saskatoon public s.d....development and networking opportunities for their scc members. in 2015-16,...

THE BOARD OF EDUCATION OF THE

SASKATOON PUBLIC S.D. #13

OF SASKATCHEWAN

(SASKATOON PUBLIC SCHOOLS)

2015-2016 ANNUAL REPORT

Saskatoon Public S.D. #13 Board of Education Annual Report – 2015-16 – Page i

Table of Contents Table of Contents ............................................................................................................................. i

School Division Contact Information ...............................................................................................ii

Letter of Transmittal ....................................................................................................................... 3

Introduction .................................................................................................................................... 4

School Division Profile..................................................................................................................... 5

Governance ..................................................................................................................................... 8

School Division in the Community ................................................................................................ 10

Strategic Direction and Reporting ................................................................................................ 12

Demographics ............................................................................................................................... 36

Facilities Infrastructure Projects and Transportation ................................................................... 39

Financial Overview ........................................................................................................................ 42

Summary of Revenue and Expenses ......................................................................................... 42

Budget to Actual Revenue, Expenses and Variances ................................................................ 43

Appendices .................................................................................................................................... 44

Appendix A – Payee List ............................................................................................................ 44

Board Remuneration ............................................................................................................. 44

Personal Services ................................................................................................................... 44

Transfers ................................................................................................................................ 66

Supplier Payments ................................................................................................................. 67

Other Expenditures................................................................................................................ 69

Appendix B – Management Report and Audited Financial Statements ................................... 70

Saskatoon Public S.D. #13 Board of Education Annual Report – 2015-16 – Page ii

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]

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

mailto:[email protected]

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 2015-16 annual report. This report outlines activities and accomplishments of the school division and provides audited financial statements for the fiscal year September 1, 2015 to August 31, 2016. Respectfully submitted, Mr. Ray Morrison, Board Chairperson

Saskatoon Public S.D. #13 Board of Education Annual Report – 2015-16 – Page 3

Introduction This annual report presents an overview of Saskatoon Public Schools’ goals, activities, and results for the fiscal year September 1, 2015 to August 31, 2016. This report provides a snapshot of the division, its governance structures, students, staff, programs, and facilities. It includes information such as school and payee lists. 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). We have 44 elementary schools, 10 collegiates, 2 associate schools, 1 alliance school, 1 grade 7-11 school, and many off-site educational programs. 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 in which 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 as well as 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. An intergenerational learning program (iGen) for grade 6 students operates out of Sherbrooke Centre and allows students an opportunity to learn with the support and guidance of both their classroom teacher and the seniors with whom they interact at the Centre. 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. 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.

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; Special Education programs 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, Mandarin, Spanish, and Core French are also taught in various schools throughout the 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.


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 govern 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 as of August 31, 2016 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 .............................................................................................. Vacant* Ward 8 ....................................................................................... Darrell Utley Ward 9 ........................................................................ Charmaine Bellamy** Ward 10 ............................................................. Ray Morrison (Board Chair) *as of 30/04/2016 **as of 01/03/2016

School Community Councils Fifty three of our 58 schools 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 School 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 2015-16, Saskatoon Public Schools conducted three SCC assembly meetings for the purpose of orientation, development, and networking. The Regulations also require SCCs to work with school staff to develop an annual Learning Improvement Plan that is aligned with the school division’s strategic plan and to recommend


that plan to the Board of Education. In 2015-16, all division SCCs participated in the review of these plans. The Board of Education provides funding of $2,000 to each SCC. SCCs use this funding in a variety of ways, including covering meeting expenses, sponsoring surveys of school parents to gain input to school-level actions, and 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 SCCs give the Board of Education advice about a wide range of issues including policies, programs, and educational service delivery. At the school level, SCCs provide advice related 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.


School Division in the Community 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 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 Brightwater Science and Environmental 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. All of our schools have a common vision of the importance of School Community Councils as a mechanism for connecting community and school. School Community Councils certainly play a role in governance but most have well-established processes to foster community and parent involvement. For example, John Lake School’s School Community Council – along with the staff and students – work together to organize “camp out with a book”. Howard Coad School has been working alongside Dr. Debbie Pushor from the University of Saskatchewan, to enhance parent engagement at Howard Coad School. The purpose of the project is to reimagine how we work with parents and how the physical space of a school can be better utilized as a center for family learning. As a result of this work, Howard Coad School was able to offer a variety of student and parent programming over the summer. Community Partnerships Saskatoon Public Schools and individual schools within the division have established a range of formal and informal community partnerships to promote student learning and ensure that students’ school experiences are 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 our division. This partnership has evolved over time and Whitecap Elementary School has recently become an “alliance school” within the Saskatoon Public Schools’ family. We look forward to exploring this partnership further and to enhancing the learning of students and families from both Saskatoon Public Schools 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 a School Wellness Team. This team, comprised of a nurse practitioner, occupational therapists, a mental health counselor and a speech and language pathologist, 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.


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. 2015-16 was the second 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.


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 (Phase 1).

School division goals aligned with the First Nations and Métis Student Engagement and Graduation Rates outcome and the Following Their Voices priority

Saskatoon Public Schools has worked very hard to establish and support partnerships with several First Nations and Métis and non-First Nations and Métis organizations for the purpose of supporting students’ learning. Following their Voices (FTV):

• Two collegiates from Saskatoon Public Schools were direct participants in Following Their Voices.

• Our teachers committed to several goals in service of improved student learning. These goals included:

o Focus on responding to student’s needs from within teachers’ spheres of influence;

o Commitment to continuous learning, unlearning, and re-learning; and

o Change in practice that accelerates achievement for First Nations, Métis, and Inuit students.

Saskatoon Public Schools’ First Nations and Métis Education Achievement Fund (FNMEAF) goals:

• The number of First Nations and Métis students who demonstrate improved literacy and communication achievement in the Language and Communication developmental area as measured by the Early Years Evaluation (EYE) will increase by 10% by June 2014 with similar annual improvement until June 2016.

• By June 2016, an increase by 25% the number of First Nations and Métis students graduating on time (within three years of entering grade 10) will be seen.

• As measured by the Fountas and Pinnell Benchmark System (F&P), o Grade 1 - 36% improvement in number of students at or

above grade level; o Grade 2 – 24% improvement in number of students at or

above grade level; and


o Grade 3 – 15% improvement in number of students at or above grade level.

• Increase the competency of classroom teachers to effectively include Indigenous knowledge and ways of knowing, being, and doing as they actualize curriculum outcomes as assessed by the Teacher Cross-Cultural Competency Continuum and as indicated by qualitative feedback through interviews.

Invitational Shared Services Initiative (ISSI) goals (in partnership with Whitecap Dakota First Nation):

• Gather baseline data for kindergarten to grade 4 students attending school on-reserve as well as for Whitecap Dakota students who have transitioned to Saskatoon Public Schools;

• Create a coherent student transition tracking process to ensure consistent support for students; and

• All students will be at or above grade level expectations in Reading and Mathematics.

School division actions taken during the 2015-16 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

FTV participation: • Two Saskatoon Public Schools collegiates were part of the

provincial FTV cohort of schools. Key personnel were identified to lead the FTV professional learning in these schools. These schools also participated in all congregated FTV-related professional learning.

• Both schools identified in-school facilitators; mobilized structures for classroom observations and feedback; identified “struggling students”; set up processes to monitor students’ progress; and created intervention strategies for students who continued to struggle.

FNMEAF grant actions:

• Elders and Traditional Knowledge Keepers worked with ten specific schools to support increased parental, community, and student engagement. Specifically, the focus was to help students and families struggling with identity and to support teachers in strengthening curricular connections to First Nations and Métis ways of knowing and history.

• In two schools, a full-time teacher was assigned to provide Levelled Literacy Intervention instruction to approximately 65 First Nations and Métis students.

• A Student Transition Support worker focused on helping students navigate the transition between grade 8 and 9.

• First Nations and Métis Student Success Learning Leaders (in five collegiates) examined First Nations and Métis student


achievement and retention data and worked with teachers to enhance their culturally responsive teaching strategies with a view toward improving First Nations and Métis student achievement and attendance.

• In the five schools with the most pronounced needs of First Nations and Métis children, a Speech Language Pathologist worked directly First Nations and Métis students in kindergarten and grade 1 to help them build strong language skills.

ISSI grant actions:

• A Literacy Tutor actively supported Whitecap Dakota students by assessing students’ reading levels, delivering individualized instruction catered to each student’s needs, communicating with families about students’ progress, and providing “just right” books for students to take home as well as to read during school hours.

• A Speech Language Pathologist regularly assessed students’ progress, provided therapy when required, and supported teachers in developing skills to respond to students’ needs during regular instruction. This individual also worked with Whitecap Dakota students as they transitioned to other Saskatoon Public Schools to ensure they received the support they required.

• An Elder worked with all Whitecap Dakota students attending public schools off reserve. Specifically focusing on enhancing students’ understanding and experience of Dakota ways of knowing by leading Dakota ceremonies, hosting traditional lunches with students, and highlighting Dakota history in classrooms.

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 students’ 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 data display shows average final marks in selected secondary-level courses for all students, and by non-First Nations, Métis and Inuit and First Nations, Métis and Inuit student subpopulations in the division, along with provincial results for each category.


Notes: Results for populations of fewer than ten 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 FNMI, however this category may include FNMI students who choose not to self-identify. Source: Ministry of Education, 2016

Analysis of results

It is noted that, with the exception of Math: Workplace and Apprenticeship 10, our non-First Nations, Métis and Inuit students’ final grades are within 1% of provincial results. Final grades for First Nations, Métis and Inuit students tend to be within 5% of provincial results. Considering the tremendous changes in Saskatoon’s demographics over the last few years, it is encouraging that, for the most part, Saskatoon Public Schools’ students’ final marks tend to be similar to those of the provincial cohort. However, there remains a substantial difference between the final marks for non-First Nations, Métis and Inuit and First Nations, Métis and Inuit students. It is important to acknowledge that there is much work to do to improve outcomes for all students – particularly for First Nations, Métis and Inuit students. Through our division’s strategic plan and individual departmental work plans, efforts will be intensified to support all of our students to achieve to the best of their abilities.

Credit Attainment Credit attainment is a strong predictor of a school division’s graduation rate (both on-time and extended-time). While students choose a variety of paths to earn credits toward graduation, it is true that those who earn eight or more credits per year are more likely to complete high school within three years of beginning grade 10 as compared to those who do not achieve eight or more credits per year.

ProvinceSaskatoon

PublicProvince

Saskatoon Public

ProvinceSaskatoon

PublicEnglish Language Arts A 10 (Eng & Fr equiv) 73.0 72.6 76.1 76.0 61.1 55.9

English Language Arts B 10 (Eng & Fr equiv) 73.4 71.9 76.2 75.0 62.5 58.1

Science 10 (Eng & Fr equiv) 72.0 72.8 75.1 76.2 59.6 56.3

Math: Workplace and Apprenticeship 10 (Eng & Fr equiv) 72.8 63.5 76.1 66.6 60.8 56.3

Math: Foundations and Pre-calculus 10 (Eng & Fr equiv) 72.4 72.9 74.8 74.5 60.3 59.8

English Language Arts 20 (Eng & Fr equiv) 74.4 74.5 76.3 75.9 64.7 64.1

Math: Workplace and Apprenticeship 20 (Eng & Fr equiv) 66.9 63.5 69.3 65.0 61.3 59.9

Math: Foundations 20 (Eng & Fr equiv) 73.6 73.3 75.3 74.1 63.6 63.0

Average Final Marks in Selected Secondary-Level Courses, 2015-16

SubjectAll Students Non-FNMI FNMI


The following displays the credit attainment of secondary students attaining eight or more credits per year for all students, and by non-First Nations, Métis and Inuit and First Nations, Métis and Inuit student subpopulations in the division, along with provincial results for each group.

