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Annual Report 2016/17
Prairie Spirit School Division No. 206
Prairie Spirit Board of Education Annual Report – 2016-17 – Page i
Table of Contents Table of Contents ............................................................................................................................. i
School Division Contact Information ...............................................................................................ii
Letter of Transmittal ....................................................................................................................... 1
Introduction .................................................................................................................................... 2
School Division Profile..................................................................................................................... 3
Governance ..................................................................................................................................... 6
School Division in the Community .................................................................................................. 9
Strategic Direction and Reporting ................................................................................................ 11
Demographics ............................................................................................................................... 27
School Division Infrastructure and Transportation ...................................................................... 30
Financial Overview ........................................................................................................................ 32
Summary of Revenue and Expenses ......................................................................................... 32
Budget to Actual Revenue, Expenses and Variances ................................................................ 33
Appendix A – Payee List ................................................................................................................ 34
Appendix B – Management Report and Audited Financial Statements ....................................... 46
Prairie Spirit Board of Education Annual Report – 2016-17 – Page ii
School Division Contact Information Prairie Spirit School Division No. 206 Box 809, 121 Klassen Street East, Warman, SK S0K 4S0 Phone: 306-683-2800 Fax: 306-934-8221 Website: www.spiritsd.ca Email: [email protected] An electronic version of this report is available at www.spiritsd.ca.
Prairie Spirit Board of Education Annual Report – 2016-17 – Page 1
Letter of Transmittal Honourable Bronwyn Eyre Minister of Education Dear Minister Eyre: The Board of Education of Prairie Spirit School Division No. 206 is pleased to provide you and the residents of the school division with the 2016-17 annual report. This report outlines activities and accomplishments of the school division and provides audited financial statements for the fiscal year September 1, 2016 to August 31, 2017.
Respectfully submitted,
Larry Pavloff, Chair
Prairie Spirit Board of Education Annual Report – 2016-17 – Page 2
Introduction This annual report presents an overview of Prairie Spirit School Division’s goals, activities and results for the fiscal year September 1, 2016 to August 31, 2017. This report provides a snapshot of Prairie Spirit School Division, its governance structures, students, staff, programs and facilities.
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.
Prairie Spirit Board of Education Annual Report – 2016-17 – Page 3
School Division Profile About Us Prairie Spirit School Division is the learning-focused rural and urban school division surrounding the City of Saskatoon.
Prairie Spirit covers a wide geographic area: north to Leask, south to Hanley, east to Colonsay and west to Perdue. The school division includes nine Hutterite and three First Nations communities.
Over 10,700 Prairie Spirit students are served by a team of over 1,200 dedicated professionals and support staff.
Prairie Spirit School Division is divided into 12 subdivisions for Board of Education elections and representation.
Division Philosophical Foundation Prairie Spirit is focusing on preparing students for the world after school, by exploring learning as it relates to a real world context.
Our mission and vision statements support and reflect the Division’s purpose and beliefs about learning. The mission statement captures the spirit of innovation, creativity and a global society.
Vision: Learners for Life Mission: Learning without limits in a world of possibilities
Prairie Spirit Board of Education Annual Report – 2016-17 – Page 4
Prairie Spirit Guiding Principles Learning In Prairie Spirit, students and adults learn without limits in a world of possibilities. We create learning environments that are student centered, where higher order thinking is evident as students inquire, discover and apply their learning in the real world.
Teaching A Prairie Spirit teacher is a facilitator and a co-learner who inspires curiosity, instills confidence, nurtures student spirit and engages students to discover and present thoughtful responses to meaningful questions. Our teachers create collaborative learning environments where risk-taking, deep thinking and diversity are valued.
Assessment and Feedback In Prairie Spirit School Division, we are committed to assessment and feedback in a culture of collaboration with effective communication, a clear purpose and appropriate use of data. Our primary purpose for assessment and feedback is to support learning, inform next steps for growth and collect evidence needed to account for learning.
Engagement As engaged members of the Prairie Spirit learning community, we have a clear purpose, personal autonomy and opportunities to achieve to a high level. Engagement is evident in our passion for learning, our excitement to share with others and our belief that our learning will make a difference.
Prairie Spirit Board of Education Annual Report – 2016-17 – Page 5
Program Overview Prairie Spirit School Division believes every student is capable of learning and achieving to a high standard when the appropriate supports are in place. As a school division, we value learning together to develop the whole person and inspire lifelong learning.
Prairie Spirit students are diverse in terms of needs and abilities. They vary in age, personal circumstances, learning styles, interests and individual strengths and needs. In order to provide the best educational opportunities possible for all students, Prairie Spirit School Division offers a wide range of programs in the 47 schools in the Division.
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, the adaptive dimension and First Nations and Métis perspectives and ways of knowing.
Prairie Spirit is committed to ensuring that all learners achieve to their fullest potential. The goal of our Student Success model is to meet the needs of all students—as much as possible—in the classroom.
In addition, schools in Prairie Spirit offer specialized programming that responds to the needs of students, including, for example:
• English as Additional Language (EAL) programming • Practical skills training in collaboration with curricular requirements • Credit retrieval strategies to support students to complete high school
Prairie Spirit Board of Education Annual Report – 2016-17 – Page 6
Governance The Board of Education Prairie Spirit School Division is governed by the Board of Education, which is comprised of trustees from 12 subdivisions. 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 trustees represent voters and ratepayers across the school division.
The Board meets regularly to oversee and govern the work of the school division. In addition, the Board actively advocates to local and provincial levels of government on behalf of the school division.
The Board of Education was elected in October 2016 for a four-year term, ending in October 2020.
The remuneration paid to all Board members in 2016/17 is provided in Appendix A.
The following list includes all the Board Trustees as of August 31, 2017:
Subdivision Trustee
Subdivision 1 Pam Wieler
Subdivision 2 Trina Miller
Subdivision 3 Ken Crush
Subdivision 4 George Janzen
Subdivision 5 Larry Pavloff
Subdivision 6 Bernard Howe
Subdivision 7 Dawne Badrock
Subdivision 8 Garth Hetterly
Subdivision 9 Bonnie Hope
Subdivision 10 Sam Dyck
Subdivision 11 Kimberly Greyeyes
Subdivision 12 William Badger
Prairie Spirit Board of Education Annual Report – 2016-17 – Page 7
School Community Councils The purpose of the School Community Council is to:
• Support student learning success and well-being; and • Encourage parent and community involvement and engagement in the school.
The Board of Education has established a School Community Council (SCC) for each of the non-Hutterian schools in Prairie Spirit School Division. The one Associate school in the school division is not required to form an SCC.
Prairie Spirit provides equal funding of $2,000 to each SCC in the Division. SCCs use this funding in a variety of ways, for example: supporting meeting expenses, sponsoring a survey of school parents to gain insight into school level activities, supporting guest speakers at school-level events for parents, etc.
The Education Regulations, 2015 require each school division to undertake orientation, training, development and networking opportunities for their SCC members. In 2016/17, Prairie Spirit School Division conducted a fall orientation for new SCC members and a spring meeting for all SCC members.
Prairie Spirit Board of Education Annual Report – 2016-17 – Page 8
Prairie Spirit offers the following opportunities to School Community Councils:
Division-wide: • SCC Fall Orientation • SCC Spring Assembly held at Division Office, focusing on Safe and Caring Schools • Each May, Prairie Spirit schools make learning presentations to Division leadership and to
other schools. Many schools include their SCC in their preparation and presentations. School level:
• Regular SCC meetings • Sharing of goals • Partnering on Literacy projects • Hosting parent evenings
Challenges for School Community Councils include:
• Engaging community and parents in the work of the SCC • Recruitment/expanding representation on SCC • Recruiting more male SCC members • Engaging middle years/high school parents with schools
Prairie Spirit Board of Education Annual Report – 2016-17 – Page 9
School Division in the Community Community Involvement Research has shown that students achieve at higher levels in school when their parents/guardians and other community members are involved in their learning. All Prairie Spirit schools have programs and initiatives in place to encourage community and parent involvement. These programs vary from school to school and are unique to each community.
Community Partnerships Prairie Spirit places a high priority on developing relationships that are built on genuine understandings and shared knowledge that demonstrate mutual respect. This includes a commitment to strong partnerships among and between educators, parents, students, communities and human service providers. These partnerships help to support students in achieving the knowledge, skills and attitudes necessary for success in school and in life.
Community Threat Assessment and Support Protocol (CTASP) Prairie Spirit joined the Community Threat Assessment and Support Protocol (CTASP) in November 2013, as part of a group of 18 community organizations, including education, human services and police services. Each of the community organizations that signed the protocol has committed to ensuring their leaders are fully trained in violence threat risk assessment. All administrators in Prairie Spirit School Division are being trained in assessing violence threat risks in their schools. Since all community partners receive the same training, they benefit from a shared understanding and common language in assessing possible violence.
Habitat for Humanity High school students in both Langham and Duck Lake are constructing houses in partnership with Habitat for Humanity. In addition to the valuable work experience they are gaining, students will also earn high school credits (Construction 10/20/30 and Career and Work Experience 20/30), as well as apprenticeship hours for future journeyperson work.
