial statements include all of the assets, liabilities, revenues and expenses of the School Division reporting entity. The School Division reporting entity is comprised of all the organizations which are controlled by the School Division.

All of the assets, liabilities, revenues and expenses of controlled organizations are consolidated line-by-line after adjusting the accounting policies to a basis consistent with the accounting policies of the School Division. Inter-organizational transactions and balances have been eliminated.

Controlled Entities

Control is defined as the power to govern the financial and operating policies of another organization with the expected benefits or risk of loss to the School Division. Control exists so long as the School Division has the power to govern, regardless of whether the School Division chooses to exercise this power.


• Saskatoon Public Schools Foundation Corp. (the “Foundation”) is incorporated under the Saskatchewan Non-Profit Corporations Act, 1995 and was established to carry on activities which are for the charitable purpose of the advancement of education and enhancement of the quality of education offered by the School Division. The Foundation has registered charity status.

• Board of Education of the Saskatoon Division No. 13 Trust Fund (the “Charity”) has registered charity status. A separate trust fund is maintained to manage the related charitable activities. The mandate of the registered charity is to support educational initiatives.

c) Measurement Uncertainty and the Use of Estimates

Canadian public sector accounting standards require management to make estimates and assumptions that affect the reported amount of assets and liabilities and disclosure of contingent assets and liabilities at the date of the consolidated financial statements, and the reported amounts of revenues and expenses during the year. Measurement uncertainty that may be material to these consolidated financial statements exists for:

• the liability for employee future benefits of $5,194,700 (2014 – $4,986,300) because actual experience may differ significantly from actuarial estimations.

• property taxation revenue of $106,259,797 (2014 – $102,584,277) because final tax assessments may differ from initial estimates.

• useful lives of capital assets and related amortization of $13,493,287 (2014 – $11,903,309) because actual useful lives of the capital assets may differ from their estimated economic lives.

• the liability for employee pensions of $1,536,000 (2014 – $2,608,000) because actual experience may differ significantly from actuarial estimations.

• Assets under construction recorded for joint-use school projects of $5,194,405 (2014 – $nil) as during construction both construction progress and construction costs are based on estimates.

These estimates and assumptions are reviewed periodically and, as adjustments become necessary, they are reported in operating surplus in the periods in which they become known. While best estimates are used for reporting items subject to measurement uncertainty, it is reasonably possible that changes in future conditions, occurring within one fiscal year, could require material changes in the amounts recognized or disclosed.


d) Financial Instruments

Financial instruments are any contracts that give rise to financial assets of one entity and financial liabilities or equity instruments of another entity. A contract establishing a financial instrument creates, at its inception, rights and obligations to receive or deliver economic benefits. The School Division recognizes a financial instrument when it becomes a party to the contractual provisions of a financial instrument. The financial assets and financial liabilities portray these rights and obligations in the consolidated financial statements. Financial instruments of the School Division include cash and cash equivalents, accounts receivable, portfolio investments, accounts payable and accrued liabilities and long-term debt.

All financial instruments are measured at cost or amortized cost. Transaction costs are a component of the cost of financial instruments measured using cost or amortized cost. For financial instruments measured using amortized cost, the effective interest rate method is used to determine interest revenues or expenses. Impairment losses such as write-downs or write-offs are reported in the consolidated statement of operations and accumulated surplus from operations.

Gains and losses on financial instruments, measured at cost or amortized cost, are recognized in the consolidated statement of operations and accumulated surplus from operations in the period the gain or loss occurs.

Foreign currency transactions are translated at the exchange rate prevailing at the date of the transactions. Monetary assets and liabilities denominated in foreign currencies are translated into Canadian dollars at the exchange rate prevailing at the consolidated financial statement date. The School Division is not subject to significant unrealized foreign exchange translation gains and losses arising from its financial instruments.

e) Financial Assets

Financial assets are assets that could be used to discharge existing liabilities or finance future operations and are not for consumption in the normal course of operations. Valuation allowances are used where considered necessary to reduce the amounts reported for financial assets to their net realizable value. Cash and cash equivalents consist of cash, bank deposits and highly liquid investments with initial maturity terms of three months or less and held for the purpose of meeting short-term operating cash commitments rather than for investing purposes. Accounts receivable includes provincial grants receivable and other receivables. Provincial grants receivable represent operating, capital and other grants earned but not received at the end of the fiscal year, provided reasonable estimates of the amounts can be made. Grants are earned when the events giving rise to the grant have occurred, the grant is authorized and any eligibility criteria have been met.


Other receivables are recorded at cost less valuation allowances. These allowances are recorded where collectability is considered doubtful.

Portfolio investments consist of GICs and term deposits made to obtain a return on a temporary basis with maturity terms between three months and one year. The School Division values its portfolio investments in accordance with its policy for financial instruments, as described in Note 2 (d).

f) Non-Financial Assets

Non-financial assets are assets held for consumption in the provision of services. These assets do not normally provide resources to discharge the liabilities of the School Division unless they are sold. Tangible capital assets have useful lives extending beyond the accounting period, are used by the School Division to provide services to the public and are not intended for sale in the ordinary course of operations. Tangible capital assets of the School Division include: land, land improvements, buildings, buildings short-term, other vehicles, furniture and equipment, computer hardware and software, audio visual equipment and assets under construction. Tangible capital assets are recorded at cost (or estimated cost when the actual cost is unknown) and include all costs directly attributable to the acquisition, design, construction, development, installation and betterment of the tangible capital asset. The School Division does not capitalize interest incurred while a tangible capital asset is under construction.

Tangible capital asset costs that are directly paid for by the Government of Saskatchewan on behalf of the school division, under the joint-use schools project (JUSP) agreement, are valued at the total progress payments made during construction and the present value of the future capital payments discounted to the date the asset is available for use using the Government of Saskatchewan’s borrowing rate for long-term debt in effect at the time of signing the JUSP agreement. During construction, the costs of the assets are recognized using the percentage of completion method based on construction progress and are classified as assets under construction.


The cost of depreciable tangible capital assets, net of any residual value, is amortized on a straight line basis over their estimated useful lives as follows:

Land improvements 20 yearsBuildings 50 yearsBuildings - short-term 20 yearsOther vehicles - passenger 5 yearsOther vehicles - heavy 10 yearsFurniture and equipment 10 yearsComputer hardware and audio visual equipment 5 yearsComputer software 5 years

Assets under construction are not amortized until completed and placed into service for use.

Assets that have a historical or cultural significance, such as works of art, monuments and other cultural artifacts, are not recognized as tangible capital assets because a reasonable estimate of future benefits associated with these properties cannot be made. Prepaid expenses are prepaid amounts for goods or services which will provide economic benefits in one or more future periods. Prepaid expenses include: insurance premiums, Saskatchewan School Boards Association membership fees and Workers’ Compensation premiums.

g) Liabilities

Liabilities are present obligations arising from transactions and events occurring prior to year-end, which will be satisfied in the future through the use of assets or another form of economic settlement.