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 ten 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, 2016

Analysis of results

The percentage of Saskatoon Public Schools’ students who attained eight credits or more per year is below provincial statistics in the three years shown in the graph. Over the course of these years, approximately two-thirds of non-FNMI students (ranging from 64% to 65%) attain eight or more credits yearly; whereas about 71% of the provincial non-FNMI population attains this number of credits. The percentage of Saskatoon Public Schools’ First Nations, Métis and Inuit students attaining eight or more credits per year is below that of the provincial First Nations, Métis and Inuit population – however, the difference between Saskatoon Public Schools’ results and the provincial results has fallen from 9% in 2008-09 to 2% in 2015-16. Our First Nations, Métis and Inuit students’ results were also significantly


below that of our non-First Nations, Métis and Inuit students. However, there has been steady improvement between the 2008-09 baseline year and 2015-16 in the difference in credit attainment rates between First Nations, Métis and Inuit and non-First Nations, Métis and Inuit students. In 2008-09, there was a 48% differential between the percentage of non-First Nations, Métis and Inuit and First Nations, Métis and Inuit students who achieved at least eight credits per year; whereas, by 2015-16, the difference between these two groups was 36%. Overall, there is room for improvement both in terms of comparisons to provincial statistics for all student groups as well in absolute terms. Ideally students’ credit attainment rates would be equal to or higher than those for provincial populations for both First Nations, Métis and Inuit and non-First Nations, Métis and Inuit student groups. In addition, the intent is 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.


Reading, Writing, Math at Grade Level and Saskatchewan Reads OUTCOME: By June 30, 2020, 80% of students will be at grade level or above in reading, writing and math. PRIORITY: Implement a refined set of provincial high impact reading assessment, instruction and intervention strategies (Saskatchewan Reads).

School division goals aligned with Reading, Writing and Math at Grade Level outcome and the Saskatchewan Reads priority

Our board has two long-term priorities – Literacy for Life and Collegiate Renewal. Our Literacy for Life goal is:

All kindergarten to grade 8 students will achieve at or above grade level in reading, writing, and mathematics. They will be engaged in their learning and graduate as active participants in lifelong learning and as responsible, caring, culturally responsive citizens in the community, nation, and world.

Our Collegiate Renewal goal is:

All collegiate students will be engaged in their learning so that they graduate as competent, active participants in lifelong learning and as responsible, caring, culturally responsive citizens in the community, nation, and world.

In service of our board’s priorities, division and departmental plans have been developed with specific goals, actions, deliverables, and measurement plans. The following is a sample of the goals specific to this provincial outcome:

• By June 2016, as measured by Fountas & Pinnell, o Grade 1 – 77% of all students and 54% of First

Nations, Métis and Inuit students will be reading at grade level expectations;

o Grade 2 – 75% of all students and 63% of First Nations, Métis and Inuit students will be reading at grade level expectations;

o Grade 3 – 80% of all students and 63% of First Nations, Métis and Inuit students will be reading at grade level expectations.

• On the Canadian Achievement Test (administered in fall 2015),

o Grade 4 – (i) 73% of all students and 53% of First Nations, Métis and Inuit students will be reading at grade level expectations and (ii) 78% of all students


and 55% of First Nations, Métis and Inuit students will achieve at grade level expectations in mathematics;

o Grade 8 – (i) 78% of all students and 66% of First Nations, Métis and Inuit students will be reading at grade level expectations and (ii) 75% of all students and 51% of First Nations, Métis and Inuit students will achieve at grade level expectations in mathematics; and

o Grade 10 – 80% of all students and 62% of First Nations, Métis and Inuit students will be reading at grade level expectations and (ii) 73% of all students and 55% of First Nations, Métis and Inuit students will achieve at grade level expectations in mathematics.

School division actions taken during the 2015-16 school year to achieve the targets and outcomes of the Reading, Writing, Math at Grade Level outcome and the Saskatchewan Reads priority

Through a collaborative process, several actions have been developed in support of our division’s strategic priorities and the ESSP outcome and/or priority areas. The following are a few examples:

• A comprehensive continuum of grade 1-3 literacy benchmarks were created (based jointly on curricula and Saskatchewan Reads) and implemented.

• Several video recordings of Saskatoon Public Schools’ master teachers’ implementation of key instructional strategies for Reading (grades 1-3) and Mathematics (grades k-9) have been created and made available for use during professional learning sessions and for individual school-based learning.

• Mathematical concept benchmark continua have been created and field tested in grades k-9. Further development of these as well as development of grade 10-12 resources are ongoing.

• Mathematics learning communities used case studies to support bridging assessment and instructional practices for specific learner needs.

• All school-based leaders and grade 1-3 teachers have participated in professional learning related to Saskatchewan Reads and adaptation of Saskatchewan Reads for grades 4-8 instruction is ongoing.

• Continued examination of disaggregated data from division-specific and ESSP-expected assessments to identify students who continue to struggle learning to read and to perform mathematical tasks and to align professional learning processes with student needs.


Measures for Reading, Writing and Math at Grade Level and Saskatchewan Reads

Proportion of Grade 3 Students Reading At or Above Grade Level Grade 3 reading levels are an indicator of future student performance. The following bar graph displays the percentage of grade 3 students (First Nations, Métis and Inuit, non-First Nations, Métis and Inuit, 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 ten 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, 2016.


Analysis of results

The following has been noted: • Approximately 75% of the total grade 3 student population that was assessed in the spring

of the 2015-16 school year was reading at or above the established benchmark. This result is about the same as the 2014-15 result but approximately 5% better than was the case in 2013-14.

• Approximately 80% of the non-First Nations, Métis and Inuit students and about 55% of the First Nations, Métis and Inuit students who were assessed in the spring of the 2015-16 school year were at or above the established benchmark. Provincial comparators for these two subpopulations were not provided by the Ministry; therefore, observations about this have not been made.

• About 4% of non-First Nations, Métis and Inuit students and 25% of First Nations, Métis and Inuit students were more than one full grade below the expected benchmark as of the spring 2016 assessment. While it is our objective that all students should read at or above grade level, it is pleasing to note that meeting our objective for non-First Nations, Métis and Inuit students is so close. On the other hand, while staff continue to work hard to support our First Nations, Métis and Inuit students, there is still a considerable gap between our objective of having all students reading at or above grade level.


Graduation Rates Outcome: By June 30, 2020, Saskatchewan will achieve an 85% three-year graduation rate.

School Division goals aligned with the Graduation Rates outcome

Collegiate Renewal, one of our board’s two long-term priorities, is expressly focused on improving the high school experience for students leading, ultimately, to better outcomes and higher graduation rates. Specific goals have been established for the 2015-16 school year including:

• 3% improvement in overall graduation rates; • 3% improvement in overall attendance; • 75% of students will indicate that their teachers use multiple

instructional strategies that help them learn when they do not understand something; and

• The gap between First Nations, Métis and Inuit and non-First Nations, Métis and Inuit students’ graduation rate will be reduced by a minimum of 3%.

School division actions taken during the 2015-16 school year to achieve the targets and outcomes of the Graduation Rates outcome

High school completion is a process that takes most students at least three years to complete. Consequently, it needs to be acknowledged that improving graduation rates substantially will take longer than one or two years. Therefore, many of our current actions are focused on long-term improvement through targeted student supports over time. Some of the actions undertaken to improve graduation rates during the 2015-16 school year included:

• All collegiates formed data teams and participated in both division-led and school-specific professional learning about disaggregating and interpreting data, identifying students “at risk”, and responding to students’ needs.

• A data warehouse project was piloted in one school designed to assist teachers, administrators, and counselling staff in identifying students who are at risk of not graduating so that learning leaders and other support persons in that school can connect with these students and offer help where necessary.

• A “learning walk” process was implemented and focused on responding to the needs of struggling learners.

• Implementation of SaskCareers: My Blueprint was made with all grade 9-10 students.

• Two of our collegiates participated in Following Their Voices.


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 twenty four secondary level credits by the end of grade 12. On-time graduation rates are one measure of the efficacy of a school system in supporting students toward graduation. The following displays the percentage of students (all students, non-First Nations, Métis and Inuit and First Nations, Métis and Inuit) in the division who graduated within three years of entering grade 10, along with provincial results in each of these categories.

Notes: On-time graduation rates are calculated as the percentage of students who complete grade 12 within three years of ‘starting’ grade 10. Results for populations of fewer than ten 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, 2016


Analysis of results

The following has been noted: • The “on-time” graduation rate for “all” students in Saskatoon Public Schools has been consistent

over time from the 2008-09 baseline year to 2015-16. In 2008-09, 70% of the total student population graduated within three years of having started grade 10. In the two additional years shown on the graphic above, 74% graduated in 2014-15 and 70% did so in 2015-16. The difference between Saskatoon Public Schools’ graduation rate and that of the total provincial student population has also remained fairly consistent.

• The “on-time” graduation rate for Saskatoon Public Schools’ non-First Nations, Métis and Inuit students has also been relatively consistent between the 2008-09 baseline year to 2015-16. In 2008-09, 78% of the non-First Nations, Métis and Inuit student population graduated within three years of having started grade 10. In the two additional years shown on the graphic above, 79% graduated in 2014-15 and 77% did so in 2015-16. The difference between Saskatoon Public Schools’ graduation rate and that of the total provincial student population has also remained fairly consistent.

• The “on-time” graduation rate for First Nations, Métis and Inuit students in Saskatoon Public Schools has improved substantially over the period depicted in the graphic above. In 2008-09, 20% of the First Nations, Métis and Inuit student population graduated within three years of having started grade 10. In the two additional years shown on the graphic above, 40% graduated in 2014-15 and 36% did so in 2015-16.

• The difference between Saskatoon Public Schools’ graduation rate and that of the total provincial student population has narrowed over time as well. The difference between non-First Nations, Métis and Inuit and First Nations, Métis and Inuit students’ graduation rates has also narrowed over time.

Overall results were pleasing. While there was a small reduction in “on-time” graduation rates for both student groups between 2014-15 and 2015-16, our overall trend is positive. It was also pleasing to see that our particular efforts to support First Nations, Métis and Inuit students in completing the requirements for graduation is improving. Acknowledging that there is much work yet to be done in this area, it is believed that, through the hard work of our staff, students, and families, improvements will continue to be seen in on-time graduation rates.

Grade 12 Graduation Rate: Extended-Time Some students require more time than the typical three years of high school to complete the courses necessary to graduate. Extended time graduation rate (up to five years after beginning grade 10) is another indicator of the efficacy of the education system. The following displays the percentage of students (all students, non-First Nations, Métis and Inuit and First Nations, Métis and Inuit) 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.


Notes: Extended-time graduation rates are calculated as the percentage of students who complete grade 12 within five years of ‘starting’ grade 10 (and include those who graduate on-time). Results for populations of fewer than ten 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, 2016

Analysis of results

The following has been noted: • The “extended-time” graduation rate for “all” students in Saskatoon Public Schools gradually

improved over time from the 2008-09 baseline year to 2015-16. In 2008-09, 79% of the total student population graduated within five years of having started grade 10. In the two additional years shown on the graphic above, 82% graduated in 2014-15 and 82% did so in 2015-16. The difference between Saskatoon Public Schools’ “extended-time” graduation rate and that of the total provincial student population has also narrowed slightly.

• The “extended-time” graduation rate for Saskatoon Public Schools’ non-First Nations, Métis and Inuit students has been relatively consistent between the 2008-09 baseline year to 2015-16. In 2008-09, 86% of the non-First Nations, Métis and Inuit student population graduated within five years of having started grade 10. In the two additional years shown on the graphic above, 88% graduated in both 2014-15 and 2015-16. The difference between Saskatoon Public Schools’ “extended-time” graduation rate and that of the total provincial student population has also remained consistent.


• The “extended-time” graduation rate for First Nations, Métis and Inuit students in Saskatoon Public Schools has improved substantially over the period depicted in the graphic above. In 2008-09, 32% of the First Nations, Métis and Inuit student population graduated within five years of having started grade 10. In the two additional years shown on the graphic above, 53% graduated in 2014-15 and 52% did so in 2015-16.

• The difference between Saskatoon Public Schools’ First Nations, Métis and Inuit students’ “extended-time” graduation rate and that of the total provincial First Nations, Métis and Inuit population has narrowed over time – from 15% in 2008-09 to 8% in 2015-16. The difference between Saskatoon Public Schools’ non-First Nations, Métis and Inuit and First Nations, Métis and Inuit students’ graduation rates has also narrowed over time – from 54% in 2008-09 to 36% in 2015-16.

The overall results were pleasing. Our trend is positive and it is pleasing to see that our particular efforts to support First Nations, Métis and Inuit students in completing the requirements for graduation are improving. There is much work yet to be done in this area, and it is believed that, through the hard work of our staff, students, and families, continued improvements in on-time graduation rates will be seen.


Grade Nine to Ten Transition The transition from grade 9-10 can be difficult for some students for many reasons, including not having reached all outcomes from each subject 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 per year – particularly in grade 10 – is important for steady progress towards graduating on time. The following displays the percentage of grade 9 students (all students and the First Nations, Métis and Inuit 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, 2016


Analysis of results

The percentage of grade 9 students achieving eight 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 were monitored.