Joint use agreements Prairie Spirit has formal joint use agreements with local cities, towns and villages to ensure school facilities are available to the community after school hours. In the City of Warman, the regional library is housed in Warman Community Middle School. In this unique partnership, the City of Warman, the Wheatland Library Board and Prairie Spirit School Division partnered together to provide a library that is available to the community and to the school.
Ministry of Social Services Prairie Spirit has an established partnership with the provincial Ministry of Social Services in the area of supports to in-care students. The Division continues to follow the protocol that was developed with the Ministry to ensure the work between the Ministry and the Division is efficient and effective. This protocol has been adopted provincially.
Prairie Spirit Board of Education Annual Report – 2016-17 – Page 10
Prairie Spirit Schools Foundation With its mandate to support innovation in public education by funding a range of experiences that help students realize their potential, the Prairie Spirit Schools Foundation provides donation and investment opportunities for projects and partnerships which would not otherwise be possible and which will enrich learning opportunities for students in Prairie Spirit School Division.
Saskatoon Industry-Education Council (SIEC) The Saskatoon Industry-Education Council (SIEC) is a partnership between three local school divisions (Prairie Spirit, Saskatoon Public, Greater Saskatoon Catholic) and the regional business/industry sector. A board of directors representing industry, education and business organizations governs the SIEC. The partnership’s vision is to create a community of shared responsibility preparing youth for quality careers. The SIEC offers projects such as Career Spotlight days as well as boot camps on topics such as automotive, commercial cooking and construction.
Early Childhood Intervention Program The Early Childhood Intervention Program (ECIP) has representation from four school divisions, including Prairie Spirit, along with representation from the Saskatoon Health Region. ECIP meets several times throughout the year to plan effective student supports for preschool children.
Cognitive Disability Strategy The Cognitive Disability Strategy (CDS) is an interministerial group that allocates funding for student supports that may extend outside the school day, e.g., respite care. This group has representation from health, justice, social services and education, including Prairie Spirit.
University of Saskatchewan Prairie Spirit works with the University of Saskatchewan in various established ways, including student internships, the teacher candidate process and a variety of research projects.
Prairie Spirit Board of Education Annual Report – 2016-17 – Page 11
Strategic Direction and Reporting The Education Sector Strategic Plan Members of the education sector have worked together to develop an Education Sector Strategic Plan (ESSP) for 2014-2020. The ESSP describes the strategic direction of the education sector and its priorities and outcomes align the work of school divisions and the Ministry of Education. The plan is expected to shape a new direction in education for the benefit of all Saskatchewan students. 2016-17 was the third year of deployment of the 2014-2020 ESSP. Enduring Strategies The Enduring Strategies in the ESSP are: • 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; • Alignment of human, physical and fiscal resources.
Prairie Spirit Board of Education Annual Report – 2016-17 – Page 12
Reading, Writing, Math at Grade Level and Unified Student Information System Business Case OUTCOME: By June 30, 2020, 80% of students will be at grade level or above in reading, writing and math. PRIORITY: Develop a business case to explore the feasibility of a provincial Unified Student Information System.
School division goals aligned with Reading, Writing and Math at Grade Level outcome and the Saskatchewan Reads priority
Our aim is to prepare individuals who appreciate mathematics and its role in society and who understand and appreciate language and to use it confidently and competently in a variety of settings for a variety of reasons. Our intent is to stimulate the spirit of inquiry within the context of reasoning.
(adapted from K-12 Mathematics and English Language Arts curriculums)
Research indicates a high correlation between Grade 3 reading rates and graduation levels. Our goals for all readers are:
Comprehension - their ability to interact with the text to extract and construct meaning for themselves
Fluency - their ability to read with automaticity and prosody (phrasing, pausing, rate, stress, intonation and integration of these factors) while still comprehending the text
Engagement - their belief that they are capable to read and will choose to read for a variety of purposes
We believe improvements in the following key areas will contribute to an increase in mathematical understanding: • Mathematical reasoning • Number sense • Spatial competency • Positive attitude towards mathematics • Ability to communicate mathematical ideas
School division actions taken during the 2016-17 school year to achieve the targets and outcomes of the Reading, Writing, Math at Grade Level outcome and the Unified Student Information System Business Case priority
Strategies:
• Prairie Spirit School Division has been using levelled reading assessments to track student reading achievement for students in Grades 1 - 3 for the past several years.
• Reading data is collected by the school division twice a year: once in January and again in May.
• Prairie Spirit follows recommendations from the Ministry regarding the identification of students eligible for assessment and encourages a team approach when a school is in doubt about whether to include a student.
• Prairie Spirit provided Professional Development opportunities for teachers to strengthen understanding about students based on the assessment, conducting miscue analysis, and using this information to identify student needs.
Prairie Spirit Board of Education Annual Report – 2016-17 – Page 13
• Professional Development was also offered on conferring to help teachers better understand their students as readers and to set goals for students based on their needs.
Measures for Reading, Writing and Math at Grade Level
Proportion of Grade 3 Students Reading At or Above Grade Level Grade 3 reading levels are considered a leading indicator of future student performance. The following bar graph displays the percentage of Grade 3 students (FNMI, non-FNMI, all) by reading level grouping. The charts below the graph indicate the percentage of Grade 3 students in the province reading at or above grade level, as well as the proportion of Grade 3 students with reported reading levels.
Notes: 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 as FNM or I, however, this category may include FNMI students who choose not to self-identify. Source: Ministry of Education, 2017
Prairie Spirit Board of Education Annual Report – 2016-17 – Page 14
Analysis of results
Prairie Spirit’s results in this area are at 73% for 2017. This is just slightly below the provincial results of 74% for 2017 and 7% below the provincial goal for this indicator. For Prairie Spirit’s FNMI students, 52.8% of grade 3 students are reading at grade level. Prairie Spirit classrooms have a strong focus on literacy and reading.
Prairie Spirit Board of Education Annual Report – 2016-17 – Page 15
Improving First Nations and Métis Student Engagement and Graduation Rates and Following Their Voices OUTCOME: By June 30, 2020, collaboration between First Nations and Métis and non-First Nations and Métis partners will result in significant improvement in First Nations and Métis student engagement and will increase the three-year graduation rate from 35% in June 2012 to at least 65%. PRIORITY: In partnership with First Nations and Métis stakeholders, implement the Following Their Voices Initiative
School division goals aligned with the First Nations and Métis Student Engagement and Graduation Rates outcome and the Following Their Voices priority
In Prairie Spirit, we believe that learning is rooted in authentic and respectful relationships, providing relevant learning experiences with high expectations.
We are committed to improving achievement among First Nations and Métis and Inuit (FNMI) students and to closing the gap between Aboriginal and non-Aboriginal students in the areas of literacy and numeracy, retention in schools, graduation rates and advancement to post-secondary studies and employment.
School division actions taken during the 2016-17 school year to achieve the targets and outcomes of the First Nations and Métis Student Engagement and Graduation Rates outcome and the Following Their Voices priority
Strategies: • Prairie Spirit engaged with the Ministry of Education for the Following Their Voices
(FTV) initiative. Blaine Lake Composite School (BLCS) participated in the pilot year of this initiative in 2014/15 and as a “Phase 1 school” throughout 2015/16 and 2016/17.
• Stobart Community School in Duck Lake will be a FTV school for the 2017/18 school year.
• Following Their Voices is designed to engage and support students through improved relationships with their teachers that will result in increased First Nations and Métis achievement and higher rates of Grade 12 graduation.
• Following Their Voices uses a model with in-school facilitators working with teachers in classrooms to:
o support the development of positive relationships with First Nations and Métis students,
o set goals to support teacher growth; and o develop structures to support First Nations and Métis student
achievement.
• Blaine Lake Composite School describes this program as: “Education that promotes accelerated learning for First Nations and Métis students, where learning is joyful, culture is affirmed and students are given real choice for their future.” FTV has a focus on responsive instruction and less teacher talk. Although FTV is designed for First Nations and Métis students, all students are positively impacted.
Prairie Spirit Board of Education Annual Report – 2016-17 – Page 16
Following Their Voices reflects Prairie Spirit’s learning philosophy and, as a result, we are building capacity across the Division to ensure the work of this initiative in sustainable for years to come.
• Prairie Spirit received two provincial government grants designed to support partnership work between school divisions and local First Nations communities. These Invitational Shared Services Initiative (ISSI) grants recognize and provide financial support for the collaborative work that is already underway between Prairie Spirit School Division and two neighbouring First Nations. The two grant applications were made jointly by Prairie Spirit School Division and two neighbouring First Nations: Muskeg Lake Cree Nation and Beardy’s and Okemasis First Nation. The applications articulate the desire that everyone will have access to an education where “the student is the center and the learning experience is welcoming, relevant and demanding.” Teachers from Prairie Spirit and both First Nations collaborate to share instructional practices and monitor student achievement results. As part of this partnership work, goals have been established for on-reserve students in the areas of literacy, numeracy and graduation rates. The funding provided by the grants was used for instructional supplies, salaries and professional development costs.
Measures for Improving First Nations and Métis Student Engagement and Graduation Rates and Following Their Voices
Average Final Marks Teacher-assigned marks are important indicators of student performance in school. Classroom marks are used for grade promotion and graduation decisions, to meet entrance requirements for post-secondary education, to determine eligibility for scholarships and awards and by some employers when hiring.