Accounts payable and accrued liabilities include accounts payable and accrued liabilities owing to third parties and employees for work performed, goods supplied and services rendered, but not yet paid, at the end of the fiscal period. Long-term debt is comprised of capital loans with initial maturities of more than one year and are incurred for the purpose of financing capital expenses in accordance with the provisions of The Education Act, 1995. Liability for employee future benefits represent post-employment and compensated absence benefits that accrue to the School Division's employees. The cost of these benefits is recorded as the benefits are earned by employees. The liability relating to these benefits is actuarially determined using the projected benefit method pro-rated on service. Actuarial valuations are performed periodically using assumptions including discount rate, inflation, salary escalation, termination and retirement rates and mortality. An actuary extrapolates these valuations when a valuation is not done in the current fiscal year. Actuarial gains and losses are amortized on a straight line basis over the expected average remaining service life of the related employee groups.


Deferred revenue from government transfers represents grants with stipulations that give rise to a liability for which the stipulations have not yet been fulfilled. The revenue is recognized as the stipulations giving rise to the liabilities are settled.

Deferred revenue from non-government sources represents fees or payments for services received in advance of the fee being earned or the services being performed, and other contributions for which the contributor has placed restrictions on the use of the resources. Revenue from tuition and related fees is recognized as the course is delivered; revenue from contractual services is recognized as the services are delivered; and revenue from other contributions is recognized in the fiscal year in which the resources are used for the purpose specified by the contributor.

h) Employee Pension Plans

Employees of the School Division participate in the following pension plans: Multi-Employer Defined Benefit Plans Teachers participate in the Saskatchewan Teachers’ Retirement Plan (STRP) or the Saskatchewan Teachers’ Superannuation Plan (STSP). The School Division’s obligation for these plans is limited to collecting and remitting contributions of the employees at rates determined by the plans. Defined Benefit Plan Administered by the School Division The School Division administers a defined benefit plan to employees who are not eligible to participate in the teachers’ pension plans described above. The net pension liability is the difference between the value of the accrued benefit obligation and the market value of related pension plan assets, net of unamortized actuarial gains and losses, and is reflected in these consolidated financial statements in Note 9 – Accounts payable and accrued liabilities.

The cost of pension benefits earned by employees is actuarially determined using the projected benefit method prorated on service and using assumptions including the pension plan’s expected investment yields, discount rates, inflation, salary escalations, mortality of members, terminations and the ages at which members will retire. Actuarial gains and losses are changes in the value of the accrued benefit obligation and the pension fund assets resulting from the difference between the actual and expected results or resulting from changes in actuarial assumptions. Actuarial gains and losses are deferred and amortized over the average remaining service life of the related employee groups.

i) Revenue Recognition

Revenues are recorded on the accrual basis. Revenues are recognized in the period in which the transactions or events occurred that gave rise to the revenues, provided the amount to be received can be reasonably estimated and collection is reasonably assured.


The School Division’s sources of revenues include the following:

i) Government Transfers (Grants)

Grants from governments are considered to be government transfers. In accordance with PS3410 standard, government transfers are recognized as revenues when the transfer is authorized, all eligibility criteria have been met, the amount can be estimated and collection is reasonably assured except when, and to the extent, stipulations by the transferor give rise to an obligation that meets the definition of a liability. For transfers with stipulations, revenue is recognized in the consolidated statement of operations and accumulated surplus from operations as the stipulation liabilities are settled.

ii) Property Taxation

Property tax is levied and collected on a calendar year basis. Uniform education property tax mill rates are set by the Government of Saskatchewan. Tax revenues are recognized on the basis of time with 1/12th of estimated total tax revenue recorded in each month of the School Division’s fiscal year. The tax revenue for the September to December portion of the fiscal year is based on the actual amounts reported by the City of Saskatoon for the calendar taxation year. For the January to August portion of the fiscal year, the School Division estimates tax revenue based on estimate information provided by the City of Saskatoon who levies and collects the property tax on behalf of the School Division. The final annual taxation amounts are reported to the School Division by the City of Saskatoon following the conclusion of each calendar taxation year, and any difference between final amounts and the School Division’s estimates is recorded as an adjustment to revenue in the next fiscal year.

iii) Fees and Services

Revenues from tuition fees and other fees and services are recognized in the year they are earned. Amounts that are restricted pursuant to legislation, regulation or agreements with external parties that may only be used in the conduct of certain programs or in the delivery of specific services and transactions are initially recorded as deferred revenue and subsequently recognized as revenue in the fiscal year the related expenses are incurred or services are performed.

iv) Interest Income

Interest is recognized on an accrual basis when it is earned.

v) Other (Non-Government Transfer) Contributions

Unrestricted contributions are recognized as revenue in the year received or in the year the funds are committed to the School Division if the amount can be reasonably estimated and collection is reasonably assured. Externally restricted contributions are contributions


for which the contributor has placed restrictions on the use of the resources. Externally restricted contributions are deferred until the resources are used for the purpose specified, at which time the contributions are recognized as revenue. In-kind contributions are recorded at their fair value when they are received.

j) Consolidated Statement of Remeasurement Gains and Losses

The School Division has not presented a consolidated statement of remeasurement gains and losses because it does not have financial instruments that give rise to material remeasurement gains or losses.

3. Short-Term Borrowings

The School Division has a demand operating line of credit with a maximum borrowing limit of $23.0 million (2014 - $23.0 million) that bears interest at Scotiabank prime rate minus one percent (2014 – Scotiabank prime rate minus one percent). This line of credit is authorized by a borrowing resolution by the Board of Education and is secured by operating revenue of the School Division. This line of credit was approved up to a maximum of $35.0 million by the Minister of Education on January 21, 2013. There was no balance drawn on this line of credit at August 31, 2015 or August 31, 2014.