When the 8-year average is looked at, 74% of Saskatoon Public Schools’ overall student population successfully made the transition between grade 9 and 10 by achieving at least eight credits – a number that is on par with the provincial average. Examination of the statistics for the First Nations, Métis and Inuit population reveals that about 33% 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 First Nations, Métis and Inuit group. In 2007-08, about 22% of grade 9 FNMI students achieved eight or more credits the following year; however, this number has steadily increased over time to 40% in 2014-15. Furthermore, the credit attainment gap between First Nations, Métis and Inuit students and the provincial First Nations, Métis and Inuit results has shrunk from about 9% in 2007-08 to about 1% in 2014-15. The trend line for the overall population in Saskatoon Public Schools follows the provincial trend closely and has also steadily improved from 72% in 2007-08 to 78% in 2014-15.

The students’ year-to-year transitions have been supported overall, with a particular focus on the grade 9-10 transitions. It is pleasing to see improvements – especially in the last few years shown in the trend lines. Nevertheless, there is room for improvement.

Our overall population tends to mirror provincial trends over time. Of particular significance, however, is the trend for First Nations, Métis and Inuit students. Our First Nations, Métis and Inuit students have tended to be less successful in making the grade 9-10 transition in terms of achieving eight or more credits in grade 10 both in comparison to their provincial peers and to the overall population. However, steady and consistent improvements have been seen. The focus on facilitating this important transition for all students will continue.


Operational Spending 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 Operational Spending outcome

Saskatoon Public Schools set two broad goals with respect to finding efficiencies and reducing operational spending. These included:

• Planning and executing two Lean events, and • Looking for opportunities to optimize fiscal management

through joint tendering, facilities retrofits, and other such processes.

School division actions taken during the 2015-16 school year to achieve the targets and outcomes of the Operational Spending outcome

School division actions undertaken during the 2015-16 school year to achieve the goals of the Operational Spending Outcome focused on three areas: (i) facilities, (ii) operations, and (iii) classroom/school operations. Some examples of this work included: Facilities

• Implementation of an Energy Smart program to upgrade certain physical plants to realize cost savings and, at the same time, to honour our responsibilities to model responsible stewardship of resources:

• Retrofit of conventional light bulbs with LED efficient lights in many of our schools – this has lowered energy costs and reduced the time spent changing bulbs; and

• Engagement of an external cost consultant to advise us on a major capital project has helped us reduce expenditures in this area as well.

Operations

• Participation in joint tenders with other school divisions to ensure best value at the best price;

• Our textbook centre continued to rebind books and retrofit some books with new covers – this practice has extended the life of many books by up to three years; and

• Our print centre has reworked how it uses paper to realize significant savings.

Classroom/school

• A Lean event during 2015-16 year was held. Over twenty school and central office-based professionals participated in this examination of division-mandated student assessments with a particular emphasis on capturing enough assessment


information to guide students’ learning while, at the same time, minimize the burden on teachers to collect and manage the assessment data.


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

Our primary early years goal parallels the ESSP goal – by June 30, 2020, at least 90% of prekindergarten and kindergarten students will be “on track” according to the key EYE domains of Language and Communication and Cognitive Skills. While the learning in prekindergarten and kindergarten is important and valuable in its own right, students also build the foundational skills and knowledge bases to be successful in their future schooling. Therefore, an objective that by 2020, 75% of all students will achieve “at or above grade level” on the mid-year grade 1 Fountas and Pinnell assessment was set.

School division actions taken during the 2015-16 school year to achieve the targets and outcomes of the Early Years outcome

Several actions in service of our goals were taken. These included: • Prekindergarten teachers and program educational assistants

were trained in “Learning Language and Loving It” to support students’ oral language development.

• Prekindergarten teachers and program educational assistants received training about strategies for effective and impactful home visits. Further, each teacher conducted three home visits per family to build cohesive relationships and set goals for their child’s learning.

• With the support of our early learning and First Nations, Métis, and Inuit consultants, kindergarten teachers focused on incorporating Treaty Outcomes through inquiry study in their classrooms.

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 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 students by Responsive Tiered Instruction tiers at the end of kindergarten in 2015-16, as well as the provincial results for each category.


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 problems. 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. Results reported previously for division EYE RTI Tiers at kindergarten exit in 2014-15 may vary from results reported here. This is due to a change in reporting methodology. Prior to 2015-16, EYE results at kindergarten exit omitted results for children who were assessed in spring post-screens only. The amended reporting methodology now includes results for all children screened in a division, regardless of whether or not they were enrolled and present during fall pre-screens. Source: Ministry of Education, Early Years Branch, 2016

Analysis of results

Ready to Learn: Early Years Evaluation (TA) responsive, tiered instruction (RTI) at K Exit Exit A child’s first few years are critically important to his or her lifelong learning trajectory. One measure used 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) “white” – learning and development that is typical for children the same age, (ii) “grey” – experiencing some difficulty, and (iii) “black” – experiencing significant difficulty. Based on the 2015-16 EYE-TA assessment results, 8% of Saskatoon Public Schools’ students were experiencing significant difficulty, 12% were experiencing some difficulty, and 80% were at an appropriate level of development as compared to typical children of the same age. These numbers are very similar to the provincial statistics. Based on the Response to Intervention research, the proportion of Saskatoon Public Schools’ population of kindergarten students who are “on-track” developmentally is about what should be expected. Typically, 15-20% of any student population will be experiencing some difficulty and require additional supports to be successful and about 20% of students are experiencing some difficulty. Having said this, 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 will be beneficial.


Several tier 2 and 3 instructional interventions for grades 1-3 students have been implemented and the use of EYE data – among other information sources – to identify students who require additional support so that supports can be put in place as early as possible.


Demographics Students In 2015-16, 23,961 students were enrolled with Saskatoon Public Schools (including prekindergarten students). This represents an increase of 532 students over 2014-15.

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 2). For example, in 2013-14, we had 7,036 prekindergarten to grade 3 students; in 2014-15, we had 7,465 students in these grades; and by 2015-16, the population for these grades has grown to 7,648.

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 3). For example, the population of First Nations, Métis, and Inuit students has grown from 3,906 in 2013-14 to 4,111 in 2015-16 (not including prekindergarten). Our French Immersion population has increased by a similar amount over this time from 1,940 to 2,258 students. Our fastest-growing subgroup is the students who require support to learn English as an additional language (EAL). In 2013-14, the EAL population was 1,972; whereas, in 2015-16, it was 2,281.

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

Figure 2: Students – Saskatoon Public SD

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, 2015

2013-14 2014-15 2015-16Kindergarten 1696 1767 1789

1 1697 1732 18012 1606 1731 17443 1461 1626 17234 1569 1484 16575 1530 1597 15436 1443 1572 16467 1514 1497 16028 1529 1568 15629 1674 1687 175710 1784 1853 181311 1776 1829 190112 2888 2876 2832

Total 22167 22819 23370

PreK 576 609 591

Grade


Figure 3: Students – Subpopulation Enrolments

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, 2015

Staff

Figure 4: School Division Staff – September 30, 2015

Job Category FTEs Classroom teachers 1386.5 Principals, vice-principals 113.5 Other educational staff (positions that support educational programming) – e.g., educational psychologists, educational assistants, school community coordinators, speech language pathologists 437.2 Administrative and financial staff – e.g., accountants, Information Technology people, supervisors, administrative assistants, clerks 308.1 Plant operations and maintenance – e.g., caretakers, handypersons, carpenters, plumbers, electricians, gardeners, supervisors 208.1 Transportation – e.g., bus drivers, mechanics, parts persons, bus cleaners, supervisors 0 Senior management team (as described below) – e.g., chief financial officer, director of education, superintendents 12 Total Full-Time Equivalent (FTE) Staff 2465.4 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.

2013-14 2014-15 2015-16K to 3 1014 1054 10574 to 6 758 807 8517 to 9 892 887 892

10 to 12 1242 1254 1311Total 3906 4002 4111K to 3 939 1019 11104 to 6 399 440 4667 to 9 366 381 399

10 to 12 236 257 283Total 1940 2097 22581 to 3 571 631 6454 to 6 516 569 5887 to 9 427 484 476

10 to 12 458 515 572Total 1972 2199 2281

Self-IdentifiedFNMI

FrenchImmersion

English as anAdditionalLanguage

SubpopulationEnrolments

Grades


Senior Management Team The Director of Education, Barry MacDougall, reports directly to the Board of Education. The Deputy Director, Shane Skjerven, reports to Barry MacDougall 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 seven or eight assigned schools from the various neighbourhoods in Saskatoon Public Schools: Education Council – Superintendents of Education

• Bruce Bradshaw • Dave Derksen • Lisa Fleming • Brenda Green • Withman Jaigobin • Dean Newton • Charlene Scrimshaw • 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 Infrastructure Projects and Transportation Facilities School List 2015-16 Below is a list of our schools, the grades taught at each school and the community in which each school is located.

Figure 5: School List

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 9-12 University Heights Suburban Centre City Park School 7-11 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-12 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 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

Infrastructure Projects 2015-16

Figure 6: Infrastructure Projects

School Project Details 2015-16 Cost City Park Repurposing Programming renovation 1,744,008

Fairhaven Roofing Replacing sections of roof 288,928

City Park Roofing Replacing sections of roof 229,668

Evan Hardy Roofing Replacing theatre roof 459,391

New School Bundle

P3 Schools Construction of 4 new elementary schools through SaskBuilds

70,393,071

Portables Portables Construction of portable classrooms 2,167,861

Total 75,282,927


Transportation

Figure 7: Student Transportation

Transportation Statistics

Students transported daily* 6,244

Number of transportation routes 173

Average one-way ride time (est.) 45

Longest one-way ride time 65

Cost per student per year (excludes extra-curricular & curricular transportation) 1,084.06

Source: Hertz Northern Bus and First Student Reports and Internal Records Saskatoon Public Schools is an urban division with significant enrolment increases 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 7 for 2015-16 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 9-12. 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

34%

Grants59%

Other7%

Revenue 2015-16

Instruction73%

Gov & Adm3%

Transportation3%

Other7%

Plant14%

Expense 2015-16


Budget to Actual Revenue, Expenses and Variances

Budget to Budget to 2016 2016 2015 Actual Actual %

VarianceOver / (Under)

Property Taxation 109,348,585 109,832,637 106,259,797 484,052 0%Grants 189,851,406 191,409,360 125,118,559 1,557,954 1%Tuition and Related Fees 3,387,880 2,883,699 3,368,794 (504,181) -15% 1 School Generated Funds 4,955,000 5,081,969 5,006,384 126,969 3%Complementary Services 3,394,896 3,219,204 3,073,127 (175,692) -5% 2 External Services 6,789,704 9,085,202 7,432,133 2,295,498 34% 3 Other 1,263,000 1,321,128 1,306,804 58,128 5%

318,990,471 322,833,199 251,565,598 3,842,728 1%

Governance 833,147 887,883 741,120 54,736 7% 4 Administration 6,898,819 6,372,234 6,522,780 (526,585) -8% 5 Instruction 186,009,381 182,932,354 176,765,027 (3,077,027) -2%Plant 35,368,997 34,054,924 34,931,496 (1,314,073) -4%Transportation 7,273,559 6,777,884 6,607,151 (495,675) -7% 6 Tuition and Related Fees 283,000 325,496 281,020 42,496 15% 7 School Generated Funds 4,955,000 5,583,073 5,280,105 628,073 13% 8 Complementary Services 3,480,379 3,483,102 3,191,910 2,723 0%External Services 6,853,806 7,974,085 6,571,074 1,120,279 16% 9 Other Expenses 581,500 576,909 715,888 (4,591) -1%

252,537,588 248,967,944 241,607,571 (3,569,644) -1%66,452,883 73,865,255 9,958,027

Note1

2

3

4

5

6

7

8

9

Under budget due to reduced liabil ities associated with the employee pension program.

Under budget due to lower than expected price of fuel factored into transportation costs.

Over budget due to a higher than expected number of home-based students increasing the associated program costs.

Over budget due to higher than budgeted legal expenditures.

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

Over budget due to higher than budgeted revenues resulting in increased programming and programming costs.

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

ExplanationUnder budget due to fewer students enroll ing in the International Student Program compared to budget.

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

Over budget with revenues from Saskatoon Public Schools Foundation Corp being higher than budgeted.