The following displays average final marks in selected secondary-level courses for all students, and by non-FNMI and FNMI student subpopulations in the division, along with provincial results for each category.
Notes: Results for populations of fewer than 10 students have not been reported to avoid identifying individuals or very small groups of students (nr). 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 as FNM or I, however, this category may include FNMI students who choose not to self-identify. Source: Ministry of Education, 2017
Province Prairie Spirit Province Prairie Spirit Province Prairie SpiritEnglish Language Arts A 10 (Eng & Fr equiv) 73.3 78.5 76.4 79.4 61.0 71.2
English Language Arts B 10 (Eng & Fr equiv) 73.0 78.9 76.0 79.9 61.0 70.6
Science 10 (Eng & Fr equiv) 72.3 75.7 75.6 77.5 59.5 62.4
Math: Workplace and Apprenticeship 10 (Eng & Fr equiv) 72.8 77.1 76.2 78.9 61.5 65.1
Math: Foundations and Pre-calculus 10 (Eng & Fr equiv) 72.9 75.5 74.9 76.6 61.9 64.9
English Language Arts 20 (Eng & Fr equiv) 74.7 76.4 76.7 77.8 64.9 66.2
Math: Workplace and Apprenticeship 20 (Eng & Fr equiv) 67.4 71.3 70.2 72.3 61.4 65.8
Math: Foundations 20 (Eng & Fr equiv) 73.8 75.8 75.6 77.4 63.7 64.4
Average Final Marks in Selected Secondary-Level Courses, 2016-17
SubjectAll Students Non-FNMI FNMI
Prairie Spirit Board of Education Annual Report – 2016-17 – Page 17
Analysis of results
In 2016/17, the average final marks for “All Students” in Prairie Spirit were higher than the provincial average in all subject areas. The average final marks for FNMI students in Prairie Spirit were higher than the provincial FNMI average marks in all subject areas. The average final marks for “Non-FNMI” in Prairie Spirit were higher than the provincial “Non-FNMI” students in all subject areas.
In Prairie Spirit schools, we are encouraging students to enroll in core classes like Math: Workplace and Apprenticeship 20, instead of moving into modified courses. Students may take a longer period of time to complete the course, if necessary. These credits work towards graduation requirements and also meet the requirements of post-secondary institutions. Prairie Spirit School Division is proud to celebrate the academic achievement of its students. These strong results reflect the strong instruction and assessment by Prairie Spirit teachers.
Credit Attainment Credit attainment provides a strong predictive indicator of a school system’s on-time graduation rate. Students receiving eight or more credits per year are more likely to graduate within three years of beginning Grade 10 than those who do not achieve eight or more credits per year.
The following displays the credit attainment of secondary students attaining eight or more credits per year for all students, and by non-FNMI and FNMI student subpopulations in the division, along with provincial results for each category.
Prairie Spirit Board of Education Annual Report – 2016-17 – Page 18
Notes: Proportions are calculated as the percentage of students enrolled at the secondary level on September 30 attaining eight or more credits yearly. Results for populations of fewer than 10 students have not been reported to avoid identifying individuals or very small groups of students (nr). 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 as FNM or I, however, this category may include FNMI students who choose not to self-identify. Source: Ministry of Education, 2017
Analysis of results
For each of the years displayed, Prairie Spirit’s results for credit attainment exceed the provincial average in every category. For 2016/17, 72% of Prairie Spirit secondary students achieved eight or more credits compared to 61% provincially. Although the “All Students” and “Non-FMNI” categories are lower than last year, the FNMI category has increased by 5% to 58% and is almost double the provincial results for 2016/17.
Prairie Spirit Board of Education Annual Report – 2016-17 – Page 19
Graduation Rates OUTCOME: By June 30, 2020, Saskatchewan will achieve an 85% three-year graduation rate. PRIORITY: Identify and implement high impact strategies for supporting student engagement, retention, and graduation.
School Division goals aligned with the Graduation Rates outcome and priority
Graduation is a key step in helping young people realize healthy and fulfilling lives. Prairie Spirit graduates: • Have real choice after high school because they can collaborate, communicate
and be creative • Are confident to make choices for their future based on the Broad Areas of
Learning skills they have acquired
School division actions taken during the 2016-17 school year to achieve the targets and outcomes of the Graduation Rates outcome
Strategies: • Prairie Spirit had representation on the SaskGraduates committee, with Division
personnel in attendance at the Grad Rate symposium. • Prairie Spirit focused on offering credit recovery, building student-teacher
relationships and providing a strong learning environment, all of which impact attendance and improve graduation rates. Administrators were asked to try a variety of approaches at the school level, with Division leadership offering support for innovative approaches.
• Transition workers/grad coaches have been hired by the local First Nations to work in Leask, Blaine Lake, Stobart and Beardy’s.
• Prairie Spirit continued to support schools in offering a variety of pathways to graduation (e.g., combined credits, dual credits).
• Prairie Spirit connected students to possible careers by offering authentic work experiences through a strong Career and Work Exploration program and through the Da Vinci Project, which gives students the opportunity to earn high school credits and journeyperson hours as they build houses with Habitat for Humanity.
• Prairie Spirit has expanded program offerings in music and band to build student engagement.
Measures for Graduation Rates
Grade 12 Graduation Rate: On-Time To graduate within the typical three-year period after beginning Grade 10, students must accumulate an average of eight credits per year to achieve the minimum requirement of 24 required secondary level credits at the end of Grade 12. On-time graduation rates are one measure of the efficiency of a school system. The following displays the percentage of students (all students, non-FNMI and FNMI) in the division who graduated within three years of entering Grade 10, along with provincial results in each of these categories.
Prairie Spirit Board of Education Annual Report – 2016-17 – Page 20
Notes: On-time graduation rates are calculated as the percentage of students who complete Grade 12 within 3 years of ‘starting’ Grade 10. Results for populations of fewer than 10 students have not been reported to avoid identifying individuals or very small groups of students (nr). 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 as FNM or I, however, this category may include FNMI students who choose not to self-identify. Source: Ministry of Education, 2017
Analysis of results
At 85%, Prairie Spirit’s three-year graduation rate for 2016/17 for “All Students” is 9% higher than the provincial result and equal to the provincial outcome target for 2020. Prairie Spirit’s three-year graduation rate for “Non-FMNI” students is 5% higher than the provincial results while the Prairie Spirit FNMI graduation rate at 53% is 10% higher than the provincial results. Prairie Spirit’s three-year graduation rate has fallen by 1% for “All Students” and by 4% for FNMI students.
Grade 12 Graduation Rate: Extended-Time Some students need more time to complete all the courses necessary to graduate so they continue in school longer than the typical three years after beginning Grade 10. Extended-time graduation rates are one measure of the responsiveness of the school system.
The following displays the percentage of students (all students, non-FNMI and FNMI) in the division who graduated within five years of entering Grade 10, which includes those who graduated on-time, along with provincial results in each of these categories.
Prairie Spirit Board of Education Annual Report – 2016-17 – Page 21
Notes: 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). Results for populations of fewer than 10 students have not been reported to avoid identifying individuals or very small groups of students (nr). 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 as FNM or I, however, this category may include FNMI students who choose not to self-identify. Source: Ministry of Education, 2017
Analysis of results
Prairie Spirit’s extended-time graduation rates are higher than the provincial rates in every category again in 2016/17. At 91%, Prairie Spirit’s extended-time graduation rate for “All Students” is 7% higher than the provincial results. The Division’s “Non-FNMI” extended-time graduation rate is 2% higher than the provincial rate. At 82%, the extended-time graduation rate for FNMI students in Prairie Spirit is 22% higher than the provincial FNMI rate of 60%. The FNMI extended-time graduation rate has increased by 8% over last year. Prairie Spirit’s extended-time graduation rate declined slightly for “All Students” and “Non-FNMI” students over last year.
Grade 9 to 10 Transition The transition from Grades 9 to 10 can be difficult for some students for many different reasons, including not having reached all outcomes from each subject area in the elementary grades. This measure is intended to show how well Grade 9 students adjust in the transition to Grade 10. Achieving eight or more credits a year is important for steady progress towards graduating on-time.
Prairie Spirit Board of Education Annual Report – 2016-17 – Page 22
The following displays the percentage of Grade 9 students (all students and the FNMI subpopulation) in the division who achieved eight or more credits the following school year, along with provincial results for the past eight years and the eight year average.
Notes: Percentages are calculated as the number of students attaining eight or 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. 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 as FNM or I, however, this category may include FNMI students who choose not to self-identify. Source: Ministry of Education, 2017
Analysis of results
Overall, 86.9% of all Prairie Spirit students—and 63.6% of FNMI students—enrolled in Grade 10 for the first time in 2016/17 achieved eight or more credits. For the category “All Students”, Prairie Spirit exceeded the provincial results by over 10%. For the FNMI category, Prairie Spirit students exceeded the provincial results by over 23%. In terms of the eight-year average, Prairie Spirit exceeds provincial results in both categories. Prairie Spirit results in both areas declined slightly over the previous year.
Prairie Spirit Board of Education Annual Report – 2016-17 – Page 23
Sector-Wide Efficiencies Outcome: By August 31, 2020, implement a sector-wide approach to find efficiencies and increase value add in order for the sector to be responsive to the challenges of student needs.