4. Portfolio Investments

Portfolio investments are comprised of the following:

2015 2014Portfolio investments in the cost and amortized cost category:

GICs $ 19,500,000 $ 20,000,000 Total portfolio investments reported at cost and amortized cost $ 19,500,000 $ 20,000,000


5. Expenses by Function and Economic Classification

FunctionSalaries &

BenefitsGoods & Services Debt Service

Amortization of TCA

2015Actual

2014Actual

Governance $ 294,526 $ 446,594 $ - $ - $ 741,120 $ 714,228 Administration 5,546,161 784,186 - 192,433 6,522,780 6,368,303 Instruction 161,392,639 12,933,494 - 2,438,894 176,765,027 171,250,929 Plant 11,927,642 12,141,894 - 10,861,960 34,931,496 33,594,461 Transportation - 6,607,151 - - 6,607,151 5,899,580 Tuition and Related Fees - 281,020 - - 281,020 277,285 School Generated Funds - 5,280,105 - - 5,280,105 5,412,610 Complementary Services 2,817,312 374,598 - - 3,191,910 2,893,680 External Services 4,090,760 2,480,314 - - 6,571,074 6,659,398 Other - - 715,888 - 715,888 875,853 Total $ 186,069,040 $ 41,329,356 $ 715,888 $ 13,493,287 $ 241,607,571 $ 233,946,327

6. Employee Future Benefits

The School Division provides certain post-employment, compensated absence and termination benefits to its employees. These benefits include accumulating non-vested sick leave, severance benefits, retirement gratuity, and vacation banks. The liability associated with these benefits is calculated as the present value of expected future payments pro-rated for service and is recorded as Liability for Employee Future Benefits in the consolidated statement of financial position. Morneau Shepell Ltd., a firm of consulting actuaries, performed an actuarial valuation as at March 31, 2015 and estimated the Liability for Employee Future Benefits as at August 31, 2015.


Details of the employee future benefits are as follows:

2015 2014Actuarial extrapolation date August 31, 2015 August 31, 2014Long-term assumptions used:

Discount rate at end of period 2.50% 2.80%Inflation and productivity rate (excluding merit and promotion) 3.20% 3.25%Expected average remaining service life (years) 15 15

Liability for employee future benefits 2015 2014Accrued benefit obligation - beginning of year $ 4,152,200 $ 3,571,800

Current period service cost 350,000 309,400 Interest cost 123,200 133,400 Benefit payments (203,700) (142,300) Actuarial losses 1,920,300 279,900

Accrued benefit obligation - end of year 6,342,000 4,152,200 Unamortized net actuarial gains (losses) (1,147,300) 834,100 Liability for employee future benefits 5,194,700 4,986,300

Expense for employee future benefits 2015 2014Current period service cost 350,000 309,400 Amortization of net actuarial gain (61,100) (79,800)

Benefit cost 288,900 229,600 Interest cost 123,200 133,400 Total employee future benefits expense $ 412,100 $ 363,000


7. Pension Plans

Multi-Employer Defined Benefit Plans

Information on the multi-employer pension plans to which the School Division contributes is as follows:

Saskatchewan Teachers’ Retirement Plan (STRP) or Saskatchewan Teachers’ Superannuation Plan (STSP):

The STRP and STSP provide retirement benefits based on length of service and pensionable earnings.

The STRP and STSP are funded by contributions by the participating employee members and the Government of Saskatchewan. The School Division’s obligation to the STRP and STSP is limited to collecting and remitting contributions of the employees at rates determined by the plans. Accordingly, these consolidated financial statements do not include any expense for employer contributions to these plans. Net pension assets or liabilities for these plans are not reflected in these consolidated financial statements as ultimate responsibility for retirement benefits rests with the Saskatchewan Teachers’ Federation for the STRP and with the Government of Saskatchewan for the STSP.

Details of the contributions to these plans for the School Division’s employees are as follows:

STRP STSP2015Total

2014Total

Number of active School Division members 2,227 72 2,299 2,136 Member contribution rate (percentage of salary) 9.1-11.3% 6.05-7.85% 6.05-11.3% 6.05-10%Member contributions for the year 12,673,473$ 248,588$ 12,922,061$ 10,316,910$

Defined Benefit Plan Administered by School Division

The School Division administers a defined benefit plan to employees who are not eligible to participate in the teachers’ pension plans which provides benefits based on length of service and pensionable earnings. The net pension liability represents accrued pension benefits less the fair value of related pension assets and the balance of unamortized experience gains and losses and is reflected in these consolidated financial statements as accounts payable as the School Division is ultimately responsible for the funding of these pension obligations.


Actuarial valuations for accounting purposes are performed at least triennially using the projected accrued benefit actuarial cost method. The most recent valuation was prepared by AON Consulting as at December 31, 2013. The accrued benefit obligation shown for August 31, 2015 is based on the extrapolation of the 2013 valuation.

Details of the plan are as follows:

2015 2014Number of active School Division members 933 919 Number of former members, superannuates and surviving spouses 432 409 Member contribution rate (percentage of salary) 7.6 6.6 School Division contribution rate (percentage of salary) 9.6 9.2 Member contributions $ 2,642,000 $ 2,350,000 School Division contributions $ 3,444,000 $ 3,271,000 Benefits paid $ (4,902,000) $ (4,075,000) Actuarial extrapolation date August 31, 2015 August 31, 2014Long-term assumptions used:

Salary escalation rate 3.50% 3.50%Expected rate of return on plan assets 6.35% 6.35%Discount rate 6.85% 6.35%Inflation rate 2.50% 2.50%Expected average remaining service life (years) 12 12


Net pension liability 2015 2014

Accrued benefit obligation, beginning of year $ 106,634,000 $ 96,140,000 Current period benefit cost 4,740,000 4,985,000 Interest cost 6,678,000 5,747,000 Benefit payments (4,902,000) (4,075,000) Plan amendments (1,387,000) - Actuarial (gains) losses (3,965,000) 3,837,000

Accrued benefit obligation, end of year $ 107,798,000 $ 106,634,000

Pension plan assets beginning of year $ 94,460,000 $ 84,898,000 Employer contributions 3,444,000 3,271,000 Employee contributions 2,642,000 2,350,000 Return on plan assets 6,036,000 5,097,000 Actuarial gains 2,929,000 2,919,000 Benefit payments (4,902,000) (4,075,000)

Pension plan assets end of year $ 104,609,000 $ 94,460,000

Funded status - pension plan deficit $ (3,189,000) $ (12,174,000) Unamortized net actuarial losses 1,653,000 9,566,000

Net pension liability (note 9) $ (1,536,000) $ (2,608,000)

2015 2014Pension plan assets consist of:

Fixed income securities 22.60% 24.90%Equity investments 59.00% 57.00%Mortgage 8.90% 10.00%Real estate 9.50% 8.10%

100.00% 100.00%

Other disclosure itemsMarket value of assets at beginning of year 101,716,000$ 85,862,000$ Market value of assets at end of year 110,684,000$ 101,716,000$


Pension expense 2015 2014Current period benefit cost $ 4,740,000 $ 4,985,000 Amortization of net actuarial loss 1,019,000 942,000 Plan amendments (1,387,000) - Employee contributions (2,642,000) (2,350,000)

Pension cost 1,730,000 3,577,000

Interest cost on the average accrued benefit obligation 6,678,000 5,747,000 Expected return on average pension plan assets (6,036,000) (5,097,000)

Net interest cost 642,000 650,000 Total pension expense $ 2,372,000 $ 4,227,000


8. Accounts Receivable

All accounts receivable presented on the consolidated statement of financial position are net of any valuation allowances for doubtful accounts. Details of accounts receivable balances are as follows:

2015 2014Provincial grants receivable - operating $ - $ 1,903,283 Provincial grants receivable - capital 997,961 1,935,018 Other receivables 1,597,732 2,099,040 Total accounts receivable $ 2,595,693 $ 5,937,341

9. Accounts Payable and Accrued Liabilities

Details of accounts payable and accrued liabilities are as follows:

2015 2014Accrued salaries and benefits $ 2,420,848 $ 4,154,280 Accounts payable - operating 1,829,154 1,912,004 Accounts payable - capital 2,001,931 1,478,740 Accrued pension liability (note 7) 1,536,000 2,608,000 Total accounts payable and accrued liabilities $ 7,787,933 $ 10,153,024


10. Long-Term Debt

Details of long-term debt are as follows:

2015 2014Capital loans:(a) Monthly payments of principal and interest combined of

$42,044, interest rate of 3.68%; due on the last day of each month from June 30, 2013 through to May 30, 2033(TD Willowgrove Construction Loan) $ 6,568,629 $ 6,826,272

(b) Monthly payments of principal and interest combined of$53,322, interest rate of 4.64%; due on the last day of each month through to June 30, 2018(CIBC Energy Efficiency #2) 1,695,774 2,243,103

(c) Monthly payments of principal and interest combined of $51,691, interest rate of 5.09%; due on the last day of each month through to November 30, 2017 (BMO Energy Efficiency #1) 1,317,454 1,855,778

(d) Monthly payments of principal and interest combined of$133,147, interest rate of 5.07%; due on the last dayof each month through to November 30, 2016 (BMO Tommy Douglas Construction Loan) 1,934,343 3,393,754

(e) Monthly payments of principal and interest combined of $95,513, interest rate of 4.75%; due on the last day of each month through to November 30, 2016(TD Centennial Construction Loan) 1,387,121 2,440,166

(f) Monthly payments of principal and interest combined of$45,000, interest rate of 2.88% due on the lastday of each month through to February 28, 2015(TD Technology Loan) - 266,590

(g) Monthly payments of principal and interest combined of $15,714, interest rate of 4.94%; due on the last day of eachmonth through to December 30, 2014(BMO Centennial Collegiate Land) - 62,212

(h) Monthly payments of principal and interest combined of $24,354, interest rate of 2.47%; due on the last day of eachmonth through to April 30, 2025 (BMO City Park Collegiate Repurpose Loan) 2,510,812 -

(i) Monthly payments of principal and interest combined of $45,255, interest rate of 1.79%; due on the last day of eachmonth through to March 31, 2019(BMO Technology Loan) 1,883,430 -

(j) Monthly payments of principal and interest combined of $8,058, interest rate of 1.77%; due on the last day of eachmonth through to February 29, 2020(BMO Portables Loan) 417,975 -

Total long-term debt $ 17,715,538 $ 17,087,875


Future principal repayments over the next 5 years are estimated as follows:

2016 $ 4,881,355 2017 3,009,111 2018 1,835,221 2019 958,996 2020 614,179 Thereafter 6,416,676 Total $ 17,715,538

Principal and interest payments on the long-term debt are as follows:

2015 2014Principal $ 4,448,435 $ 4,904,690 Interest 696,740 865,433 Total $ 5,145,175 $ 5,770,123

11. Deferred Revenue

Details of deferred revenues are as follows:

Balance as at August

31, 2014

Additions during the

year

Revenue recognized in the year

Balance as at August

31, 2015Capital projects:

Federal capital tuition $ 107,774 $ 3,614 $ - $ 111,388 Ministry of Education capital transfers 640,165 - 640,165 - Total capital project deferred revenue 747,939 3,614 640,165 111,388

Other deferred revenue:Property taxes 5,104,281 5,097,645 5,104,281 5,097,645 Foreign student tuition 2,014,321 1,779,606 2,014,321 1,779,606 Foundation deferred donations 443,373 282,677 291,104 434,946 PotashCorp nutrition grant 195,000 - 195,000 - Total other deferred revenue 7,756,975 7,159,928 7,604,706 7,312,197

Total deferred revenue $ 8,504,914 $ 7,163,542 $ 8,244,871 $ 7,423,585


12. Complementary Services

Complementary services represent those services and programs where the primary purpose is other than K-12 learning/learning support, but which have the specific objective of enhancing the School Division’s ability to successfully deliver its K-12 curriculum/learning programs.

Following is a summary of the revenues and expenses of the Complementary Services programs operated by the School Division in 2015 and 2014:

Summary of Complementary

Services Revenues and

Expenses, by Program

Literacy for Life Pre-K Uplift

Youth in Custody

Other Programs 2015 2014

Revenues:Operating grants $ - $ 2,556,835 $ 79,358 $ 159,060 $ 80,304 $ 2,875,557 $ 2,662,879 Fees and other revenue 174,957 - (15,713) - 38,326 197,570 235,596 Total revenues 174,957 2,556,835 63,645 159,060 118,630 3,073,127 2,898,475

Expenses:Other related fees - - - 48,085 - 48,085 60,107 Salaries and benefits 110,163 2,364,137 51,726 - 291,287 2,817,313 2,548,124 Instructional aids - 34,814 - - 137,315 172,129 114,118 Supplies and services - 46,766 3,133 - 7,085 56,984 91,292 Non-capital furniture and equipment - (6,367) - - - (6,367) 5,616 Communications - - (8) - - (8) 1,311 Travel - - - - 2,901 2,901 266 Professional development - 28,028 - - - 28,028 16,030 Student related expenses 68,709 - 3,013 - 1,123 72,845 56,816 Total expenses 178,872 2,467,378 57,864 48,085 439,711 3,191,910 2,893,680

Excess (deficiency) of revenues over expenses $ (3,915) $ 89,457 $ 5,781 $ 110,975 $ (321,081) $ (118,783) $ 4,795

The purpose and nature of each Complementary Services program is as follows:

• Literacy for life was identified by the Board of Education as a strategic priority; the School Division is committed to the goal of all students, K-8, reading and writing at or above grade level in multiple subject areas.

• The Pre-K program provides educational services to students aged 3 and 4.

• The Uplift program helps students develop employment skills to ensure they can operate successfully in the workplace.

• The Youth in Custody program provides educational services to young offenders.

• Other programs consists of numerous programs that enhance the learning objectives of the School Division.


13. External Services

External services represent those services and programs that are outside of the School Division’s learning/learning support and complementary programs. These services have no direct link to the delivery of the School Division’s K-12 programs nor do they directly enhance the School Division’s ability to deliver its K-12 programs.