NoteREVENUES

Total Revenues

EXPENSES

Total Expenses

Actual Variance

Surplus (Deficit) for the Year

Budget Actual


Appendices Appendix A – Payee List Board Remuneration

Name Remuneration Expenses Travel Professional Development Total

Banks, Donna 26,336 526 2,578 8,715 38,154 Bellamy, Charmaine2 11,666 288 2,578 271 14,803 Brannen, Kathleen 25,902 52 2,578 632 29,164 Danielson, Dan 25,038 15 2,578 870 28,501 Eyre, Bronwyn3 16,246 - 2,578 448 19,272 Kelleher, Holly 24,904 - 2,578 548 28,030 Linklater, Vernon 25,758 113 2,578 929 29,378 MacPherson, Colleen 26,917 293 2,578 6,148 35,936 Morrison, Ray1 33,211 586 2,578 5,903 42,278 Utley, Darrell 24,404 827 2,578 3,229 31,038 Waugh, Kevin4 3,252 6 2,578 - 5,836

Notes: 1Board Chair 2Under spent due to by-election. Sworn in as of 03/01/2016. 3Under spent due to resignation as of 04/30/2016. 4Under spent due to resignation as of 11/16/2015. Personal Services

Name Amount AARO, SCOTT 93,620 ADAIR, AARON 88,384 ADAIR, SUSAN 93,764 ADAIR, TAMMY 88,215 ADOLPH, BEVERLY 90,231 AHIAHONU, ELIZABETH 85,593 AHMED, CANDACE 100,690 AKL, NAJLA 84,291 ALBERT, KERI 89,018 ALCORN, KERRY 116,886 ALDERSON, LORENA 89,055 ALDORFER, PAMELA 50,700 ALDRED, CARMELETTA 65,246 ALEXANDER, ALISON 84,122 ALEXANDER, HEATH 88,396

Name Amount ALEXANDROVICH, BRADLEY 73,332 ALLEN, ALYSSA 62,539 ALLENSPACH, TRACY 84,625 ALLINGTON, ESTELLE 79,101 ALMIGHTYVOICE, GILBERTINA 84,295 ALSOP, CARA 88,033 ALTMAN, MARIE 85,511 AMBROS, CARLA 64,886 AMIOTTE, LAUREL 84,400 AMUNDSON, DEBRA 84,559 ANDERSON, AMY 71,053 ANDERSON, ANGELA 88,181 ANDERSON, CHERYL 84,582 ANDERSON, HEATHER 76,407


Name Amount ANDERSON, KERRI 93,928 ANDERSON, KERRY 75,419 ANDERSON, LAURIE 106,656 ANDREWS, JOLIE 90,003 ANDREWS, MARK 85,627 ANDRIE, DEBBIE 93,432 ANTONOPOULOS, LORIELLE 76,193 APESLAND, COREY 101,225 APPLETON, CODY 71,622 APPLETON, EASTLYN 70,948 ARCAND, CAROLYNN 63,432 ARMSTRONG, IVY 73,930 ARMSTRONG, JIM 67,605 ARMSTRONG, KAITLIN 63,582 ARMSTRONG, SHANE 122,606 ARMSTRONG, SHANE 84,295 ARNOT, LINDA 102,393 ARSENAULT, DONNA 114,463 ARTHUR, BRUCE 84,889 ARTHUR, DONNA 93,785 ARTHURS, BRIAN 84,122 ATIEMO, LISA 53,689 AUNE, ELISABETH 88,251 AUSTIN, VENESSA 68,628 AVERY, DUNCAN 89,483 AWASIS, WALLACE 73,692 BABEY, DANA 87,861 BACHIU, MEGAN 84,332 BAETZ, ANDREW 88,737 BAHR, HEATHER 83,733 BAKER, VERONICA 67,786 BAKES, TRACI 65,327 BALDERSTON, KELSEY 66,797 BALDO, ERIKA 66,401 BALICKI, CHANTELLE 88,433 BALLANTYNE, JENNIFER 60,073 BALON, BRETT 80,572 BANDA, ANGELA 120,227 BANDULA, MARTA 85,428

Name Amount BANSLEY BEREZITZKY, KIMBERLEY 81,848 BANTING, NATHANIEL 72,189 BAPTIST, JENNA 58,154 BAPTIST, MEGAN 64,591 BARGEN, WAYNE 81,295 BARKER, BARRY 81,651 BARKER, RANDI 116,516 BARKWAY, CHRISTOPHER 70,415 BARR, NANCY 93,554 BARRETT, KEVIN 83,517 BARRETT, SCOTT 52,231 BARRETT, SHELLEY 84,808 BARRINGTON, MARILYN 93,432 BARRY, PATRICK 88,396 BARSS, DEREK 115,016 BARTLETT, GAIL 53,690 BARTON, CAROLYN 69,684 BASARABA, AMY 86,603 BASARABA, SHAUNA 76,710 BASKY, LESLIE 82,130 BAST, MANDY 61,928 BATCHO, LISA 69,810 BATES, ALLISON 71,480 BATES, TREVOR 73,922 BAUMGARTEN, MICHELLE 84,823 BAZIN WEBSTER, CHARLES 94,374 BEAR, ROBERTA 86,852 BEAR-LINKLATER, TERESA 85,043 BEATTIE, TANNIS 82,465 BEATTIE, TANYA 84,236 BEAUBIEN, MARIE 57,901 BEAUDRY, PAMELA 101,492 BEAUDRY, SUSAN 88,033 BEAULIEU, RYAN 90,768 BECKMAN, ELIZABETH 68,079 BEGG, ADRIANNE 64,203


Name Amount BEKKATLA, CARMEN 86,870 BEKOLAY, MARIA 83,250 BEKOLAY, TAMI 88,226 BELL, ALISON 85,148 BELL, ASHLEY 70,475 BELL, ASHLEY 60,785 BELL, KELLIE 65,173 BEMBRIDGE, JANET 84,219 BEN, AUDREY 57,837 BENARD, RICHARD 53,856 BENINCASA, AQUILINA 56,788 BENNING, GARRY 192,324 BENSON, LAURA 80,879 BENSON, WENDY 118,867 BENTHAM, LORRAINE 92,725 BERES, BRITTNEY 54,930 BEREZA, GREGORY 84,422 BEREZOWSKI, KENNA 84,122 BERG, ANDREA 84,598 BERG, DAVID 72,042 BERG, ERIN 79,569 BERG, EVERETT 71,194 BERG, WILLIAM 114,729 BERGEN, TYLER 102,776 BERSCHEID, GERTRUDE 88,836 BERTHELOT, JENNIFER 93,159 BERTOIA, MAUREEN 51,552 BESSETTE, JILL 67,594 BEST, JAMES 83,143 BEST, VALERIE 82,652 BESWICK, MORGAN 59,170 BESWICK, SUSAN 83,949 BEVAN, MELANIE 68,183 BEVAN, SCOTT 74,637 BILANSKI, RYAN 57,491 BINNER, COURTNEY 69,412 BINNER, ELAINE 53,037 BINTNER, JASPER 76,324 BIRD, BRIANNA 59,768 BIRD, CAROL 68,357

Name Amount BISHOP, MARY 96,873 BISHOP-YONG, NICOLA 119,000 BISS, SHARON 84,346 BLACK, MARILYN 91,465 BLACKLOCK, JESSICA 60,375 BLACKSTOCK, DANIELLE 68,726 BLACKSTONE, SUNNY 62,400 BLAIR, JASMINE 71,926 BLATCHFORD, CAREY 85,253 BLOSKI, COURTNEY 57,642 BLOW, AMBER 62,735 BLUNT, DONNA 67,951 BODNAR, SHELLEY 88,253 BODNAR, THERESA 71,672 BOECHLER, GEORGIA 88,440 BOEHME, DARYL 50,203 BOHLE, TAMMI 87,649 BOLDT, STACEY 63,253 BOND, ALFRED 88,395 BOND, GARETH 52,891 BONLI, MAIA 64,975 BONLI, SONIKA 61,501 BONNOR, SUSAN 83,363 BOOTH PETERSON, TAMMY 88,871 BOOTH, SHARILEE 84,455 BOOTH, VANCE 69,317 BORNYK, BRENDA 84,037 BORSA, IAN 59,832 BORTIS, KENDRA 58,988 BOSCH, BRETT 83,547 BOUCHER, JEROME 56,753 BOUDREAU, JENNIFER 73,523 BOUDREAU, KELLY 67,218 BOULET, AMANDA 58,880 BOUTHILLETTE, TARA 63,859 BOWES, RICHARD 89,266 BOWKOWY, LINDSEY 77,279 BOYCHUK, TAMMY 87,580 BOYD, DOUGLAS 116,978


Name Amount BOYER, DEIRDRE 55,099 BOYKO, RENEE 84,295 BRAATEN, HEATHER 88,323 BRAATEN, KAREN 83,643 BRADEN, JENNIFER 96,692 BRADFORD, MARNI 84,306 BRADFORD, MICHAEL 126,334 BRADLEY, SHANE 113,134 BRADSHAW, BRUCE 201,964 BRADSHAW, KATHLEEN 66,202 BRANSTETTER, SHELLEY 84,188 BRASSARD, CARRIE 84,419 BRAUN, SHARON 84,516 BRAYBROOK, ROBERT 129,254 BRECHT, NAOMI 79,867 BRENNAN, ANNE 63,971 BRENNAN-BAILEY, TRACEY 88,572 BRENT, CAITLIN 70,179 BRIDGEMAN, CLAUDETTE 65,905 BRIMACOMBE, ERIN 64,252 BRIMACOMBE, RYAN 113,289 BRINKMAN, TARA 84,916 BRISKAR, STANLEY 59,832 BRISSAW, JODI 84,614 BRITTON, NEAL 70,412 BROKOFSKY, JENNIFER 110,270 BROOMAN, DEAN 69,143 BROSSART, BRENDA 93,433 BROWN, BRADLEY 61,901 BROWN, CARLY 67,162 BROWN, CHRISTOPHER 51,394 BROWN, JAMIE 57,058 BROWN, MELINDA 69,143 BROWN, SARAH 84,154 BRULE-LUNDGREN, DANIELLE 85,076 BRUNETT, JASON 93,723 BRYCHUN, SHANNON 88,292 BUCHAN, BRANDON 65,898

Name Amount BUCK, LYVIA 83,704 BUCKLE, JULIENNE 93,009 BUDAY, DANIEL 84,295 BUEHLER, DAVID 61,473 BUFFALO, VERNA 65,492 BUGLASS, KIM 93,763 BULIN, MERRIL 89,499 BULL, ROBERT 94,065 BULMER, KATIE 84,090 BURGESS, DONALD 103,070 BURGESS, MATTHEW 54,077 BURKE, MEGHAN 82,895 BURR, EVAN 85,593 BUSSIERE, LEXI 72,067 BUTLER, LINDSAY 66,236 BUTLER-BERRY, MARILYN 84,118 CABALT, STEPHANIE 80,825 CADRAIN, TINA 67,918 CALOW, ANDREA 79,652 CAMERON, ALLISON 89,490 CAMERON, DEE 66,324 CAMERON, STEVEN 62,831 CAMPBELL, CHRISTINE 73,790 CAMPBELL, JEANET 84,122 CAMPBELL, SUSAN 94,595 CAMPBELL-CHUDOBA, ROBERTA 93,433 CANALES PORTILLO, KAREN 63,664 CANTIN, NEAL 88,429 CANTIN, WENDY 93,560 CAPES, TRUDY 111,235 CARDWELL, DEAN 88,396 CAREY, THOMAS 105,110 CARLSON, JORDAN 107,889 CARLSON, MARNIE 73,846 CARON, ANGELA 97,236 CARON, DOUGLAS 83,830 CARRIER, NICOL 63,521 CARRUTHERS, HEATHER 84,529


Name Amount CARTER, LORI 90,001 CASE, STEPHEN 69,477 CASEY, SARAH 59,314 CATTON, CHRISTOPHER 84,482 CAVANAUGH, KIRSTEN 68,273 CAWOOD, MICHAEL 87,363 CHAMAGNE, KIM 89,483 CHAMBERS, ROCHELLE 70,040 CHAMBUL, CECILIA 69,143 CHAMP, SHARON 116,525 CHAN, DON 76,245 CHAN, LAURIE 89,029 CHAN, MEGAN 83,523 CHAN, SUSANA 88,836 CHARINGTON, BRITTANY 64,129 CHARTIER, MICHAEL 84,355 CHATMAN, NIKITA 70,704 CHATTERSON, CONNIE 88,215 CHATTERSON, JEFFREY 83,745 CHEN, SHU 62,742 CHERRY, TRACY 101,340 CHERWONIAK, JAELYNNE 84,746 CHHIM, SINA 55,862 CHICILO, CHAD 94,067 CHIEF, DARWIN 103,728 CHIEF, TAMARA 93,863 CHIPAK, CHRISTOPHER 51,637 CHOLOD, TAMMERA 85,970 CHRIST, JANET 95,705 CHRISTENSEN, MEGAN 61,204 CHRISTENSON, CONNIE 84,166 CHUPA, TWYLA 87,849 CLAFFEY, KENNETH 83,363 CLARK, CHRISTOPHER 88,201 CLARK, DAGAN 89,496 CLARK, LAUREL 84,829 CLARK, RICHARD 92,725 CLARK, SARAH 70,348