School division goals aligned with the Sector-Wide Efficiencies outcome
Prairie Spirit continuously reviews expenditures to find efficiencies.
School division actions taken during the 2016-17 school year to achieve the targets and outcomes of the Sector-Wide Efficiencies outcome
GPS units have been installed in every Prairie Spirit bus to increase route efficiency for drivers and safety for both staff and students.
Prairie Spirit has increased safety and decreased disposal costs for science labs. A chemical safety program has been planned that includes best practices for disposal, hazardous waste minimization, labelling, inventory and storage. This program will reduce the creation of hazardous waste and limit excess or unlabeled chemicals that will require costly disposal in the future. The estimated annual savings in this area could be up to $10,000.
Prairie Spirit has focused on making claims for INAC funding for targeted behaviour, as appropriate.
The school division claims administrative expenses for Driver Education from SGI.
The school division’s annual leadership seminar for all Principals and Vice-Principals was held at a local venue to avoid associated costs of travel and accommodations for an out of town location. This represents a savings of over $30,000 over two years.
Prairie Spirit’s Human Resources practices have been moved to an online process to provide an efficient system for attracting and hiring new staff members.
Prairie Spirit moved to a new finance and Human Resources system which has increased efficiencies and eliminated duplication of data entry.
Trips for Career and Work-placement students have been decreased for greater efficiencies and reduced costs.
Changes to the Division’s Band program decreased travel time and associated travel costs for band students.
Facilities installed LED lighting in the Bus Garage and cost savings have been realized.
Prairie Spirit continues to contract a part-time LEAN consultant for the school division. This position is shared by Prairie Spirit and two other school divisions.
Prairie Spirit Board of Education Annual Report – 2016-17 – Page 24
Early Years Outcome: By June 30, 2020, children aged 0-6 years will be supported in their development to ensure that 90% of students exiting Kindergarten are ready for learning in the primary grades.
School division goals aligned with the Early Years outcome
Prairie Spirit does not have a specific school division goal aligned with the Early Years outcome.
School division actions taken during the 2016-17 school year to achieve the targets and outcomes of the Early Years outcome
Strategies: • During 2016/17, Prairie Spirit had a .4 FTE early learning consultant to
assist with Pre-Kindergarten and Kindergarten programming.
• Prairie Spirit had a coordinated plan to ensure the Early Years Evaluation-Teacher Assessment (EYE-TA) was used with all eligible Kindergarten students (not including Pre-Kindergarten students).
• Learning Support Services staff (Speech Language Pathologists, Occupational Therapists, Educational Psychologists, etc.) provided strong support to classroom teachers.
• Speech Language Pathologists conducted hearing screenings for Kindergarten students.
• Professional development opportunities were offered for Pre-Kindergarten and Kindergarten teachers in regards to play and exploration, documentation and supporting language development.
Measures for Early Years
Early Years Evaluation The Early Years Evaluation-Teacher Assessment (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. 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 after children have experienced failure before responding.
The following displays the percentage of children (all children, non-FNMI and FNMI) in the division assessed as Tier I at Kindergarten entry and after the Kindergarten year at exit, for the 2014-15 (baseline) year and the two years following, as well as the provincial results for each category.
Prairie Spirit Board of Education Annual Report – 2016-17 – Page 25
Notes: Research shows early identification followed by a responsive, tiered approach to instruction from Kindergarten to Grade 3 can substantially reduce the prevalence of reading challenges. The primary role of EYE is to help inform educational practice. EYE screening at Kindergarten entry is used by classroom teachers and school divisions to identify children who experience difficulties with important skills when they arrive in Kindergarten, and who may need closer monitoring or further assessment during the year. Children who have difficulty with important skills at Kindergarten entry are also re-assessed before the end of the Kindergarten year, allowing school divisions to measure the impact of their supports and responses. Children assigned Tier I RTIs are able to complete developmental tasks without difficulty. These children have a high probability of reading at grade level by Grade 3 - an important predictor of school success, including Grade 12 graduation.
Prairie Spirit Board of Education Annual Report – 2016-17 – Page 26
The format of EYE-TA results reported previously in school division annual reports varies from the format used here. Prior to 2016-17, displays showed percentage results for all RTI Tiers at Kindergarten entry and exit of the assessment year. The amended displays now show only the percentage of children assessed as Tier I at Kindergarten entry and after the Kindergarten year at exit. In addition, school division EYE-TA displays also now show results for self-declared First Nations (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk children (FNMI), and for those who do not identify as FNMI (non-FNMI), provided both comparison groups consist of a minimum of 10 children. It should be noted that the non-FNMI group may include FNMI students who choose not to self-identify. Source: Ministry of Education, Early Years Branch, 2017
Analysis of results
The provincial 2020 goal is 90% of students exiting Kindergarten ready for learning. Prairie Spirit’s results in this area have declined slightly since last year but, at 84%, remain close to the provincial overall target.
For both Kindergarten entry and exit, Prairie Spirit’s results are above provincial results. For the “All Students” category, Prairie Spirit’s exit results for 2016/17 are at 84%, compared to the provincial results at 80%. For FNMI students, Prairie Spirit’s exit results for 2016/17 are at 62%, while the provincial results for FNMI students are 58%.
Prairie Spirit has a strong focus on early learning to ensure students have the best possible start in their education.
Prairie Spirit Board of Education Annual Report – 2016-17 – Page 27
Demographics Students
Note: The table above identifies the actual number of students enrolled in each grade as of September 30 of each year. Source: Ministry of Education, 2016
Note: The table above identifies the actual number of students enrolled in grade-level groupings as of September 30 of each year. Source: Ministry of Education, 2016
2014-15 2015-16 2016-17Kindergarten 882 927 880
1 897 917 969 2 900 911 933 3 810 947 924 4 813 819 965 5 844 857 826 6 802 865 863 7 781 810 861 8 762 777 812 9 776 754 766 10 739 762 715 11 715 695 715 12 674 718 711
Total 10,395 10,759 10,940
PreK 212 199 205
Grade
2014-15 2015-16 2016-17K to 3 247 248 251 4 to 6 243 254 284 7 to 9 256 248 257
10 to 12 247 272 265 Total 993 1,022 1,057 1 to 3 193 175 181 4 to 6 188 201 211 7 to 9 163 167 182
10 to 12 90 94 101 Total 634 637 675
Self-IdentifiedFNMI
English as anAdditionalLanguage
SubpopulationEnrolments
Grades
Prairie Spirit Board of Education Annual Report – 2016-17 – Page 28
Staff
Job Category FTEs Classroom teachers 597.68
Principals, vice-principals 40.95
Other educational staff (positions that support educational programming) – e.g., educational psychologists, educational assistants, school community coordinators, speech language pathologists
269.13
Administrative and financial staff – e.g., Chief Financial Officers, accountants, Information Technology people, supervisors, managers, administrative assistants, clerks
71.52
Plant operations and maintenance – e.g., caretakers, handypersons, carpenters, plumbers, electricians, gardeners, supervisors, managers 82.78
Transportation – e.g., bus drivers, mechanics, parts persons, bus cleaners, supervisors, managers 144.82
League of Educational Administrators, Directors and Superintendents (LEADS) – e.g., director of education, superintendents 10
Total Full-Time Equivalent (FTE) Staff 1216.88 Notes: • The numbers shown above represent full-time equivalents (FTEs). The number of employees may be greater because some people work part-time or seasonally. • Some individuals are counted in more than one category. For example, a teaching principal might be counted as 0.4 as a classroom teacher and 0.6 as a principal. Source: Prairie Spirit Human Resources, 2017
Prairie Spirit Board of Education Annual Report – 2016-17 – Page 29
Senior Management Team
Position
Director of Education* Lori Jeschke Chief Financial Officer Lionel Diederichs Superintendent of Human Resources Bob Bayles Learning Superintendents Kim Beaulieu Fay Cassidy Brad Nichol Clint Reddekopp Noel Roche Jon Yellowlees Tracey Young
*John Kuzbik was Director of Education until July 31, 2017. Lori Jeschke began her work as Director of Education on August 1, 2017.
The Communications Consultant (Brenda Erickson) and the Assistant to the Director (Nadine Meister) also report directly to the Director of Education.
Prairie Spirit Board of Education Annual Report – 2016-17 – Page 30
School Division Infrastructure and Transportation School List 2016/17
Prairie Spirit Board of Education Annual Report – 2016-17 – Page 31
Infrastructure Projects
Source: Prairie Spirit Facilities Department, 2017 Transportation Every school day, Prairie Spirit bus drivers transport almost 5,300 students to school and back home safely again. Our 141 route buses travel over 20,000 kilometres every day.
Prairie Spirit provides excellent bus service with safe equipment at a reduced cost to our ratepayers. Prairie Spirit has its own bus shop facility on the east side of Saskatoon. This facility is a modern five bay shop with all the appropriate equipment needed to properly maintain and service a fleet of over 180 buses. The school division has highly qualified technicians who are experts in school bus maintenance. Operating our own fleet of buses and using our own drivers has helped us to lower costs for charters and field trips, a very important consideration for managing limited school-based budgets.