Following is a summary of the revenues and expenses of the External Services programs operated by the School Division in 2015 and 2014:

Summary of External Services Revenues

and Expenses, by Program

Associate Schools* Cafeteria Charity Whitecap

Other Programs 2015 2014

Revenues:Operating grants $ 4,910,651 $ - $ - $ 1,217,195 $ 25,000 $ 6,152,846 $ 5,333,249 Capital grants - - - - 110,059 110,059 337,752 Fees and other revenue - 248,417 244,573 500 675,738 1,169,228 1,899,492 Total revenues 4,910,651 248,417 244,573 1,217,695 810,797 7,432,133 7,570,493

Expenses:Other related fees 1,695,154 - - 484,469 1,000 2,180,623 1,851,033 Salaries and benefits 3,215,479 175,847 - 579,646 119,788 4,090,760 3,684,560 Instructional aids - - 115,089 12,865 (219,720) (91,766) 656,735 Supplies and services - 265,060 230 - 61,204 326,494 392,123 Non-capital furniture and equipment - - 3,601 1,137 - 4,738 2,252 Building operating expenses - - - - 25,759 25,759 24,580 Communications - - - - 12,675 12,675 34,140 Travel - - - 199 - 199 - Professional development - - - 5,163 - 5,163 - Student related expenses - - 14,123 2,306 - 16,429 13,975 Total expenses 4,910,633 440,907 133,043 1,085,785 706 6,571,074 6,659,398

Excess (deficiency) of revenues over expenses $ 18 $ (192,490) $ 111,530 $ 131,910 $ 810,091 $ 861,059 $ 911,095

*Associate Schools – see table below for details of revenues and expenses by school.


Summary of Associate School Revenues and

Expenses, Details by School

Saskatoon Christian

School

Saskatoon Misbah School

Total 2015

Total 2014

Revenues:Operating grants $ 3,261,106 $ 1,649,545 $ 4,910,651 $ 4,771,737 Total revenues 3,261,106 1,649,545 4,910,651 4,771,737

Expenses:Other related fees 934,571 760,583 1,695,154 1,793,039 Salaries and benefits 2,326,536 888,943 3,215,479 2,978,698 Total expenses 3,261,107 1,649,526 4,910,633 4,771,737

Excess (deficiency) of revenues over expenses $ (1) $ 19 $ 18 $ -

The purpose and nature of each External Services program is as follows:

• The School Division supports the operations of the Saskatoon Christian School and the Saskatoon Misbah School as Associate Schools. Associate Schools require a religious affiliation and approvals from both the School Division and the Ministry of Education to operate as Associate Schools.

• Cafeteria operations provide nutritious meals for students and staff.

• The School Division operates its own registered charity. The purpose of the charity is to receive funding to enhance educational programming.

• Through federal funding, the School Division supports the operations of the Whitecap Dakota Elementary School. In addition, the School Division received a grant from the Ministry of Education directed toward literacy initiatives at Whitecap School; related unspent funding is targeted for future literacy projects at the school.

• Other programs consists of numerous programs that are outside of the learning objectives of the School Division.


14. Accumulated Surplus

Accumulated surplus represents the financial assets and non-financial assets of the School Division less liabilities. This represents the accumulated balance of net surplus arising from the operations of the School Division including school generated funds.

Certain amounts of the accumulated surplus from operations, as approved by the Board of Education, have been designated for specific future purposes. These internally restricted amounts are included in the accumulated surplus presented in the consolidated statement of financial position. The School Division does not maintain separate bank accounts for the internally restricted amounts.


Details of accumulated surplus are as follows:

August 31, 2014

Additions during the

year

Reductions during the

yearAugust 31,

2015

Invested in tangible capital assets:Net book value of tangible capital assets $ 180,501,761 $ 20,698,627 $ 13,493,287 $ 187,707,101 Less: debt ow ing on tangible capital assets (17,087,875) (627,663) - (17,715,538)

163,413,886 20,070,964 13,493,287 169,991,563

PMR maintenance project allocations 2,584,733 3,381,480 3,876,543 2,089,670 2,584,733 3,381,480 3,876,543 2,089,670

Internally restricted surplus:Capital projects:

Designated for tangible capital asset expenditures 5,477,909 - 2,284,413 3,193,496

Other:School generated funds 2,516,095 32,422 - 2,548,517 School budget carryovers 1,582,503 2,064 - 1,584,567 Specialized school equipment 1,400,000 - 400,000 1,000,000 Curriculum renew al 1,460,000 - - 1,460,000 Staff professional development 800,000 - - 800,000 Technology replacement reserve 50,000 600,000 - 650,000 System application 1,125,000 - - 1,125,000 Civic elections 75,139 60,000 - 135,139 Facility repairs related to rentals 216,953 15,000 - 231,953 Trustee education 43,000 - - 43,000 Facility operating reserve 332,201 - - 332,201 Security camera 50,000 - - 50,000 Contingency 104,169 - 104,169 - Mount Royal facility partnership 169,486 - - 169,486 Alternate funds 226,005 - 9,133 216,872 Whitecap Pre-K - 26,241 - 26,241 Whitecap literacy - 115,005 - 115,005

15,628,460 850,732 2,797,715 13,681,477 Other:

Foundation 190,386 16,982 - 207,368 Charity 311,888 111,530 - 423,418

502,274 128,512 - 630,786

Unrestricted surplus 3,015,736 5,693,884 - 8,709,620 Total accumulated surplus $ 185,145,089 $ 30,125,572 $ 20,167,545 $ 195,103,116

Preventative Maintenance and Renewal (PMR) project allocations represent transfers received from the Ministry of Education as funding support for maintenance projects on the School Division’s approved 3 year capital maintenance plans. Unspent funds at the end of a fiscal year are designated for future approved capital plan maintenance project expenditures.


The purpose and nature of each internally restricted surplus amount is as follows:

Internally restricted surplus

Capital projects represent funds allocated by the Board for capital construction.

School generated funds primarily represents fees collected from students participating in a variety of co-curricular activities including school clubs, music groups and sports teams. Each of these initiatives is treated as a unique program and the identity of program balances are maintained year over year.

School budget carryovers represent the unspent portion of budgets allocated to individual schools.

Specialized school equipment represents funds to be used for practical and applied arts programs.

Curriculum renewal represents funds to be used to purchase student resources for curricular programming and implementation.

Staff professional development represents funds to be used for staff professional development initiatives based on the School Division’s strategic direction.

Technology replacement reserve represents funds to be used for purchases of computers, digital overhead projectors, smart boards and other related technology software.

System application represents funds to be used to assist in addressing the major system software needs of the School Division.

Civic elections represents funds set aside to cover the cost of civic elections which are held every four years.

Facility repairs related to rentals represents funds to be used to cover repairs to school property resulting from public rental of facilities.

Trustee education represents funds to be used to support members of the Board of Trustees’ education.

Facility operating reserve represents funds available to the facilities department to assist with operational activities.

Security camera represents funds to be directed toward the replacement or addition of security cameras in School Division facilities.