Name Amount CLARK, TERESA 95,802 CLARKE, DANIEL 94,115 CLARKE, LEANNE 85,461 CLARKE, MYRA 89,344 CLARKE, WILLIAM 66,347 CLASSEN, LORI 81,596 CLAUSEN, BRENDA 88,347 CLAUSON, BRADLY 81,852 CLAXTON, COLIN 73,075 CLEMENTS, DONALD 84,505 CLEMENTS, KATHERINE 66,293 CLINE FLATH, LORI 96,449 CLINE, PHOEBE 84,372 CLOUTIER, DANIEL 93,247 COATES, JODINE 94,120 COBEN, JACEE 58,672 COBURN, CHELSEY 59,291 COCHRAN, MYRNA 84,608 COLE, EVAN 75,382 COLE-HYNES, CYNTHIA 88,033 COLES, LEE-ANN 89,007 COLLINS, LINDA 51,180 COLQUHOUN, JEFFREY 84,295 COLQUHOUN, MICHAEL 89,689 COMRIE, JAMES 73,862 CONLEY, MATHEW 84,858 CONSTANTINOFF, DEANNA 84,605 COOPER, BRITTANY 69,126 COOPER, IAN 94,027 COOPER, MANDY 60,710 CORRINS, MURRAY 74,189 COSSETTE, RICHARD 78,047 COTE, KEITH 90,005 COTELESAGE, MELANIE 66,287 COURNOYER, KAYLA 53,601 COUSINS, TODD 84,386 COWAN, KIMBERLY 93,895 COWAN, ROBERT 93,050 CRAIG, BRYAN 108,300


Name Amount CRAIG, JAIME 63,185 CRAIG, LISA 51,432 CRAIG, SCOTT 87,843 CRAWFORD, PAULA 84,295 CRITTENDEN, JILLIAN 84,295 CRONE, KIMBERLY 67,591 CROWE, MICHAEL 61,288 CROWELL, DAVID 113,608 CUI, BING 94,005 CULVER, AMANDA 65,303 CUMING, CORALEE 84,308 CUMING, JACQUELINE 58,500 CUMMINGS, MAY 88,193 CURRY, SUSAN 65,905 CUTHBERT, JACQUELINE 93,709 CZARNECKI, TARA 88,539 DAHL, NEIL 59,832 DAHLEN, JODY 88,452 DALEN, MURRAY 106,413 DANAHER, LISA 93,433 DANIELS, KIMBERLY 57,080 DAUTBEGOVIC-KRIENKE, BOJANA 85,978 DAVID, ALLEN 88,682 DAVIES, KELLY 60,087 DAVIS, BRIANNA 57,397 DAVIS, CHRISTINE 101,435 DAVIS, KAILEY 81,587 DAVIS, PATRICK 99,403 DAVISON, MISCHA 69,423 DAWE, KORY 63,221 DAYDAY, LEAH 84,710 DE CONINCK SMITH, ERIK 63,235 DEAN, DAVID 88,396 DECKER, CRYSTAL 74,463 DECORBY, JANA 73,961 DELAINEY, COLETTE 106,858 DEMASSON, COLLETTE 88,074 DEMMANS, TRICIA 89,430

Name Amount DENOMY, YVONNE 113,177 DENTON, STEFANIE 67,364 DERKACHENKO, CAREY 69,639 DERKACHENKO, LORI 63,739 DERKSEN, DAVID 150,054 DERKSEN, DUSTIN 67,066 DESJARDINE, KEN 89,089 DEVINE, MARY-JO 109,248 DEVLIN, EVELYN 89,110 DEWAR, DANIEL 88,396 DICK, ALEXANDER 95,133 DICKSON, SARA 55,812 DIEDERICHS, BRITTANY 69,932 DIETRICH, JOEL 73,299 DIGNEAN, RYAN 81,028 DILL, CODY 87,281 DITTMER, TABITHA 62,182 DIXON, DOROTHEA 85,746 DMYTRYSHYN, DUANE 69,708 DOBNI, CAMILLE 126,506 DOELL, LORI 79,086 DOGNIEZ, ANGELA 84,295 DOGNIEZ, JAMIE 59,329 DOHERTY, DEANNA 53,046 DOLAN, PEARL 85,219 DOLGOPOL, THERESA 69,752 DONKIN, GORDON 84,559 DOPKO, JUDY 61,796 DORAN, ANDREA 85,511 DOUGLAS, NILIMA 117,111 DOWNEY, BRIANNE 59,491 DRABBLE, RODNEY 67,239 DRAKE, DENISE 88,652 DRAPER, DAWN 84,416 DRAUDE, TREVOR 52,764 DRIEDGER, DAWN 108,364 DRISNER, JONATHAN 55,316 DUBRAY, JASON 84,295 DUCASSE, LEYTA 93,626 DUECK, COLLEEN 55,083


Name Amount DUECK, JESSICA 64,061 DUKART, DANIELLE 71,946 DUNBAR, BRENNAN 58,280 DUNBAR, REBECCA 86,193 DUNK, ANDREA 93,477 DUNK, JASON 157,958 DURAND, DEBBIE 93,314 DURETTE, JENNIFER 51,788 DUTERTRE, LEVANA 83,792 DUTKA, COREEN 89,816 DYCK, KAREN 88,567 DYCK, LYNDI 62,186 DYCK, PERRY 53,856 DYCK, TERRANCE 59,832 DZIK, BROOKLYNN 58,820 EARL, DAVID 97,054 EDLUND, KALEM 52,016 EHR, KASSANDRA 61,308 ELBARDOUH, HANAN 87,805 ELIA, ROSEANNE 84,518 ELLIOTT, BARBARA 102,565 ELLIOTT, COLIN 51,991 ELLIOTT, JEFFREY 88,814 ELLIOTT, KRISTIE 78,238 ELLIOTT, RUTH 88,501 ELLIOTT, STEPHANIE 89,170 ELLIOTT-JENSEN, CANDACE 94,786 ELLIS, KALEE 72,597 ELLIS, NATHAN 64,039 ELLIS, RHONDA 84,103 ELLSON, SHELLEY 71,298 ELSON, REBECCA 61,212 EMOND, ROSALEA 62,858 ENG, BENJAMIN 80,436 ENG, PAULINE 85,252 ENGEN, PAUL 89,122 ENGLESMAN, IVAN 101,459 ENS FUNK, JAMES 89,018 ENS, KENNETH 84,361

Name Amount ENS, NATASHA 86,547 ENS, SHERRY 65,936 EPP, DESIREE 50,461 EPP, JANA 84,059 EPP, KEVIN 119,142 EPP, SANDRA 85,131 EPP, VALERIE 88,121 ERICKSON, EDWARD 85,280 ERKER, LINDA 97,054 ERMINE, CHERYL 93,467 ERNST, TRACY 84,447 ERUERO, ANGELA 90,904 ESLER, ANGELINE 82,804 ESPENANT, AMBER 66,128 ETHIER, TREVOR 84,122 EVANS, LISA 75,161 EVOY, KRISTINE 76,428 EWART, ADAM 88,215 EWART, KATHY 84,144 FACCI, MANUELA 100,005 FAHIE, ERIC 59,324 FAHLMAN, GISELE 84,866 FAIRBROTHER, ALLISON 88,396 FALCONER, COREY 88,468 FANNER, NICHOLAS 93,433 FARMER, LAYRA 89,338 FARMER, THOMAS 131,527 FARQUHAR, SHERYL 84,543 FARQUHARSON, BRENDAN 58,803 FARTHING, CORY 84,428 FAVEL, ALISA 78,982 FAVEL-ELFORD, CANDES 94,311 FEDORCHUK, ARLENE 93,050 FEDRAU, SHELLY 67,951 FEHR, KELVIN 73,175 FENSKE, ROBERT 88,215 FERGUSON, SCOTT 121,005 FERGUSON, STEPHANIE 88,671 FETTER, DENNIS 53,901


Name Amount FIEDELLECK, MATHEW 71,309 FINCH, DARRYL 89,661 FINEDAY, KELLEY 70,383 FIRUS, MACKENZIE 58,352 FISCHL, BAILEY 70,838 FISHER, COREY 74,699 FISHER, DAVID 104,485 FISS, ANDREA 95,714 FITZPATRICK, JODY 82,614 FLAHERTY, BRIAN 139,257 FLAMAN DUNN, MARLENE 116,516 FLAMAN, LORI 55,794 FLATH, JILLIAN 64,929 FLEMING, LISA 166,578 FLEMING, REBECCA 67,140 FLOCH, ALINA 88,033 FLOWERS, SHELLY 58,808 FLUTER, DIANE 84,015 FLYNN, DEBORAH 84,295 FOLEY, CHRISTINE 72,338 FOLSTAD, TANIS 87,313 FONTAINE, RAYMOND 55,537 FORCIER, KAYLA 56,367 FORD, AMY 87,308 FORD, JILL 75,782 FORD, KRISTA 121,259 FORD, PETER 88,605 FORTIER, JEAN-LOUIS 58,746 FOUHSE, JANICE 88,215 FOURNIER, GWYN 100,437 FOURNIER, TRINA 51,180 FRAIN, CATHERINE-LYNN 90,541 FRANKLIN, DELL 93,433 FRASER SHERWOOD, BREANNE 83,039 FRASER, GLADYS 88,575 FRASER, KAYLA 66,184 FRASER, ROBERT 89,640 FRERICHS, CINDY 88,395

Name Amount FRIESEN, ABRAM 84,122 FRIESEN, JULENE 55,526 FRIESEN, JULIANNE 64,725 FRIESEN, MITCHELL 63,207 FRIESEN, PATRICK 85,115 FRIESEN, RODNEY 88,396 FRIESEN, TYLER JAMES 61,460 FRIESEN, TYLER JAY 74,004 FRUSON, LYLE 84,570 FRUSON, MARLA 84,237 FULLERTON, TARA 73,299 FULTON, SAMANTHA 57,653 FUNK, RACHEL 72,354 GABRUCH, NANCY 84,779 GALL, LANA 76,073 GALL, RODERICK 68,723 GALLENGER, KATHRYN 84,603 GALVIN, MICHELLE 88,396 GARBE, VALERIE 89,221 GARG, ADITI 65,448 GARIEPY, TAMMY 88,528 GAUDET, CATHERINE 79,300 GAUTHIER, CHANTAL 59,370 GELOWITZ, JOE 53,856 GEORGE, TANYA 77,069 GEREIN, DARCIE 84,472 GERES, KOREEN 93,318 GERICH, CHANDRA 104,256 GERING, WAYNE 70,768 GEROW, PAULINE 76,891 GERROIR, JACQUELINE 84,781 GERVAIS LEVESQUE, CATHY 63,511 GERVAIS, JENA 68,130 GERVAIS, KYLIE 66,915 GERWING, WHITNEY 71,115 GIBAULT, BRADLEY 83,398 GIBBS, BRENDA 93,549 GIBSON, KELLY 83,546 GIENI, KATHRYN 83,586


Name Amount GIESBRECHT, CARLA 58,955 GIESBRECHT, JUSTIN 106,085 GILLIES, KAILEY 70,945 GILLILAND, ALYSSA 54,328 GILMOUR, DOUGLAS 115,785 GIROLAMI, TAMMY 112,923 GLASS, LAURA 70,173 GLEIM, KIM 116,133 GLINES, JODY 112,353 GLOVA, TRICIA 83,949 GODSON, SARAH 84,010 GOGAL, CORINNE 88,305 GOGUEN-BOURGEOIS, MELANIE 62,278 GOKAVI, ESTHER 74,780 GONZA MAMANI, CARMEN 63,409 GOODMAN, AGNES 84,295 GOODWIN, ALYSSA 64,588 GOODWIN, TARA 102,776 GORDON, BRENT 101,410 GORDON, KIRK 72,118 GORDON, MARLA 88,231 GORDON, MORGAN 59,414 GORDON-DIRKS, TAMMY 83,949 GORGCHUCK, TABITHA 65,066 GORNIAK, GAYLENE 55,794 GOSHAWK, PATRICIA 84,746 GOSSEN, MICHELLE 75,689 GOUDIE-CLOUTIER, LEZLIE 93,260 GOUDREAU, RYLAN 65,847 GOULDEN, SHERRY 85,398 GOULDEN-MCLEOD, PAMELA 98,747 GOWER, HEATHER 64,142 GRAHAM, GERALDINE 59,832 GRAHAM, KATELYN 58,431 GRAHAM, KYLE 68,320 GRAHAM, MATTHEW 59,487