Prairie Spirit Board of Education Annual Report – 2016-17 – Page 32
Financial Overview Summary of Revenue and Expenses
Property Taxation
28%
Grants67%
Other5%
Revenue 2016-17
Instruction69%Gov & Adm
4%
Transportation7%
Other5%
Plant15%
Expense 2016-17
Prairie Spirit Board of Education Annual Report – 2016-17 – Page 33
Budget to Actual Revenue, Expenses and Variances
Prairie Spirit Board of Education Annual Report – 2016-17 – Page 34
Appendix A – Payee List Board Remuneration
Prairie Spirit Board of Education Annual Report – 2016-17 – Page 35
Personal Services ABERCROMBIE, LANA $85,896
ABLASS, CARA C 52,860
ADAMS-BEAVEREYE, DELANIE R 55,722
ADDLEY, KAREN 95,208
ANDERSON, DENNIS JAMES 71,949
ANDERSON, JOLYN 87,473
ANDERSON, JUANITA 73,725
ANDERSON, MARK 100,420
ANDERSON, WHITNEY L 69,915
ANDRE, AMI KRISTEL 69,208
ANTYMNIUK, MARK ANDREW PAU 70,571
ARTHUR, EDITH 87,135
ATKINGS, JOAN 95,208
BACHMEIER, MELISSA GLADYS 75,507
BACHMEIER, SHANE 85,896
BADER, GINA L 72,807
BAERGEN, HEATHER 95,433
BAIN, NICOLE 85,896
BAKER, JODY D 89,532
BALAS, KYLIE A 93,672
BALON-SMITH, LINDA L 87,429
BARANIESKI, BRITA 84,588
BARARUK, KELLY 85,896
BARDAL, GREGORY K 90,076
BARDAL, JENNIFER 90,076
BARRINGTON, JESSICA NADINE 74,894
BARTSCH, HALEY 75,854
BATES, AARON DAWN 71,549
BATTERSBY, MARY L 73,695
BAUDAIS, AMANDA MARIAN 87,947
BAYLES, BOB 173,881
BAYNE, SUSAN 85,896
BEAULIEU, KIM 170,422
BEAUMONT-BECKER, JENNIFER 85,700
BECK, MARY LOU 91,428
BELYK, TREVOR 90,076
BENNETT, DAVID PATRICK 57,134
BERG, RHONDA 90,076
BERGERMANN, RORY D 86,347
BERNESKY, AMANDA 74,691
BERRY, BRETT 98,812
BIBERDORF, RON 119,998
BIHUN, ELSIE JANE 86,058
BILL, TANYA 90,076
BISHOP MOISAN, SANDRA DAWN 78,928
BITNER, ROXANNE 95,643
BITTNER, DEBRA 90,712
BLAIR, THERESA 85,896
BLAKE, KATHERINE 92,139
BLOCK, CARTER R 64,437
BLOCK, JAMIE LYNN 59,753
BLOCK, JENSEN T 57,952
BLOCK, KRISTEN 64,573
BLOCK, TRACE J 86,692
BLUM, DANAE 69,609
BODNAR, PATRICIA 85,024
BOLTON, HEATHER C 62,802
BOND, ALISON 85,896
BOND, MARCI L 66,216
BORDENAVE, LES 68,792
BOWERING, JADE TASHA 91,466
BOYD-BELLINA, JULIE 61,355
BOYLE, ERIN LEIGH 79,322
BRADY, DORA 70,514
BRANDT, JASON HARVEY 62,649
BRANDT, SEAN R 73,432
BRAUN, GLEN W 69,253
BRAUN, HEATHER JOANNE 93,921
BRAUN, JESSICA 64,789
BRAUN, TREVOR 52,008
BRECKNER, NADIA 105,413
BRICKNER, JESSALYN M 65,565
BROCHU, MICHELLE MARIETTE 89,586
BROSE, JASON 90,390
BROUGHTON, DEAN 127,228
BROWN, JARID DOUGLAS 96,400
BROWN, KIMBERLEY 85,024
BROWN, SHERRY 77,810
BUCHINSKI, JANINE M 52,333
BUIKEMA, HEATHER 82,885
BULA, KRISTA 85,896
BULL, LESLIE MAUREEN 80,813
BURGESS, PARIS 85,896
BURNETT, KURTIS FRANK 90,245
Prairie Spirit Board of Education Annual Report – 2016-17 – Page 36
BURYM, LINDSEY 107,479
BUZTYNSKI, KEITH 67,328
BYERS, KENNETH 95,208
BYMOEN, CLARK E 89,459
BYMOEN, SHANNON 85,941
CALOW, JANET 67,257
CAMERON, DAVID N 75,188
CAMPBELL, BRENT J 91,277
CARTER, DAVID 122,547
CARTER, JANET 85,879
CARTER, NICOLE JO ANNE 60,269
CASSIDY, FAY D 159,235
CATOR, APRIL A 69,029
CATTON, DESRAE 85,896
CHAHLEY, DUSTIN J 70,816
CHALIFOUR, TERRY 87,522
CHAPLIN, CURT 87,135
CHAPMAN, CARLY J. 62,367
CHASE, CRAIG 83,335
CHIESA, JULIE 85,460
CHILIBECK, JEFFREY 103,893
CHORNEYKO, ORRIN PATRICK 90,076
CILIMDZIC, ZLATAN 64,009
CLARK, DIANE 63,087
CLARKE, BRIAN 84,945
CLARKE, CYNTHIA 67,177
CLINE, ELLIS RANDAL 95,208
COATES, LEE E 79,549
COLES, BREANNE B 77,851
COLLIN, BREANNE R 72,983
COMBRES, RYAN 59,287
COMERFORD, AMANDA 67,162
CONSTANTINOFF, MICHAEL 68,312
CONWAY, DARCIE 82,248
COOMBS, IAN DAVID 59,812
COOPER, BREANNE L 65,580
COOPER, KIMBERLY D 89,318
CORRIGAN, MARK 91,755
CORY, SCOTT 90,076
COTE, BONNIE 72,309
COX, CORY G 86,047
COX, MICHAEL 107,271
CRAWFORD, GREGORY DEAN 90,192
CRAWFORD, WENDY 90,154
CRITTENDEN, MEGAN 82,220
CROSSON, DONALD 86,369
CUMMING, BLAKE W 61,459
CUMMING, KEVIN 95,783
CURTIS, KATELYNN B 55,504
DABGHI, AMY 67,246
DAHL, BONITA 85,024
DAHL, KELSEY 60,715
DAHL, REEGAN W 76,020
DAKU, JANELLE B 84,508
DAMENT, D. MICHELLE 90,436
D'AMORE, CASSANDRA 81,766
DANIELSON, NATHANIEL 90,483
DARLING, SHANNON MAY 85,896
DAVIS, JOHN 98,666
DAWE, KENNETH 78,022
DELPARTE, ROBERT 93,597
DEMCHUK-KOSOLOFSKI, CAROL 90,076
DERDALL, KEVIN 107,892
DERKSEN, DANETTE 85,896
DIEDERICHS, LIONEL JOHN 167,799
DINNELL, BEVERLEY 54,496
DOELL, ALICIA M 66,338
DOELL, SELENA FAY 51,538
DOLEZSAR-GLARVIN, TRACY L 116,464
DONAUER, BLAINE 87,496
DONST, KERRY 150,227
DONST, RHODA 50,223
DORATTI, JENNIFER 68,049
DOUPE, LAUREN J 60,814
DOVGYY, TARA 89,436
DOYSCHER, RENEE C 50,023
DOZLAW, VONDA L 86,024
DRENNAN, HEITH 90,076
DRIEDGER, JOEL 77,179
DRIEDGER-ENNS, LYNNE 94,241
DUECK, KEN 54,612
DUECK, TYLER PATRICK 87,509
DUMONT, LEAH 75,336
DUNVILLE, BEN 59,168
DURANT, LEAH M 87,607
DURIEZ, DONNA 115,368
Prairie Spirit Board of Education Annual Report – 2016-17 – Page 37
DUTKA, CORINNE 98,440
DYCK, APRIL J 69,248
DYCK, KIRSTEN 85,896
DYCK, RUSSELL 108,204
DYCK, SCOTT 119,265
DYCK, SHAUN 74,356
DYCK, VALERIE 85,896
EAGLESHAM, TYLER WILLIAM 58,205
ELDER, CHAR L 105,351
ENGEL, RAELEEN MARIE 71,559
ENS, CAROLYN GAIL 73,492
ENS, MELISSA M 51,014
EPP, BRENDA 95,996
EPP, RALPH 108,004
ERICKSON, BRENDA L 84,735
ETHIER, SHARLENE 90,326
EVANISKY, LYLE JOHN M 86,627
EVANS, DERRICK A 87,038
FARQUHARSON, H SCOTT 90,076
FARQUHARSON, R. GUY 85,896
FARQUHARSON, SHELLEY A 90,754
FAST, COREY W 90,752
FEATHERSTONE, BREE AMBER 66,487
FEDOROWICH, LISA 89,697
FEHR, DEBBI 91,428
FEHR, DELPHINE 85,896
FEHR, JESSICA 50,925
FICHTNER, ASHLYNN B 60,543
FIEDELLECK, ROCHELLE 86,125
FISCHER, DAVIN 63,307
FISHER, MACKENZIE A 60,236
FISHER, ZELDA R 90,049
FISHLEY, TENNILLE 86,932
FITZSIMMONS, TRACY 90,076
FLETT, SHAWN 90,899