Contingency reserve represents funds available to be used by the School Division for emergency purposes.

Mount Royal facility partnership reserve represents the component part of the tenant agreements with


Saskatoon Trades and Skills Centre and Saskatchewan Polytechnic designated for major maintenance and capital items at the expanded Mount Royal Collegiate.

Alternate funds represent funds received from external parties for specific projects.

Whitecap Pre-K represents startup funds for a Whitecap pre-kindergarten program.

Whitecap literacy represents funds to be directed towards literacy initiatives at Whitecap School.

Other

The Foundation carries on activities which are for the charitable purpose of the advancement of education and enhancement of the quality of education offered by the School Division.

The Charity is a separate trust fund maintained to manage the related charitable activities. The mandate of the registered charity is to support educational initiatives.

15. Budget Figures

Budget figures included in the consolidated financial statements were approved by the Board of Education on June 17, 2014 and the Minister of Education on October 31, 2014.

16. Related Party Transactions

These consolidated financial statements include transactions with related parties. The School Division is related to all Government of Saskatchewan ministries, agencies, boards, school divisions, health authorities, colleges, and crown corporations under the common control of the Government of Saskatchewan. The School Division is also related to non-crown enterprises that the Government jointly controls or significantly influences. In addition, the School Division is related to other non-government organizations by virtue of its economic interest in these organizations.

Transactions with these related parties are in the normal course of operations. Amounts due to or from and the recorded amounts of transactions resulting from these transactions are included in the consolidated financial statements and the table below. They are recorded at exchange amounts which approximate prevailing market rates charged by those organizations and are settled on normal trade terms.


2015 2014Revenues:Ministry of Education - operating $ 119,869,488 $ 114,698,579 Ministry of Education - capital 12,012,490 6,933,303 Ministry of Education - other 202,820 793,696 Ministry of Health 79,358 136,918 Ministry of Social Services 13,729 23,217 Saskatchewan Government Insurance 889,368 1,000,031 Saskatchewan Polytechnic 264,609 258,047

133,331,862 123,843,791

Expenses:SaskPower 857,207 764,761 SaskTel 221,112 368,108 SaskEnergy 1,476,485 1,740,125 Saskatchewan Worker's Compensation Board 617,324 585,185 Other 56,526 15,088

3,228,654 3,473,267

Accounts receivable:Ministry of Education 998,868 3,899,157 Saskatchewan Polytechnic 36,409 36,990 Other School Divisions 58,613 -

$ 1,093,890 $ 3,936,147


2015 2014

Accounts payable and accrued liabilities:SaskEnergy $ 5,029 $ 5,638 SaskPower 106,566 61,770 SaskTel 6,859 7,133 Saskatchewan Government Insurance 62,918 57,377

181,372 131,918

Deferred revenue:Ministry of Education - capital - 640,165

$ - $ 640,165

In addition, the School Division pays Provincial Sales Tax to the Saskatchewan Ministry of Finance on all its taxable purchases and customer sales on items that are deemed taxable. Taxes paid are recorded as part of the cost of those purchases.

A portion of the operating grant revenue from the Ministry of Education includes funding allocated to principal and interest repayments on some school board loans.

Other transactions with related parties and amounts due to/from them are described separately in the consolidated financial statements or notes thereto.

17. Contractual Obligations and Commitments

Significant contractual obligations and commitments of the School Division are as follows:

Estimated completion

date AmountCity Park Collegiate 2016 $ 1,201,495 Willowgrove Elementary School 2016 1,397,245 Roofing - Fairhaven School 2016 241,971 Roofing - Lawson Heights Schools 2016 146,232 Roofing - Pleasant Hill School 2016 109,944 Roofing - City Park Collegiate 2016 152,039 Henry Kelsey School Portable addition 2016 326,862 Technology 2016 345,991

$ 3,921,779


The School Division has ongoing service commitments for transportation, energy, school/office equipment and a property lease. Other contracts and commitments are as follows:

Busing Taxis Energy CopiersProperty

Lease Total2016 $ 6,310,000 $ 520,000 $ 950,940 $ 312,520 $ 220,000 $ 8,313,460 2017 1,755,000 536,000 504,180 312,520 220,000 3,327,700 2018 1,808,000 - 72,340 - 220,000 2,100,340 2019 1,862,000 - - - 110,000 1,972,000

$ 11,735,000 $ 1,056,000 $ 1,527,460 $ 625,040 $ 770,000 $ 15,713,500

18. Joint-Use Schools Project Agreement

In August 2015, the Government of Saskatchewan entered into a 32 year public-private partnership with Joint-Use Mutual Partnership (JUMP) to design, finance, build and maintain schools in the communities of Evergreen, Hampton, Rosewood and Stonebridge in Saskatoon on behalf of the School Division. The Government of Saskatchewan will be responsible for all capital, maintenance and operating payments over the term of the public-private partnership agreement with ownership of the schools vesting with the School Division. The School Division is the beneficiary of the schools, therefore, during period of construction the School Division will record capital grant revenue from the Ministry of Education and tangible capital assets on the percentage of completion basis.

19. Comparative Information

Certain comparative figures have been reclassified to conform to the current year’s presentation.

20. Risk Management

The School Division is exposed to financial risks from its financial assets and liabilities. These risks include credit risk, liquidity risk and market risk (consisting of interest rate risk and foreign exchange risk).

i) Credit risk

Credit risk is the risk to the School Division from potential non-payment of accounts receivable. The credit risk related to the School Division’s receivables from the provincial government, federal government and their agencies are considered to be minimal. For other receivables, the School Division has adopted credit policies which include implementation of credit limits and close monitoring of overdue accounts. The School Division does not have a significant exposure to any individual customer. Management reviews accounts receivable on a case by case basis to determine if a valuation allowance is necessary to reflect impairment in collectability.


The aging of other receivables included in accounts receivable at August 31, 2015 and August 31, 2014 was:

2015 2014Current (0-30 days) $ 1,354,945 $ 1,861,433 31-60 days 127,802 97,457 61-90 days 19,539 534 91+ days 95,446 139,616 Total $ 1,597,732 $ 2,099,040

ii) Liquidity risk

Liquidity risk is the risk that the School Division will not be able to meet its financial obligations as they come due. The School Division manages liquidity risk by maintaining adequate cash balances, budget practices and monitoring and cash flow forecasts. The following table sets out the contractual maturities of the School Division’s financial liabilities:

Within 6 months

6 months to 1 year 1 to 5 years > 5 years

Accounts payable and accrued liabilities (excludes accrued pension liability) $ 6,121,899 $ 52,167 $ 77,867 $ - Long-term debt 2,440,677 2,440,678 6,417,507 6,416,676 Total $ 8,562,576 $ 2,492,845 $ 6,495,374 $ 6,416,676

August 31, 2015

iii) Market risk

The School Division is exposed to market risks with respect to interest rates and foreign currency exchange rates, as follows:

Interest rate risk Interest rate risk is the risk that the fair value or future cash flows of a financial instrument will fluctuate because of changes in market interest rates. The School Division’s interest rate exposure relates to cash and cash equivalents and portfolio investments. The School Division also has an authorized bank line of credit of $23.0 million with interest payable monthly at Scotiabank prime rate minus one percent. Changes in the bank’s prime rate can cause fluctuation in interest payments and cash flows. There was no balance outstanding on this credit facility as of August 31, 2015.