Name Amount GRAHAM, TERRY 99,376 GRAHN, MARY 83,047 GRANT, HEATHER 84,504 GRANT, SHANNON 59,455 GRAPES, ALISON 75,959 GRAY, KENT 84,785 GREEN, BRENDA 166,578 GREEN, PATRICK 94,582 GREENSHIELDS, KATHRYN 60,873 GREGOIRE, JACQUELINE 88,396 GREIG, CANDACE 66,656 GRIER, ANGELA 89,542 GRIMARD, ASHLEY 59,112 GRISMER, LARA 88,286 GROSJEAN, LEO 88,633 GRYBA, BRADLEY 59,292 GRYSCHUK, JOAN 70,504 GUDMUNDSON, ADAM 67,152 GUEST, JOHN 93,241 GUIGON, NEIL 63,704 GUILLET, KIMBERLEY 77,467 GULKA, MICHELLE 54,792 GULUTZAN, TIMOTHY 93,609 GUNNING, RITA 93,432 GURNEY, BRIAN 88,794 GURSKI RISLING, LISA 93,811 GURSKI, KIMBERLY 61,264 GUSKJOLEN, STEVEN 71,275 GUST, MICHAEL 59,905 GUTTORMSON, DAELENE 51,180 GUTTORMSON, KARON 86,015 HABERMEHL, SHERRI 77,705 HAICHERT, SHAR-LEE 50,983 HAIGHT, ERIN 59,306 HAIGHT, JAMES 84,647 HAINWORTH, RYAN 51,414 HAJINOOR, MOHAMED 109,119 HALDERMAN, JEFFREY 62,522


Name Amount HALFINGER, PARKER 74,062 HALLIDAY, KELLI 80,387 HALSETH, MARCI 63,610 HALSTEAD, SHERRY 84,295 HAMILTON OLEY, JILLIAN 73,228 HAMILTON, HUGH 116,524 HAMILTON, SHEA 87,580 HAMILTON, SHERYL 63,905 HAMILTON, TIMOTHY 73,470 HAMON-ADAIR, JENNIFER 72,831 HANKE, APRIL 84,012 HANKE, CODY 120,843 HANKE, KAITLYN 59,046 HANNAH, KRISTINA 82,374 HANSEN, AARON 89,420 HANSON, SHARAH 77,317 HANSON, STACY 88,627 HAPKE, JACQUELINE 51,649 HARDER, DAVID 89,733 HARDING, KATHERINE 59,510 HARKNESS, DAWN 121,457 HARPER, KARI 84,295 HARPER, SANDRA 85,423 HARRIS, WILLIAM 58,969 HARRIS, ZOE 78,839 HARRISON, MARK 60,100 HARRISON, WILLIAM 84,295 HARVEY, DALE 88,649 HARVEY, JAROD 88,539 HARVEY, JAY 95,287 HARVEY, JOCELYN 67,930 HARVEY, SHARON 76,973 HASELL, DAVID 102,252 HASSETT, DONNALEE 85,803 HAUGEN, JEFFREY 66,925 HAWLEY, SCOTT 87,804 HAY, WARREN 93,337 HAYDEN, CINDILEE 73,538

Name Amount HAYES, SEAN 63,263 HAYNE, TARA 88,578 HAYWOOD, JENNIFER 98,492 HEATHER, ERNEST 52,812 HECK, DAWN 84,385 HEGG, RICK 55,212 HEGGIE, BREEANN 64,190 HEILMAN, JUDSON 85,933 HEIN, LAURIE 85,021 HEINRICHS, KANDICE 83,654 HELFRICK, ERIKA 61,739 HELMAN, JACQUELINE 84,582 HELMS, KARA 93,818 HENDERSON, DUANE 72,389 HENDRY, KELSIE 69,217 HEPPNER, ROBERT 88,396 HERBERS, JANICE 58,053 HERNBERG, MEGAN 84,194 HERNBERG, MICHAEL 84,757 HEROUX, MAUREEN 87,127 HERRON, GLADYS 93,241 HERRON, SHALENE 122,804 HESKIN, DARRYL 94,199 HETTERLY, KRISTIN 63,217 HETTINGA, KERSTIN 67,472 HIDLEBAUGH, WILFORD 79,100 HIEBERT, JORDAN 71,889 HIEBERT, TODD 89,737 HILDEBRAND, JAVIS 64,853 HILL, MECAELA 56,130 HILL, WENDY 84,449 HILLER, LAUREN 67,639 HILLS, BRENT 132,660 HILLS, CHRISTOPHER 72,622 HILLS, KAREN 84,013 HILSEN, SHAUNA 115,312 HIND, LORENE 84,779 HINGLEY, IAN 88,484 HINGLEY, JENNIFER 114,873 HINTHER, BRENDA 88,517


Name Amount HLADY, DAVID 60,429 HLADY, LOREEN 88,462 HNATIUK, LAURIE 93,796 HOBBS, CALVIN 88,638 HOBDAY, BRENNA 70,499 HOBDAY-KUSCH, JODY 93,499 HODGINS, ANNA-LISE 60,050 HOEHN, MARTIN 76,783 HOEHN, SHANTELL 58,147 HOFMANN, JAMIE 84,916 HOGG, JENNIFER 79,420 HOLFELD, BRENDA 83,363 HOLFELD, RANDY 125,713 HOLOWATY, CHAD 66,819 HOMENUK, TRAVIS 61,699 HOOVER, JODI 84,746 HOPKINS, LINDSAY 58,882 HORSLEY-DEWAR, TERRY 67,375 HOSALUK, SHELLEY 92,962 HOSKINS, STACY 90,671 HOUDEK, SIMON 85,948 HOULE, DANIEL 67,421 HOWARD, MICHELLE 84,678 HOWELL, ABIGAIL 73,360 HOWIE, CURTIS 64,335 HOWLETT, KENNETH 82,186 HRYCUIK, JAMES 89,053 HRYNCHYSHYN, JULIE 60,039 HRYNCHYSHYN, MEGAN 52,557 HUGHES, ALLISON 88,387 HUMBERT, GAYLENE 68,017 HUMBERT, JILLIAN 62,554 HUMBERT, PAUL 130,171 HUNCHAK, JUDITH 84,488 HUPE, DANA 84,933 HUPE, EDMOND 92,476 HUSHAGEN, SHEENA 96,016 HUTSON, JASON 74,004 HUYNH, MY HONG 86,631

Name Amount HYMERS, DALLAS 65,877 HYNES, LISA 113,395 INGALLS, RAELENE 54,642 IRELAND, RONDA 88,446 IRINICI, ROBERTA 84,155 IRON, ARDIS 52,286 IRVINE, BRENDA 84,694 ISAAC, BRITTNI 68,597 ISAAK, ELVIN 51,168 ISABELLE, JARED 88,082 ISBISTER, DARRYL 116,420 ISBISTER, ROBERTA 88,429 ITO, JORI 59,380 IVERSON, RICHARD 129,294 IVERSON, SHONA 84,122 IWANICHA, LINDSAY 70,376 JACKSON, DELANEY 69,507 JACKSON, TERRI 88,393 JACOBSON, LEE ANNE 63,758 JAIGOBIN, WITHMAN 166,578 JAMES, LEORA 87,682 JAMIL, FAIZAH 62,680 JANTZ, TIMOTHY 84,295 JANZEN, BONITA 63,509 JANZEN, KRISTINE 66,146 JANZEN, PAUL 110,270 JANZEN, ROBIN 84,364 JANZEN, TRACY 84,768 JARCAN, DANIEL 56,666 JASIUKIEWICZ, MALGORZATA 69,095 JAUNZEMS-FERNUK, JUDY 85,767 JAY, JASMINE 58,309 JAYSON, BELINDA 83,096 JENKINS, MARCY 60,260 JEROME, MICHAEL 72,458 JERRED, WENDY 94,974 JOCKIMS, GREGORY 75,894 JOHNSON, CHANTEL 71,365


Name Amount JOHNSON, COLLEEN 88,461 JOHNSON, DARRYL 85,346 JOHNSON, JASON 94,367 JOHNSON, ROSS 83,400 JOHNSON, SHANNON 74,141 JOHNSON, SHAWN 79,523 JOHNSON, SHERI 88,170 JOHNSON, THERESA 90,614 JOHNSON, TRACY 83,706 JOHNSTON, ALICE 69,552 JOHNSTON, CATHERINE 93,874 JOHNSTON, TRENTON 93,325 JONES, BRETT 88,220 JONES, CORY 71,309 JONES, JOANNA 84,738 JONES, KIRK 94,159 JONES, MARIA 84,445 JORGENSON, BRADLEY 90,927 JORGENSON, LAURA 63,437 JUDD, GARRY 74,140 JUNDT, AKEELA 57,192 JUST, GARRET 52,996 JUTRAS, DANIEL 76,629 JUTRAS, MICHAEL 119,714 KACHUR, CARLA 63,509 KACHUR, MITCHELL 120,122 KACZMER, STACEY 61,846 KADYSCHUK, LEANNE 63,652 KALAPACA, SUSAN 88,396 KALESNIKOFF, LISA 93,050 KALINOCHA, LAURA 84,559 KALINOWSKI, KIRSTIE 72,486 KALYNIUK, CARA 88,215 KALYNUK, MIRISSA 62,275 KAPPHAHN, WILLIAM 102,393 KARWANDY, IAN 71,270 KAYSEAS-BROWN, DONNA 84,265 KEELER, BRENT 88,396 KEELER, JACKY 87,066

Name Amount KEKULA, SHANNON 88,545 KELLEHER, LINDSAY 82,672 KELLER, LOIS 102,393 KELLS, JENNIFER 58,379 KELLS, MARLENE 50,473 KELLY, PATRICK 93,610 KEMBEL, ARLENE 88,259 KENNEY, JEFFREY 97,560 KENNON, SHAUNA 65,464 KENNY, CHARLENE 89,828 KERR, JENNIFER 84,295 KERSHAW, ALLISON 78,961 KIKCIO, PATRICIA 84,295 KIMBERLEY, JASON 84,149 KINCADE, CAMERON 53,908 KINDRACHUK, MARIANNA 62,422 KIRKHAM, REBECCA 74,704 KIRKPATRICK, DWIGHT 118,681 KIRKPATRICK, HEATHER 54,478 KITCHEN, ANDREW 63,312 KIVOL, EMILY 63,786 KLASSEN, CORY 102,671 KLASSEN, SHARON 84,209 KLASSEN, SHAUNA 66,640 KLASSEN, SHAWNA 83,448 KLEIN, DOUG 61,788 KLEIN, THERESA 94,774 KLEITER, KRISTEN 59,986 KLENZ, JAMES 75,195 KNOBLAUCH, KELSEY 62,728 KNUDSEN, ARON 75,095 KOBIALKA, BURNETTA 84,422 KOBYLAK, KIRSTEN 87,761 KOCH, JONATHAN 79,131 KOEHN, ANDREA 88,792 KOKESCH, PAMELA 51,180 KOMADA, CHERYL 84,759 KONKIN, BLAIRE 60,412 KONKIN, JILL 89,922


Name Amount KOOP, JANELLE 71,282 KOPPERUD, RACHEL 61,941 KORNUTA, DENYS 95,266 KORSRUD, MAGGIE 75,304 KOSOKOWSKY, CHAD 79,773 KOSOWAN-KIRK, CHERYL 88,738 KRAHN, CHARITY 64,579 KRAHN, STACEY 81,039 KRAUSE, ELAINE 88,650 KRAUSS, BRENDA 88,220 KRIEG, REBEKAH 60,126 KRITZER, SHANNON 66,888 KROEKER, THOMAS 84,295 KROGSTAD, GERALD 100,267 KRUGER, JODI 75,307 KRUGER, KATHERINE 96,356 KRUGER, MARK 67,300 KRYSAK, JOEL 84,081 KUBE, MEGAN 59,432 KUCEY, GLENN 96,465 KUCKARTZ, LUC 83,363 KUFFNER, TODD 88,215 KULYK, TAMZEN 88,526 KUNY, LYNN 88,792 KUNZ, ROBERT 54,122 KUPROWSKI, KATE 59,555 KURPJUWEIT, MICHAEL 87,539 KUSHNIRUK, RUSSELL 88,325 LABA, STANISLAUS 165,887 LABAS, BRITTANY 57,186 LABE, VALERIE 90,001 LACELLE, ALLISON 58,982 LACEY, KELLY 88,924 LAFRENIERE, KRISTEN 84,199 LALIBERTE, FAYE 88,396 LALIBERTE, LLOYD 83,524 LALIBERTE, SANDRA 84,295 LANDRY-BENOIT, JOSIANNE 52,841