FOLDEN, CRAIG D 90,515
FOLDEN, EVAN ROBERT 79,340
FONG, MICHELLE C 71,349
FOSS, KEVIN 90,648
FOSSUM, DAVID 89,385
FOSTER, ANDREA 84,537
FOTH, HEIDI D 57,569
FREEDEN, CHAD 58,177
FRIE, SHIRLEY 85,896
FRIESEN, CHRISTOPHER 86,572
FRIESEN, GLEN 90,076
FRITZ, BRIE 64,944
FROESE, BRIEANNE 68,607
GABORA, BAYLEE J 68,554
GABRYSH, MELANIE S 68,717
GAMBLE, MAXINE 85,896
GARDNER, LINDSEY ELAN 75,648
GARDYPIE, REBECCA 78,030
GARNER, PAMELA 86,256
GARNER, SHANE 87,148
GARTNER, CLAYTON PAUL 80,041
GAVLAS, AUDREY 86,181
GEE, MITCHELL 59,572
GENTLES, TAHNEE M 68,942
GEORGACACOS, KAREN 85,700
GERARD, GENEVIEVE 71,071
GERRARD, SARAH 70,465
GIANNIOS, MEAGEN C 65,174
GIROUX, NICOLE R 66,277
GOLDING, TYLER D 66,075
GORAN, KIMBERLY 60,721
GRANATIER-SABIN, MELISSA 90,642
GRANT, JANET 94,531
GREEN, JENNIFER ANNE 85,919
GRIMSON, CHELSEA 84,099
GRUENDING, LEANNE SOPHIA 104,991
GUENTHER, BRENT 103,050
GUENTHER, MARIE 70,879
GUNVILLE, CELENA L 86,572
GUNVILLE, TREVOR EUGENE 90,608
HAAS, BLAIR M 85,024
HAGAN, ALETA DIANE 80,813
HALBACH, SUSAN L 66,951
HALL, COURTNEY S 64,437
HALLGRIMSON, G. MICHAEL 85,896
HAMEL, HALI 88,639
HAMEL, SARAH L 50,925
HAMILTON, ROSEMARIE 90,076
HAMM, MOIRA 90,076
HAMP, SANDRA M 75,376
HAND, SHELDON T 64,662
Prairie Spirit Board of Education Annual Report – 2016-17 – Page 38
HANDWORK, MARNI 86,910
HANNAY, BREN GORDON 102,237
HARDY, LEAH 85,896
HARLAND, JENNIFER 90,076
HARRIS, CHRISTOPHER GUY 82,737
HARRISON, ELIZABETH A 85,896
HARRISON, GARTH R 122,212
HARTERY, EMILY J 57,616
HARTL, EMILY R 62,707
HARTMANN PROCTOR, JILL ANNE 74,259
HEATH, LESA 106,010
HEIDT, DWAYNE 90,132
HEINRICHS, JENNIFER 103,350
HEIT, KAREN L 68,143
HENDERSON, TRACY A 90,186
HENKELMAN, KELLEY 51,628
HERMAN, RYAN 90,291
HERMES, KRISTY 50,538
HEROUX, KRISTIN 85,896
HICKSON, JOSEPH 90,548
HIGNETT, DEAN 106,960
HILDEBRAND, SANDI 85,898
HILDEBRANDT, SANDRA 50,925
HILL, ERIN 85,896
HINDMARSH, JOSH DAVID 75,854
HOFFMAN, ERIN 75,673
HOLMES, KIRK 90,076
HOLOWACHUK, COREY 86,099
HOLUBETZ, TAYLOR P 64,535
HOWIE, DANIEL BLAIR 86,874
HRYCUIK, LISA 72,061
HRYNEWICH, FARON L 91,090
HUBER, SHAWN 79,135
HUCKERBY, KYLA C 85,595
HUNDEBY, SUSAN 86,347
HUTCHINSON, BRANDON D 60,543
HUTCHINSON, RYAN 70,054
HYSHKA, LYNN 90,168
IMPEY, SHERI L 90,076
IPPOLITO, PATSY 90,076
IRWIN-BURANT, H. DAWN 51,538
ISSITT, CARI 74,564
IVEY, SHANNON 86,445
JACKSON, JANET 110,274
JACOBSON, CHELSIE 65,241
JANZEN, JENNIFER A 68,717
JANZEN, JOSH C 104,308
JARDINE, ROBERT 95,546
JEFFRIES, JANET 90,076
JEFFRIES, LEONARD 95,384
JEMIEFF, DIANA 102,932
JESCHKE, LORI 173,054
JOANETTE, JEFFREY 86,797
JOHNSON, ANNE 90,301
JOHNSON, MARTIN J 115,553
JOHNSTON, WENDY M 90,076
JOYNT-BARANIUK, SHAUNA 85,896
KAKOSKE, JILLIAN L 50,323
KAMPEN, AUDREY 118,182
KARRAS, MICHAEL T 97,330
KARY, COURTNEY D 54,206
KASAHOFF, TARYN DARLENE 85,896
KAVANAGH, MICHELLE 87,158
KAWESKI, MIKE 90,527
KELSIE, BRANDI 95,208
KEMP, STACEY L 69,029
KENASCHUK, KELCI S 62,166
KENDALL, DIANE 122,213
KENNEDY-REID, TANYA M 95,208
KEY, GLENN 101,721
KEY, JANICE 107,725
KIELO, BARBARA 90,787
KING, ANITA 85,604
KINGSBURY, CARMEN 90,283
KIRBY, CLAY 113,688
KIRK, BRETT 90,301
KITCHEN, STEPHEN 91,596
KLASSEN, GERALD 53,389
KLEBECK, DANIEL JAMES 90,076
KLUK, KIRSTEE N 85,024
KNOWLES, BRIAN 76,167
KOBUSSEN, JULIE L 86,091
KOBYLKA, LISA CHARLENE 90,189
KOOP-HUNTER, TERESA 86,617
KORNELSON, NICOLE ANNE 90,076
KORVER, AMY L 84,111
Prairie Spirit Board of Education Annual Report – 2016-17 – Page 39
KOSKI, TRACY 78,256
KOWALCHUK, STEPHEN COLE 72,258
KOZUN, JANICE 95,636
KRAFT, ROBYN 50,925
KRAUS, AMBER 84,518
KROEGER, BRENDEN JAMES 66,567
KRUEGER, CINDY 88,878
KRUGER, HOLLY 91,059
KUCHERHAN, BRENDA 73,402
KUCHLER, LISA MICHELLE 86,219
KUZBIK, JOHN 201,385
KWONG, CHRISTOPHER 58,134
LABRECQUE, SANDRA 85,896
LACOURSIERE, NICOLE 104,112
LAHTI, MICHELLE 85,896
LANDRY, EDLA 90,322
LANE, MICHELLE A 85,896
LANSFORD, SHANNON E 76,745
LAPIERRE, JOANNE 89,619
LAROQUE, CHARMAIN 83,602
LASKOWSKI, SYDNEY M 114,132
LAUGHREN, CARISSA D 64,123
LAVALLEE, NICOLE 100,175
LEBISZCZAK, CARMEN 95,208
LEGGE, KENNETH 104,087
LEHMANN, AMBER 51,310
LEHMANN, BRITTNEY D 60,419
LEIDL, KELLY 76,346
LEIER, LEA 72,061
LEPP, VERN 103,855
LESTER, LISA ANN 71,791
LEWANS, KARI 81,744
LEWCHUK, BRIAN CLINTON 85,872
LEWIS, CORY R 85,722
LIDDICOAT, KIMBERLY JILL 53,037
LINNER, JOELENE JOSEPHINE 82,955
LINNER, MATTHEW LEO 90,211
LITTLE, DAVID 97,348
LLOYD, BRITTANY 65,278
LLOYD, EVAN 69,241
LOBERG, KRISTIN HALEY 50,312
LOBODA, JESSE M 51,289
LOCKE, JACQUELINE R 63,125
LOCKINGER, MICHELLE M 86,009
LOEFFLER, MYLES 92,011
LOEWEN, JARED D 61,728
LOGAN, LINDSEY DAWN 78,995
LUCIUK, TASHA RAE 88,561
LUDBA, BARBARA 68,717
LUITEN, MITCH 92,465
LUNGULL, KELLY WENDELL 90,320
MACDONALD, CHRISTINE M 90,076
MACKAY, HEIDI E 89,918
MACKENZIE, ANDREW D 90,448
MACKENZIE, MONIKA 90,414
MACKENZIE, SHAWNA LEANNE 85,896
MAIER, MICHAEL PAUL 96,334
MAILLOUX, ASHLEY D 79,225
MALAINEY, JAMES 85,896
MALES, KYLE R 65,278
MALLORY, LEAH LYNN 88,561
MANN, HEATHER RUTH 85,499
MANSUY, LENY C 68,730
MARSHALL, ANDREA 86,175
MARSH-HOGAN, KAREN L 85,896
MARTIN GRAY, L. DEANE 99,105
MARTIN, TERRY 85,896
MARTIN, TIM J 87,699
MARTIN, WILLIAM EDWARD 68,595
MARTIN-FITZGERALD, LORRAINE 113,300
MASON, CHRISTOPHER 113,838
MASON, JENNIFER 75,774
MASON, KRISTAL 94,275
MASON, LISA RAE 105,011
MATECHUK, NANCY 57,108
MATISZ, BRIAN 124,707
MATTILA-BAINS, MARGARET 103,889
MAYOR, TARA ELIZABETH 66,497
MCAVOY, ALEKCEI 72,810
MCCUBBING, SABRINA W 55,220
MCGURK, KRISTIN D 88,735
MCHANSON, SHANNON 90,076
MCKAY, BOBBY-JO C 71,188
MCKAY, DARIN 94,799
MCKAY, NICOLE L 90,076
MCKINLEY, LIANA C 88,562
Prairie Spirit Board of Education Annual Report – 2016-17 – Page 40