The School Division minimizes these risks by: • holding cash in an account at a Canadian bank, denominated in Canadian currency • investing in GICs and term deposits for short terms at fixed interest rates


• managing cash flows to minimize utilization of its bank line of credit • managing its interest rate risk on long-term debt through the exclusive use of fixed-rate

terms for its long-term debt

Foreign currency risk

Foreign currency risk is the risk that the fair value or future cash flows of a financial instrument will fluctuate because of changes in foreign exchange rates. The School Division is exposed to currency risk on purchases denominated in U.S. dollars for which the related accounts payable balances are subject to exchange rate fluctuations; however, the School Division believes that it is not subject to significant foreign exchange risk from its financial instruments.


2015Budget

2015Actual

2014Actual

Property taxation revenue:

Tax levy revenue:Property tax levy revenue $ 104,458,000 $ 103,208,656 $ 98,664,131 Revenue from supplemental levies - 999,808 2,115,555 Total property tax revenue 104,458,000 104,208,464 100,779,686

Grants in lieu of taxes:Federal government 2,900,000 2,869,479 2,834,402 Total grants in lieu of taxes 2,900,000 2,869,479 2,834,402

Other tax revenues:Treaty land entitlement - urban - 136,494 - House trailer fees 65,000 47,598 59,185 Total other tax revenues 65,000 184,092 59,185

Deletions from levy:Other deletions (1,500,000) (1,002,238) (1,088,996) Total deletions from levy (1,500,000) (1,002,238) (1,088,996)

Total property taxation revenue $ 105,923,000 $ 106,259,797 $ 102,584,277


2015Budget

2015Actual

2014Actual

Grants:

Operating grantsMinistry of Education grants:

Operating grant $ 106,999,800 $ 112,216,701 $ 107,572,054 Other Ministry grants - - 555,460 Total Ministry grants 106,999,800 112,216,701 108,127,514

Grants from others 1,000,800 889,368 1,000,031 Total operating grants 108,000,600 113,106,069 109,127,545

Capital grants:Ministry of Education capital grants 2,696,190 12,012,490 6,933,303 Total capital grants 2,696,190 12,012,490 6,933,303

Total grants $ 110,696,790 $ 125,118,559 $ 116,060,848


2015Budget

2015Actual

2014Actual

Tuition and related fees revenue:

Operating fees:Tuition fees:

Federal Government and First Nations $ 768,750 $ 783,346 $ 615,182 Individuals and other 2,268,000 2,541,148 2,041,493 Total tuition fees 3,036,750 3,324,494 2,656,675

Other related fees - 44,300 3,525 Total operating tuition and related fees 3,036,750 3,368,794 2,660,200

Total tuition and related fees revenue 3,036,750 3,368,794 2,660,200

School generated funds revenue:Curricular fees:

Student fees - 1,054,895 1,121,725 Total curricular fees - 1,054,895 1,121,725

Non-curricular fees:Curricular sales - GST - 2,653 2,372 Fundraising - - 1,167 Grants and partnerships - 120,374 41,256 Student fees - 593,310 605,083 Other 4,955,000 3,235,152 3,465,034 Total non-curricular fees 4,955,000 3,951,489 4,114,912

Total school generated funds revenue $ 4,955,000 $ 5,006,384 $ 5,236,637


2015Budget

2015Actual

2014Actual

Complementary services:

Operating grants:Ministry of Education grants:

Operating grant $ 2,497,254 $ 2,715,895 $ 2,354,788 Other Ministry grants - 52,820 138,236

Other provincial grants - 93,087 160,135 Federal grants - - 2,370 Other grants 750,000 13,755 7,350 Total operating grants 3,247,254 2,875,557 2,662,879

Fees and other revenue:Other revenue - 197,570 235,596 Total fees and other revenue - 197,570 235,596

Total complementary services revenue $ 3,247,254 $ 3,073,127 $ 2,898,475


2015Budget

2015Actual

2014Actual

External services:

Operating grants:Ministry of Education grants:

Operating grant $ 4,912,815 $ 4,936,892 $ 4,771,737 Other Ministry grants - 150,000 100,000

Federal grants 918,724 1,053,918 - Other grants 240,000 12,036 461,512 Total operating grants 6,071,539 6,152,846 5,333,249

Capital grants:Other capital grants - 110,059 337,752 Total capital grants - 110,059 337,752

Fees and other revenue:Tuition and related fees 245,000 229,452 191,420 Other revenue 248,000 939,776 1,708,072 Total fees and other revenue 493,000 1,169,228 1,899,492

Total external services revenue 6,564,539 7,432,133 7,570,493

Other revenue:

Miscellaneous revenue 206,706 148,840 120,792 Sales and rentals 828,000 878,402 861,518 Investments 230,000 279,562 297,050

Total other revenue 1,264,706 1,306,804 1,279,360

Total revenue for the year $ 235,688,039 $ 251,565,598 $ 238,290,290


2015Budget

2015Actual

2014Actual

Governance expense:Board Members expense $ 329,470 $ 294,526 $ 299,009 Professional development 48,000 39,912 20,402 Other governance expenses 424,653 406,682 394,817

Total governance expenses 802,123 741,120 714,228

Administration expense:Salaries 4,715,650 4,846,373 4,453,886 Benefits 1,007,466 699,788 965,023 Supplies and services 372,483 328,107 336,323 Non-capital furniture and equipment 34,259 10,021 16,382 Building operating expense 206,407 296,629 262,994 Communications 95,207 84,900 73,927 Travel 5,000 - - Professional development 110,192 64,529 80,611 Amortization of tangible capital assets 170,000 192,433 179,157

Total administration expense 6,716,664 6,522,780 6,368,303

Instruction expense:Instructional (Teacher Contract) salaries 119,597,686 124,553,555 118,654,802 Instructional (Teacher Contract) benefits 6,922,175 6,921,530 6,571,260 Program support (Non-Teacher Contract) salaries 26,500,710 26,074,251 25,340,606 Program support (Non-Teacher Contract) benefits 5,349,018 3,843,303 4,706,948 Instructional aids 5,632,635 5,598,948 5,475,473 Supplies and services 4,236,725 3,426,589 4,007,481 Non-capital furniture and equipment 1,322,969 1,196,039 1,344,906 Communications 416,126 350,088 355,607 Travel 335,474 270,568 285,201 Professional development 888,606 778,368 824,073 Student related expense 1,433,306 1,312,894 1,301,884 Amortization of tangible capital assets 2,400,000 2,438,894 2,382,688