Name Amount LANGILL, MARILEE 88,396 LANGLOIS, LESLIE 88,215 LAPLANTE, DWAYNE 90,309 LAPLANTE, RENEE 111,589 LAROQUE, LEE-ANNE 84,295 LARSON, KATHRYN 58,975 LATURNUS, DAYNA 94,292 LAU, ANNIQUE 86,723 LAURENDEAU, JENNA 57,787 LAVERTY, SARAH 67,595 LAVERTY, TRACY 86,971 LAVOIE, ELISE 62,437 LEAKE, JENNY 66,681 LEATHERDALE, BRANDON 92,984 LEBLANC, LEAH 78,788 LECLERC, ALAIN 93,977 LEE, DERRICK 75,541 LEE, LAURENA 84,565 LEE, MEGAN 93,433 LEHR, LANA 51,363 LEMSTRA, NICOLE 63,445 LENNOX, AMANDA 90,504 LERAT, JODY 54,440 LESYSHYN, DARYL 84,372 LETKEMAN, WESLEY 75,446 LEUSCHEN, ERIN 84,339 LEVESQUE, MICHEL 88,396 LEWCHUK, SHELDON 64,280 LIEBRECHT, JUANITA 63,474 LIEBRECHT, LINDA 88,762 LINDGREN, LAUREL 92,171 LINDSAY, TRAVIS 72,588 LLOYD, AYLA 55,919 LLOYD, MICHELLE 55,622 LOCKWOOD, DANA 73,778 LOEWEN, CHRISTINE 84,722 LOEWEN, VANESSA 50,575 LOFSTROM, PAIGE 76,086 LOITZ, SARAH 55,950


Name Amount LONG, KIMBERLY 76,416 LONG, MURRAY 97,459 LONGSTAFF, BRENTON 84,395 LOOSE, JARET 61,197 LORAAS, LARA 64,876 LORING, TYLER 61,191 LOSHACK, CANDACE 87,841 LOSHACK, JUSTIN 89,183 LOSHACK, RANDI-LEE 93,192 LOSIER, JEAN-FRANCOIS 63,373 LOVE, MATTHEW 68,471 LOVERIN, KENZIE 61,850 LOVERIN, LEAH 77,778 LOVERIN, MITCH 66,217 LOW, MIRANDA 111,541 LOWE, MITCHELL 71,084 LUCE, HEATHER 76,073 LUCIUK, ALAN 92,448 LUCIUK, KATHERINE 84,639 LUCKY, BOB 72,775 LUMA, ALETTA 65,864 LUNDGREN, RHETT 87,777 LYNCHUK, RYAN 68,311 LYONS, ERIC 84,922 LYSAK, MITCHELL 72,020 MACAULAY, RACHEL 66,537 MACBRIDE, CHRISTA 53,660 MACDONALD, AUDREY 89,139 MACDONALD, CHERYL 53,678 MACDONALD, MINDY 77,102 MACDONALD, TESSA 65,149 MACDONALD-SMITH, KAREN 104,749 MACDOUGALL, BARRY 210,794 MACHNEE, JEAN 84,295 MACINTOSH, BRADLEY 89,087 MACKENZIE, ANNA-MARIE 84,545 MACKINTOSH, PATRICK 88,308 MACLEAN, BETTY 62,413

Name Amount MACLELLAN, RACHAEL 69,082 MACLEOD, KIMBERLEY 93,165 MACLEOD, MARC 81,408 MACLEOD, WENDY 80,532 MACMILLAN, LORA 77,073 MADARASH-CLARKE, JOANNE 84,322 MAFFENBEIER, KEN 51,340 MAGNUSON, JUSTIN 70,263 MAMER, VINCENT 96,905 MANAFO, SARAH 88,468 MANCUSI, SANDRA 97,236 MANN, NICOLE 64,561 MANNING, JEMAHL 61,578 MANTYKA, BILL 94,774 MARCOTTE, LINDA 55,258 MARKHAM, SHANE 57,269 MARSH, DIOLINDA 84,971 MARSHALL, JEFFREY 93,598 MARTEL, MARIO 84,658 MARTELL-MERRITT, TAMELA 70,527 MARTENS, MURRAY 88,429 MARTIN, ERIC 63,983 MARTIN, JANELLE 84,784 MARTIN, JEFF 89,275 MARTIN, KATHERINE 64,613 MASSIER-ANDERSON, KELLY 89,194 MATHESON, JUSTIN 62,441 MATIKO, LAURA 84,488 MATIKO, SHAUNA 82,619 MATISZ, TAKAKO 63,221 MAXWELL, HOWARD 84,834 MAY, KATRINA 60,275 MAY, MARTIN 84,295 MAY, SHEILA 90,768 MAYES, HOLLY 51,180 MCALLISTER, JENNIFER 89,722 MCBEAN, DONALD 116,528 MCCANNELL, TIFFANY 88,377


Name Amount MCCONNELL, SHERRY 118,548 MCCONNELL-HARDER, SHELLEY 84,423 MCCOSHEN, KIMBERLY 58,955 MCCRAE, CARMEN 56,768 MCCREA, KARI 88,866 MCCULLOCH, CAILEY 65,757 MCDONALD, ALISSA 54,603 MCDONALD, HEATHER 75,582 MCDOUGALL, DAVID 84,213 MCDOUGALL, JILL 79,476 MCEACHERN, RACHELLE 59,992 MCEACHERN, SHAUN 118,826 MCEWEN, ELLEN 122,687 MCEWEN, JENNA 56,827 MCIVER, EMILY 64,082 MCIVOR, JILL 61,979 MCKAY, TANYA 77,220 MCKEE, JONATHAN 50,438 MCKENZIE, ELIN 80,180 MCKENZIE, KAREN 88,396 MCKINNELL, MICHELLE 72,874 MCLELLAN, JUDY 88,395 MCLEOD, COURTNEY 66,763 MCLEOD, DANA 84,122 MCLEOD, DONALD 93,433 MCMANUS, TRACEY 51,184 MCMASTER, GEOFFREY 88,963 MCMILLAN, VICTORIA 84,022 MCMURTRY, JORDAN 63,607 MCNAIRN, SHARLENE 84,457 MCNARLAND, CORALEE 99,088 MCNARLAND, KEVIN 111,531 MCNEILL, SHEILA 73,967 MCPHERSON, IONA 53,280 MCQUEEN, CATHERINE 72,954 MCQUEEN, GORDON 90,918 MCRAE, ROBERT 69,154 MCRORIE, TAMARA 80,019 MCVITTIE, CHRISTINA 78,835

Name Amount MCVITTIE, ERIN 66,241 MCWILLIE, LAUREL 63,797 MEENA, BRITTANY 61,874 MEIER, CURTIS 84,060 MELDRUM, GREGORY 89,474 MELNYK, SANDRA 88,396 MENNIE, SHANNON 82,856 MENZ, ERIN 69,829 MERASTY, JARRETT 67,742 MICHAUD, MARIE-PIERRE 71,788 MICKLEWRIGHT, CHANDRELLE 75,902 MIDDLETON, ALISON 84,295 MIDDLETON, JALYNN 61,720 MIERAU, LORI 88,193 MIKET, DEBORAH 93,494 MIKO, SHANNON 83,690 MILEN, MICHAEL 72,316 MILEN, THERESE 85,127 MILLAR, DUSTIN 82,687 MILLAR, LINDSAY 67,423 MILLER, LEANN 87,580 MILLER, LEILA 93,564 MILLER, LESLEY 88,482 MILLS, ELSIE 84,295 MILNE, BRITTANY 62,416 MILNER, CAMERON 93,433 MINTZLER, LARRY 51,168 MIRTLE, TREVOR 90,169 MIRWALD, CHRISTOPHER 92,344 MISCAVISH, LYNDA 88,792 MITCHELL, DARREN 89,858 MITCHELL, MEGAN 64,929 MOLARO, JOANNE 93,050 MOLDER, FINN 88,581 MOLLARD, ROBERT 88,259 MOLONEY, SARAH 93,461 MONAHAN, JILL 103,711 MONAHAN, SHAWN 54,832


Name Amount MONEO, JESSICA 68,228 MOODY, GLENN 88,396 MOORE, BRADEN 52,177 MOORE, SCOTT 85,032 MORGAN, DAWN 84,746 MORKEN, ADAM 62,446 MORRIS, ALANNA 84,306 MORRISON, KATHERINE 63,659 MORRISON, RHONDA 87,976 MORSTAD, MIRANDA 59,897 MORTENSON-SPOKES, STACEY 84,122 MORTON, KIMBERLEY 84,581 MOUNTNEY, TYE 84,738 MUDRIK, THERESA 52,373 MUELLER, PETER 108,795 MUIR, ROBERTA 89,711 MUNKHOLM, DIANA 70,836 MUNKLER, RUSSELL 97,236 MURRAY, JAMES 82,992 MURRAY, JANET 84,295 MUZIKA, WARREN 89,532 MYERS, SARAH 76,152 MYROL, TRAVIS 88,331 NAHACHEWSKY, SARAH 75,986 NAIRN, JENNIFER 82,899 NAKONESHNY, KERRI 88,864 NAYLOR, MARLI 59,738 NEGERE-WONG, RACHEL 96,827 NEIGUM, LORI 84,679 NEIJMEIJER, WILLETTE 89,078 NEIMAN, GABRIELLE 67,603 NELSON, ASHLEY 59,957 NELSON, KEVIN 84,790 NEMETH, GAYLE 88,088 NETMAKER, DELORIS 84,988 NEUFELD, ARNOLD 91,562 NEUFELD, ASHLEA 66,030 NEUFELD, MICHAEL 58,418

Name Amount NEURAUTER SAJTOS, GAIL 102,776 NEVEU, TATUM 66,270 NEWBIGGING, BRENDA 84,172 NEWSTEAD, NATASHA 59,279 NEWTON, DEAN 171,044 NEWTON, DIANE 88,329 NEWTON, ROBERT 88,396 NICHOLSON, GWEN 51,180 NICKOLET, BRITTNI 59,619 NICOUD, ISALINE 59,635 NIENABER, CYNTHIA 88,704 NIENABER, EVAN 64,670 NIENABER, SHELLAINE 85,840 NIESSEN, ANNA 88,215 NIZINKEVICH, DONNA 84,381 NJAA, DOUGLAS 123,904 NJAA-DAVIS, HOLLY 88,593 NORBERG, MELANY 85,177 NORRIS, COLLEEN 116,379 NOSTBAKKEN, JOEL 101,478 NOSTBAKKEN, PATRICIA 93,444 NOSTBAKKEN, SOREN 72,561 NOVAKOSKI, COLIN 72,712 NUNWEILER, SUSAN 69,506 O'DELL, CYNTHIA 70,320 O'SHAUGHNESSY, KAREN 84,746 O'SHEA, MEGAN 84,177 OBEY, FAITH 63,312 OCHITWA, STEPHANIE 86,604 OFIOGUMA, SHAUNA 76,617 OKRAINETZ, RYAN 82,123 OLFERT, EVAN 84,866 OLIVER, REID 61,008 OLLENBERGER, MARNI 80,177 OLSON, CHERYL 75,527 OLSON, CYNTHIA 77,387 OLSON, JENNIFER 76,433 OLSON, NAHANNI 74,756