MCKINNON, KATE 69,862
MCKONE-KIRKPATRICK, ARLEEN 85,896
MCLAREN, DANIELLE P 59,248
MCLEAN, CORI L 50,925
MCLEAN, GAIL 85,896
MCLEOD, SHANNON MARIE 88,274
MCNEIL, TWYLA D 75,673
MCQUEEN, SUSAN 95,659
MCTAVISH, PAUL 106,046
MEISTER, NADINE 84,859
MELLESMOEN, BRUCE RUSSEL 107,868
MERRYWEATHER, ANDREW 116,494
MESZAROS, PATRICIA 86,572
MICHALCHUK, SARA 64,863
MICHEL, JESSICA 87,676
MIEVRE, NICOLE R 80,785
MILLER, ALLISON L 74,710
MILLER, REBECCA A 89,663
MILNTHORP, TAMARA L 69,116
MOAR, AMBER 84,975
MOEN, SANDRA 98,061
MOJELSKI, SHELDON 89,893
MOODY, NICOL C 75,386
MORROW, LARA MARIE 82,588
MUENCH, DELLA 90,076
MUI, TAYLOR 81,616
MULLIGAN, ROCHELLE 84,058
MUNDAY, TYLER 94,165
MUTCH, JULIE 83,781
MYRAH, SCOTT M 60,419
NADEAU, SHERRY L 95,208
NELSON, AMANDA 56,150
NELSON, LORNA 86,482
NEUDORF, MURRAY KELLY 79,492
NEUFELD, MICHAEL 114,666
NEUFELDT, ANDREW ROBERT 80,899
NICHOL, BRADLEY CHARLES 134,624
NICHOL, CATHY 86,970
NICKEL, FLORIANNE 86,154
NICKEL, JO-ANNE 90,076
NICKEL, JONATHAN 90,211
NICOLAS, ERIN 66,625
NIEDERMAIER, TERENCE C 65,450
NOKINSKY, JESSE D 68,801
NORBERG, MELANY D 90,414
NORMAND, MARC FRANCOIS 99,582
NYLAND, CARMEN 90,752
OBERHOFER, CAMILLE R 52,548
OJUKWU, OLIVIA A 96,560
OLAFSON, BREANNE 62,166
OLEKSYN, SHAWN 85,896
OLIVER, QUELSA-AN E 74,635
OLNHOFF, JUSTIN K 71,748
OLSON, DANIELLE 101,082
OLSON, JAMIE 76,783
OLSON, SHAWN 69,253
OLVER, HAYLEE P 62,927
O'REILLY, BRENDAN 90,825
ORTH, AMY J 67,257
OSIKA, BRIDGET 63,975
OTSIG, ROCHELLE 85,955
OVIATT, ANN 86,172
PAQUETTE, SARAH D 61,331
PARADIS, CHARLENE R 50,598
PARKINSON, AMY 90,076
PATTERSON, JOANNE MARGARET 87,591
PAULS, ORLANDO 108,206
PAULSEN, JILLIAN 84,914
PAVLOFF, MIKEAL 85,896
PEALO, NORMA 86,166
PEDERSEN, JONATHAN 86,797
PEECH, PATRICIA 99,084
PELLERIN, CYNTHIA 57,125
PELLERIN, GLENNA L 90,076
PEPPER-MARTENS, CARY 85,896
PEROZUK, MICHAELA DANIELLE 57,456
PERRIN, ALISA MARTINE 91,562
PERRY, MARK 89,697
PETERS, ANDREA SUZANNE 81,964
PETERS, SHEILA 75,196
PETERS, WESLEY JOHN 86,087
PETRIEW, DAVID GEORGE 86,959
PHILIPCHUK, GARY R 113,696
PIPER, JEFF 99,616
PLOSZ, KRYSTEN A 60,025
PLUMMER, TERRY 90,076
Prairie Spirit Board of Education Annual Report – 2016-17 – Page 41
POMARENSKI, CORRIE L 52,337
POSTLETHWAITE, AARON A 60,934
POTTER, COLIN 53,294
PRAKASH, SARA 90,076
PREFONTAINE, LAURA 107,727
PRESCESKY, CURTIS M 60,676
PRICE, ROBERT W 90,977
PRIDDLE-MACNAB, CARI 85,896
PRIEBE, BARBARA 68,717
PRIEBE, RANDY 86,206
PRIEL, CHERIE N 86,910
PRIEL, SHAUN 90,076
PRINTZ, MEGAN 55,480
PROCTOR, BRENDAN 86,234
PROCYSHYN, CRYSTAL L 65,190
PROTZ, SUSAN 122,213
PULLES, LAURA D 55,722
QUANCE, OWEN W 65,000
QUIRT, BRENDA 81,924
RACICOT, MARCY 88,561
RAISON, ALANA 85,460
RAUCKMAN, MANDY 81,517
RAULT, ADRIA 85,995
READ, DAVID LOUIS 87,587
REDDEKOPP, CLINT W 170,422
REDEKOPP, CHERYL 63,053
REED, JOANNE 85,896
REESE, JESSIE-LEE E 56,927
REGIER, GLENNA M 90,094
REIGERT, JANICE C 64,461
REILKOFF, TIRZAH RAELYN 64,965
REIMER, WANNETTA 85,121
REINHARDT, CRAIG 104,825
REIS, BRETT SIMON 87,424
REIS, JESSE L 93,234
REMPEL, JOLAYNE 108,534
REPENDA, KATIE 74,093
REVET, BRIAN 67,440
REZEANU, KATHLEEN 80,462
RHINAS, JEFF 86,244
RHINAS, MEREDITH 52,490
RITZ, PAULA 86,459
ROBERTSON, TANYA A 62,256
ROBINSON, LISA DANIELLE 70,879
ROBINSON, MICAH B 87,790
ROBINSON, NICOLE D 52,141
ROBINSON, SHAUNNA 83,716
ROBSON, EVAN RUTTAN 75,673
ROCHE, MICHAEL NOEL 170,422
ROESLER, AMANDA 62,424
ROTH, RONALEE 86,291
ROWLAND, BRETT O 78,780
ROWLEY, COLLEEN 85,700
ROZDILSKY, KATHRYN 95,749
RUSSELL, AUDREY 90,385
RYAN, VALERIE 84,850
RYDE, REBECCA 75,690
SALZL, JACQUELINE CHRISTINE 72,767
SARETSKY-PERKINS, NICOLE J 90,076
SAUER, JUSTIN 52,499
SAUNDERS, KATHRYN 86,031
SAUNDERS, PAMELA 85,896
SAWATZKY, CHRISTIE 83,273
SAWATZKY, LINDA 85,896
SAWATZKY, MICHAEL JOHN 67,131
SAX, ASHLEY 77,303
SCHAFF, MICHELLE 95,208
SCHAFHAUSER, AARON 86,547
SCHAFHAUSER, AMANDA 86,072
SCHARBACK, CONNIE 85,896
SCHATZ, SANDRA 89,893
SCHEIDT, TYLER D 85,896
SCHLOSSER, KIRK 110,428
SCHMIDT, PETER BRUCE 82,977
SCHMIEDGE, KARI DAWN 59,450
SCHNEIDER, JACQUELINE MARIE 87,591
SCHNEIDER, JENNIFER 85,896
SCHREINER, BRYANNE 59,450
SCOTT, CHRISTINA 66,512
SCOTT, KIMBERLY 82,127
SELVIG, TAMARA MARIE DORA 65,641
SESULA, AARON 94,354
SHABATOSKI, JACALYN 85,896
SHANNON-WOBESER, BRIDGET 72,605
SHAW-BERGEN, JULIE A 63,653
SHEPHERD, SARAH N 71,391
Prairie Spirit Board of Education Annual Report – 2016-17 – Page 42
SHERVEN, JOHN SCOTT 90,158
SHIELDS, CHERYL 107,447
SIELSKI, DENISE 53,886
SIGSTAD, RONALD 112,403
SIMMS, MICHELLE L 85,460
SIMONSON, REBECCA 93,848
SIROIS, SHANNON 64,264
SMITH, GAYLE MARIE 57,124
SMITH, JULIAN 81,835
SMITH, LOIS 86,436
SMITH, RUTH GRACE 90,076
SMITH, SHARLENE DENISE 78,091
SNELL, JODI 89,619
SOKUL, MARNYA ANNE 96,804
SOPARLO, GARETT JOHN 82,659
SOROKAN, JOANNE 90,076
SPARK, CAROL R 73,457
SPENCE, KATHY 72,053
SPETZ, WILLIAM 68,847
SPROULE, MARK A 72,255
STACK, GALE 89,162
STEBANUK, GRAYDON J 63,660
STECKLER, WILLIAM 92,114
STEELE, DEBBIE 67,257
STEHR, MARILYN 89,714
STEWART, CRAIG D 95,884
STODDART, KELLY R 69,149
STOICESCU, RENELLE 74,767
STRASKY, SHANTEL R 61,172
STRATTON, AMANDA R 64,717
STREISEL, ADAM 71,325
SUBCHYSHYN, RACHEL A 90,076
SUTHERLAND, CRISSY D 108,606
TEBAY, GREGORY R. 124,752
TEBAY, JERALYN 86,047
TELFER, KORY M 85,896
TEMPEL, ERIN L 85,896
TENEYCKE-DAY, KRISTIN 53,136
TEW, LISA JEANINE 85,896
THIBODEAU, BRENDA 130,653
THIESSEN, JACQUIE 85,896
THOMAS, DAWNE M 91,450
THORPE, KATHY 103,062
TIMM MCKENZIE, CARIE 78,758
TOKAR, KAREN LIN 81,964
TOTH, DAVID 64,822
TROUPE-LOGUE, TERRI 81,851
TUCKER, CHRISTOPHER 112,868
TUCKER, KIRSTEN 94,469
TURGEON, BRANDIE D 72,197
TURNER, BRETT 88,466
TYNDALL, HEATH 86,930