Total instruction expense $ 175,035,430 $ 176,765,027 $ 171,250,929


2015Budget

2015Actual

2014Actual

Plant operation and maintenance expense:

Salaries $ 10,145,000 $ 9,907,203 $ 9,555,031 Benefits 2,779,488 2,020,439 2,678,496 Supplies and services - 100,895 18,932 Non-capital furniture and equipment 205,236 118,350 130,839 Building operating expenses 11,657,873 11,704,790 11,644,285 Communications 22,440 16,484 15,448 Travel 193,941 177,929 189,763 Professional development 76,565 23,446 20,203 Amortization of tangible capital assets 9,100,000 10,861,960 9,341,464

Total plant operation and maintenance expense 34,180,543 34,931,496 33,594,461

Student transportation expense:Supplies and services 10,000 10,417 38,728 Contracted transportation 6,805,785 6,596,734 5,860,852

Total student transportation expense 6,815,785 6,607,151 5,899,580

Tuition and related fees expense:Tuition fees 278,500 25,520 30,885 Other fees - 255,500 246,400

Total tuition and related fees expense 278,500 281,020 277,285

School generated funds expense:Supplies and services - 1,065,485 1,104,668 Cost of sales - 4,678 1,515 School fund expenses 4,955,000 4,209,942 4,306,427

Total school generated funds expense $ 4,955,000 $ 5,280,105 $ 5,412,610


2015Budget

2015Actual

2014Actual

Complementary services expense:Other fees $ - $ 48,085 $ 60,107 Instructional (Teacher Contract) salaries and benefits 1,484,700 1,642,385 1,423,507 Program support (Non-Teacher Contract) salaries and benefits 981,800 1,174,927 1,124,617 Instructional aids 38,041 172,129 114,118 Supplies and services 762,308 56,985 91,292 Non-Capital furniture & equipment - (6,367) 5,616 Communications - (8) 1,311 Travel - 2,901 266 Professional development (non-salary costs) 25,000 28,028 16,030 Student related expenses - 72,845 56,816

Total complementary services expense 3,291,849 3,191,910 2,893,680

External services expense:Other fees 2,105,274 2,180,623 1,851,033 Administration salaries and benefits 124,000 119,071 117,315 Instructional (Teacher Contract) salaries and benefits 3,694,631 3,757,338 3,384,179 Program support (Non-Teacher Contract) salaries and benefits 186,413 214,351 183,066 Instructional aids 257,302 (91,766) 656,735 Supplies and services 201,321 326,494 392,123 Non-capital furniture and equipment 3,772 4,738 2,252 Building operating expenses 21,478 25,759 24,580 Communications 5,539 12,675 34,140 Travel 3,000 199 - Professional development (non-salary costs) 4,986 5,163 - Student related expenses 2,751 16,429 13,975

Total external services expense $ 6,610,467 $ 6,571,074 $ 6,659,398


2015Budget

2015Actual

2014Actual

Other expense:Interest and bank charges:

Current interest and bank charges $ 2,500 $ 19,148 $ 10,420 Interest on long-term debt

School facilities 690,000 696,740 865,433 Total interest and bank charges 692,500 715,888 875,853

Total other expense 692,500 715,888 875,853

Total expenses for the year $ 239,378,861 $ 241,607,571 $ 233,946,327


LandLand

improvements BuildingsBuildings

short-termOther

vehiclesFurniture and

equipment

Computer hardware and audio visual

equipmentComputer

softwareAssets under construction 2015 2014

Tangible capital assets - at cost:

Opening balance as of September 1 $ 12,521,311 $ 417,286 $ 262,120,703 $ 9,588,467 $ 247,592 $ 3,549,834 $ 6,150,017 $ 4,106,774 $ 17,388,970 $ 316,090,954 $ 301,519,681 Additions/purchases - - - - 116,687 1,549,797 2,294,233 71,545 16,666,365 20,698,627 16,895,046 Disposals - - - - (22,587) - (476,154) (2,317,136) - (2,815,877) (2,323,773) Transfers to (from) - - 23,821,478 1,655,816 - - - - (25,477,294) - - Closing balance as of August 31 12,521,311 417,286 285,942,181 11,244,283 341,692 5,099,631 7,968,096 1,861,183 8,578,041 333,973,704 316,090,954

Tangible capital assets - amortization:

Opening balance as of September 1 - 50,421 125,031,857 1,648,690 160,856 2,190,741 2,952,425 3,554,203 - 135,589,193 126,009,657 Amortization for the period - 20,864 10,374,358 562,215 60,031 509,963 1,593,619 372,237 - 13,493,287 11,903,309 Disposals - - - - (22,587) - (476,154) (2,317,136) - (2,815,877) (2,323,773) Closing balance as of August 31 - 71,285 135,406,215 2,210,905 198,300 2,700,704 4,069,890 1,609,304 - 146,266,603 135,589,193

Net book value:Opening balance as of September 1 12,521,311 366,865 137,088,846 7,939,777 86,736 1,359,093 3,197,592 552,571 17,388,970 180,501,761 175,510,024 Closing balance as of August 31 12,521,311 346,001 150,535,966 9,033,378 143,392 2,398,927 3,898,206 251,879 8,578,041 187,707,101 180,501,761 Change in net book value - (20,864) 13,447,120 1,093,601 56,656 1,039,834 700,614 (300,692) (8,810,929) 7,205,340 4,991,737

DisposalsHistorical cost - - - - 22,587 - 476,154 2,317,136 - 2,815,877 2,323,773 Accumulated amortization - - - - 22,587 - 476,154 2,317,136 - 2,815,877 2,323,773 Net cost - - - - - - - - - - - Price of sale - - - - - - - - - - - Gain (loss) on disposal $ - $ - $ - $ - $ - $ - $ - $ - $ - $ - $ -


2015 2014

Non-cash items included in surplusAmortization of tangible capital assets (schedule C) $ 13,493,287 $ 11,903,309 In-kind government capital grant transfer joint-use schools project (5,194,405) -

Total non-cash items included in surplus $ 8,298,882 $ 11,903,309


2015 2014

Net change in non-cash operating activities:Decrease (Increase) in Accounts receivable $ 3,341,648 $ (2,717,419) Increase (Decrease) in Accounts payable and accrued liabilities (2,888,282) 3,140,622 Increase in Liability for employee future benefits 208,400 220,700 Increase (Decrease) in Deferred revenue (1,081,329) 4,257,498 Decrease in Inventory of supplies for consumption - 99,629 Increase in Prepaid expenses (195) (108,711)

Total net change in non-cash operating activities $ (419,758) $ 4,892,319