UKRAINETZ-BEGRAND, SHANNON L 61,639
ULLYOTT, TARALYN B 67,147
ULRICH, LORI 87,022
VAAGEN, CARLA DAWN 74,691
VEDRESS, MATHEW R 68,574
VERREAULT, DUSTIN SCOTT 90,166
VERREAULT, JAMIE LEANNE 85,896
VETTER, JAREN GRAHAM 91,785
VIKSE, DUSTIN D 60,284
VILLAFUERTE, CARLOS A 84,935
WALKER, CLIFT J 90,076
WALKER, ERIC KENTON 55,675
WALKER, JUDY 86,097
WALL, BRADLEY 90,752
WALL, CORINNE M 90,076
WANDLER, KELLY JAMES 99,835
WEATHERINGTON, COLLEEN 85,896
WEBER, RICHARD 85,916
WEGREN, HEATHER A 89,619
WEIPPERT, MEG K 56,157
WELLMAN, CHAD T 68,145
WENC, KARLA 85,896
WERLE, RHONDA J 85,896
WERNER, ALYSON JANETTE 61,997
WESSEL, LORI S 88,979
WESTLUND, KEVIN CHRISTOPHE 69,575
WHITE, BRANDY L 85,199
WHITE, KELLI ANN 85,528
WICKENDEN, NANCY 86,572
WIEBE, DALE 86,572
WIELER, HOWARD 90,074
WILLIAMS, BONITA 85,896
WILLIAMS, CHAD GEOFFREY 79,530
WILLICK, ELAINE 52,121
Prairie Spirit Board of Education Annual Report – 2016-17 – Page 43
WILLMS, RANDY J. 90,448
WILSON, ALANA NICOLE 53,944
WILSON, JESLYN MARIE 62,978
WILSON, NEDA-LYN 104,174
WILTON, BRENDA M 90,438
WINTERS, KAYLEIGH 69,001
WIRZ, SHAWNA MARIA 79,128
WOELKE, LORRAINE R 87,090
WOLFE, HEATHER DAWN 85,958
WOOD-ENGLOT, PENNY L 51,538
WOODS-FEHR, SCOTT LEE 85,896
WORMAN, KENDRA 95,208
WRIGHT OHRYN, HEATHER 76,316
WRUCK, LEANNE 81,868
YEDERSBERGER, ANGELA J 67,559
YELLOWLEES, JONATHON 159,235
YEO, JULIAN DENTON 54,416
YOUNG, TRACEY 162,325
YOURKOWSKI, YVONNE 107,321
ZACHARIAS, LISA 69,413
ZDUNICH, RENAYE M 95,208
ZINTEL, MICHAEL P. 89,544
ZWAAN, JANET 70,454
ZWARICH, RICHARD $86,009
Prairie Spirit Board of Education Annual Report – 2016-17 – Page 44
Supplier Payments Acrodex Inc $51,632
Action Office Interiors 213,332
Advanced Electronic Solutions Ltd. 276,325
Advantage Driving 77,387
Al Anderson Source For Sports 60,585
Alert Driver Training 136,448
Aodbt 61,576
Apple Canada Inc. C3120 234,158
Aquatemp Radiant Heating 729,469
Bersch Consulting Ltd. 145,856
Bridge City Electric Inc. 76,027
Campbell, Karen 117,282
Cashmere & Company Ent. Ltd. 63,000
Cdw Canada Inc. 55,624
Cg Equipment & Repair 52,715
Choice Electrical Supply Ltd. 52,139
City Of Martensville 124,018
City Of Warman 106,832
Clark's Supply and Service Ltd 75,846
Con-Tech General Contractors 1,891,795
Country Asphalt Corp 97,933
Custom Truck Sales 295,743
Dc Trenching Ltd. 102,669
Dell Canada Inc. 995,673
Domo Gasoline Corporation Ltd. 108,141
Don Heppner 75,441
Envirotec Services Inc 99,843
Evolution Presentation 114,143
Federated Co-Operatives Ltd 625,773
Fehr's Painting Ltd. 126,627
Finning (Canada) A Division Of 52,486
Flinn Scientific Canada Inc 87,797
Flynn Canada Inc. 537,706
Follett School Solutions, Inc. 86,337
Fundscrip/Fundstream 548,860
Good Spirit School Division 122,366
Grant Elke 62,660
Hague Service Center 76,808
Hbi Office Plus Inc. 232,501
Horizon Computer Solutions 61,719
Imperial Oil 82,747
Janet Wagner 97,500
Janzen's Excavating Ltd. 118,608
Kanuka Thuringer LLP 1,318,202
Kemsol Products Ltd. 294,451
Loraas Disposal Services Ltd 111,818
Marsh Canada Limited 593,629
Mary Newton 71,214
McNally Robinson 54,671
Microsoft Canada Inc. 51,838
Miscellaneous Vendor 155,581
Neimar's Custom Work 146,510
Northend Warehousing Ltd. 292,331
Parkland Industries 57,322
Pearson Canada Inc. T46254 68,429
Powerschool Group LLC 118,998
Prairie Mobile Communications 87,177
Pratts Food Service 89,805
Praxair Distribution 52,669
Precision Driving School 168,751
Pristine Kitchens & Millwork Inc 490,936
Quality Tire Service Ltd. 76,868
Quorex Construction Services Ltd. 1,610,014
R & D Drywall Inc. 165,407
Redbird Communications Inc. 94,837
Sask Tel Cmr 163,044
Saskatoon Fire & Flood 104,084
Saskatoon Health Region 81,000
Saskatoon Insurance Agencies 138,453
SaskEnergy 465,116
SaskPower 1,329,427
Scholastic Book Fairs 92,184
Sportfactor Inc. 96,670
St. John's Music 69,000
Sun West School Division 88,215
Supreme Office Products 351,597
Table Mountain Regional Park 75,291
Toshiba Business Solutions 278,858
Truckline Parts & Service 50,631
Tyler Technologies Inc 84,895
Valley Ford 129,118
Veritiv Canada, Inc. 188,006
Work Truck West $82,215
Prairie Spirit Board of Education Annual Report – 2016-17 – Page 45
Transfers Beardy's & Okemasis First Nation $509,834
Muskeg Lake Cree Nation 152,200
North West College 50,000
Sask School Boards Association $170,174
Other payments CUPE 4254 $155,539 Municipal Empl. Pension Plan 3,066,415 PSTA Membership Fees 123,980 Receiver General Of Canada 21,893,351 Sask School Boards Association 1,186,905 Sask. Teachers' Federation 8,711,592 Sask Teachers' Superannuation 117,858 Sask Workers' Compensation Bd $236,603
Prairie Spirit Board of Education Annual Report – 2016-17 – Page 46
Appendix B – Management Report and Audited Financial Statements
Consolidated Audited Financial Statements
Of the
School Division No. 2060500
For the Period Ending: August 31, 2017
Lionel DiederichsChief Financial Officer
Deloitte LLPAuditor
Note - Copy to be sent to Ministry of Education, Regina
Prairie Spirit School Division No. 206
… page 2
The accompanying notes and schedules are an integral part of these statements.
… page 3
The accompanying notes and schedules are an integral part of these statements.
… page 4
The accompanying notes and schedules are an integral part of these statements.
… page 5
The accompanying notes and schedules are an integral part of these statements.
The Education Act, 1995
Income Tax Act.
Non-Profit Corporations Act, 1995
The Education Act, 1995.
.
.
The Education Property Tax Act
(includes interest)
A-1
A-2
A-3
B-1
B-2
B-3
Tangible Capital Assets - at Cost
Tangible Capital Assets - Amortization