Name Amount ONUFREYCHUK, JAIME 82,536 OPHEIM, DAWN 71,036 ORELLANA, HEATHER 66,111 ORMISTON, MARY 93,444 OROSZ, TANYA 71,034 ORR, EMMA 54,683 ORTH, JASON 68,311 ORTH, RACHELLE 84,280 OSADCHUK, GLENDA 84,944 OSATIUK, DANIELLE 60,223 OSTRANDER, JENNA 55,838 OUELLET, DANIEL 66,161 OWENS, SCOTT 86,330 OXELGREN, CORINNE 102,355 PACHOLKO, DANIELLE 73,508 PAINCHAUD, NICOLE 65,905 PAINCHAUD, TRACY 81,598 PALM, ASHLEY 76,500 PALMER, CHANCE 61,743 PALMER, KRISTIE 66,711 PANCHUK, KATHERINE 93,868 PANKEWICH, CARI 88,230 PANKRATZ, VICTOR 88,215 PANTEL, MICHELLE 92,725 PAPUNEN, CHASITY 51,264 PARANGI, MARLEY 88,534 PARK, HYE 67,885 PARK, JESSIE 88,754 PARKER, TAMMY 65,932 PARR-HILLESTAD, CAROLYN 88,358 PARSON, ALLAN 77,675 PASLOSKI, ZOE 87,874 PATERSON, TOM 89,089 PATKAU, GLENN 95,771 PATOLA, PAULA 55,274 PATTERSON, BARCLAY 84,191 PATTISON, SUSAN 118,434 PAUL, DORIS 88,426 PAUL, ROBERT 70,135

Name Amount PAULSEN, SANDRA 93,752 PAVLIN, JILLIAN 63,430 PAWLOVICH CAREY, JILL 96,964 PEARSON, MARK 85,631 PEDERSON, JEFFREY 76,240 PENDER, CYNTHIA 84,306 PERKINS, JENNAVIEVE 66,906 PERRIN, LINDSAY 83,954 PERU, DIANE 84,155 PETE, PAULA 84,295 PETERS, ADAM 79,021 PETERS, ALI 65,841 PETERS, ANGELA 66,256 PETERS, SHANNON 67,951 PETERSON, BRADLEY 84,226 PETERSON, KAREN 111,280 PETERSON, MARK 69,137 PETRIE, JESSICA 85,329 PETRO, KAREN 84,246 PETROUTSAKOS, TARA 82,123 PETTY, JEFFREY 61,145 PHILIPENKO, DEBORAH 80,901 PHIPPS, ELIZABETH 105,389 PICHLER, DEBORAH 84,243 PIDWERBESKI, RHONDA 84,422 PIDWERBETSKY, DUANE 88,514 PIERCE, KENDALL 117,188 PIERCE, SHAUNA 66,297 PILKEY, DARREN 93,527 PIRO, JANNA 110,864 PITTMAN, ANDREA 88,396 PITTMAN, HIXON 83,992 PLACATKA, MORGAN 66,688 POCHA, SHEILA 114,198 POCKETT, SHEENA 63,314 POELLET, JUDY 86,909 POIER, NICOLE 86,263 POITRAS, MARK 64,887 POPESCUL, JANE 65,303 PORTAS, HOLLY 73,408


Name Amount POSSBERG, DOUG 70,709 POSSBERG, LINDSAY 65,713 POSTEY, DARYL 56,584 POUNDMAKER, MELISSA 77,043 POWELL, CATHERINE 84,950 PRATTE, DAVID 88,462 PREBBLE, MICHAEL 54,440 PREFONTAINE, CHERYL 80,184 PREFONTAINE, CYNTHIA 85,627 PREFONTAINE, LINDA 84,295 PRICE, APRIL 63,563 PRINGLE-NELSON, CORALEE 117,568 PRINTZ, SCOTT 88,396 PRITCHARD, GRAHAM 83,413 PROCTOR, LISA 84,625 PROCTOR, LYNDEN 54,908 PROKOPCHUK, JAMIE 74,401 PROPP, CORALEA 84,620 PULFER, TERRI 102,776 PULS, HEATHER 84,295 PUOBI, DULCIE 81,506 QUAYLE, KATHLEEN 88,165 QUINN, DAVE 51,190 RADCHENKO, JOY 84,543 RAK, SHANNON 84,323 RAMSDEN, JEREMY 65,284 RAPKO, MALVINA 87,873 RATHOUR, SEEMA 93,294 RATZLAFF, KRISTEN 70,932 RAVEN, KATHERINE 59,315 RAWLYK, FRANCES 62,859 RAWLYK, ROBERT 93,433 RAWLYK, STACEY 62,426 RAYNER, CHRISTINE 101,673 REDFORD, BARRIE 84,295 REED, NICOLE 53,308 REEVE, PATRICE 110,270 REGIER, KRISTINA 83,813

Name Amount REID, HEATHER 89,169 REID, KIMBERLY 84,422 REID, ROBERT 82,998 REID-SHEA, THERESA 95,376 REIDER, SHANE 84,400 REIMER SUGGS, CYNTHIA 84,036 REINHARDT, BRANDAN 66,029 REINHART, BRENDA 65,751 REIST, ALLYSON 70,664 REMILLARD, LINE 65,905 REMOUNDOS, AGATHA 92,800 REMPEL, NORMA 84,202 REYNAUD, JORDAN 72,148 RICHARDS, SHEILA 56,902 RICHARDSON, JANE 56,982 RIEBOT, KIRSTEN 65,777 RIGBY, WENDY 84,510 RIOUX, TINA 88,616 RIPPLINGER, BRETT 51,168 RISLING, BRENNAN 74,044 RITCHIE, KENT 58,898 RITTINGER, TYLER 84,515 ROADHOUSE, TRACY 82,334 ROBERTS, ALUN 80,094 ROBERTS, MATTHEW 60,632 ROBERTS, SAMANTHA 54,295 ROBERTSON, ALISON 64,593 ROBERTSON, HAROLD 123,233 ROBERTSON, KRISTEN 84,295 ROBERTSON-BOERSMA, ALEXANDRIA 60,476 ROBIN, LAURA 57,066 ROBINSON, ASHLEY 94,584 ROBINSON, EDITH 88,286 ROBINSON, JOSEPH 88,214 ROGOWSKI, JANIS 84,209 ROLLO, ANNE-MARIE 60,888 ROSS, BLAIR 67,077 ROSS, MARNIE 94,092


Name Amount ROSSMO-WIEGERS, KAREN 84,209 ROSZELL, MARGARET 85,241 ROTHERY, VALERIE 65,905 ROUTLEY, KAREN 88,033 ROVENSKY, VIRGIL 84,295 ROWAN, KERRI 89,023 ROWLEY, ERIC 78,625 ROWLEY, PATRICIA 88,396 ROY, CHRISTOPHER 109,689 ROY, RITA 63,225 ROZDILSKY, GEORGE 91,102 RUDY, ROBERT 88,902 RUNALLS, PAUL 88,422 RUO, LESLIE 93,385 RUSNAK, TAMARA 94,661 RUTHERFORD, KERRIE 105,520 RUTHERFORD-CEY, JODY 58,793 RUTTLE, LAUNA 83,085 RYDE, CLIFFORD 79,412 SACK CAISSE, PATRICIA 71,689 SALAMON, KRISTIN 57,468 SALEN, SHERYL 93,346 SALIKIN, JAY 116,516 SALTER, STACEY 103,330 SANDBECK, LINDSAY 83,995 SANDERS, WANDA 85,742 SANDOR, WARREN 68,197 SANDS, CAROL 84,295 SANSOM, SHERRY 59,003 SARAUER, ERIN 65,412 SARGEANT, JACK 95,936 SARGEANT, THOMAS 130,922 SARICH, CAROL 84,350 SAUNDERS, ROBERT 115,413 SAUNDERSON, THERESA 65,905 SAUTER, SHELLY 84,191 SAWATSKY, DANIEL 74,004 SAWATSKY, LAUREEN 69,143 SAWATZKY, KEVIN 84,405

Name Amount SCADDAN, DAVID 88,215 SCHAAN, PAMELA 83,446 SCHAAN, SOMANTA 94,661 SCHAEFER, KAYLA 58,174 SCHELLENBERG, DANIEL 89,100 SCHINDELKA, ANGELA 52,072 SCHMALZ, ARLENE 60,032 SCHMIDT, CAITLAN 58,569 SCHMIDT, DENISE 59,832 SCHMIDT, THERESA 84,295 SCHMIDT-WATT, CHRISTOPHER 60,574 SCHMITZ, SHERI 51,180 SCHNEIDER, BRENT 84,317 SCHNEIDER, JASON 60,278 SCHNELL-PERSSON, TRACY 88,396 SCHOENFELD, BRADLEY 66,297 SCHRADER, LEAH 84,471 SCHROEDER, JAIME 99,914 SCHROEDER, REBECCA 78,542 SCHULE, MATTHEW 56,114 SCHUMACHER, CRAIG 76,985 SCHWANKE, JONATHAN 84,955 SCHWANKE, SUZY 86,111 SCISSONS, KIMBERLEY 84,211 SCOTT LINDSAY, JANA 86,177 SCOTT, AMANDA 58,252 SCOTT, ANNA 73,061 SCOTT, CHAD 57,196 SCOTT, DEANNA 106,958 SCOTT, STEFAN 72,468 SCRIMSHAW, CHARLENE 150,054 SCRIVENS, ERIN 66,107 SEAMER, KARI 83,653 SEARCY, KAREN 88,998 SEGO, KRISTA 112,032 SEIBEL, LINDA 88,567 SEKULICH, WENDY 84,361 SENGER, CINDY-LOU 84,295


Name Amount SERBLOWSKI, RYAN 64,661 SESTAK, RUTH 84,560 SEWELL, ALAYNE 68,490 SHANDLER, ROB 88,426 SHANGRAW, CASSANDRA 77,325 SHARP, RACHEL 89,133 SHEPHERD, CURTIS 117,325 SHEPHERD, JEFFERY 112,152 SHEWCHUK, CARLYN 71,933 SHEWCHUK, HEATHER 73,931 SHEWCHUK, NICOLE 56,386 SHEWCHUK, STEPHANIE 66,010 SHIRCLIFF, KIMBERLEY 88,396 SHIRLEY, THANE 88,325 SHMON, ROBERT 114,626 SHMYR, KEVIN 70,163 SHULTZ, LACY 63,981 SHUTTLEWORTH, ROBYN 81,993 SHYLUK, DEENA 91,463 SIBA, KRISTIN 94,840 SIEFFERT, GLENN 51,316 SIEMENS, TIMOTHY 95,469 SIKORSKI, DAVID 53,856 SIKORSKY, CAMERON 90,010 SILBERNAGEL, SYBILLE 84,342 SIMES, THOMAS 88,396 SIMPSON, JAMES 84,889 SIMPSON, JANET 117,526 SIMPSON, LEANNE 59,107 SIMPSON, MICHELLE 76,118 SINCLAIR, KATHLEEN 66,587 SINGH, SEREENA 56,880 SINNETT, DARRIN 116,996 SISSON, BRENDA 84,557 SKJERVEN, SHANE 176,357 SLATER, CAROL 88,429 SLOBODA, DAVID 115,653 SMITH, ALYSSA 59,621

Name Amount SMITH, BRADLEY 90,272 SMITH, BRITTANY 62,932 SMITH, CAREY 89,392 SMITH, CARL 84,295 SMITH, KRISTEN 88,121 SMITH, MEAGAN 67,694 SMITH, REAGAN 85,387 SMITH, SEAN 84,347 SMITH, SHARON 93,433 SMITH, TIFFANY 82,098 SMITH-WINDSOR, JODI 87,369 SMITH-WINDSOR, MATTHEW 86,841 SMYSNIUK, KRISTIN 74,027 SMYTH, LANETTE 67,425 SOBOTTKA, SANDRA 64,918 SOLLOSY, SHARON 81,073 SOMERS-PETERS, STACI 88,396 SOMERVILLE, PATRICK 93,791 SOMMERFELD, AMBER 52,305 SOOKEROKOFF, LISA 65,905 SOPER, KRISTY 56,548 SOROSKI OLFERT, CARRIE 65,448 SOUCY, JEFFREY 95,659 SPAFFORD, BROOKE 60,147 SPAFFORD, CALLIE 54,614 SPEIDEL, DONALD 83,363 SPEIR, JEFFREY 94,700 SPENCE, DAVID 74,751 SPENCER, BONNIE 84,383 SRAYKO, DEBRA 88,033 ST. PIERRE, SCOTT 102,863 STANFORD, CANDACE 84,148 STANKOWSKI, LOCKHART 88,137 STECKLER, GLORIA 86,908 STECKLER, MAEGHAN 60,854 STEEL, DOUGLAS 70,730 STEFANSON-PEXA, STEFANIE 84,071


Name Amount STEHR, JEFFREY 61,938 STENSRUD, CRAIG 89,056 STEVENS, DEBBIE 115,906 STEVENS, NICOLE 79,541 STEVENSON-LAVERTY, KARI 82,276 STEWART, CHRISTOPHER 80,936 STEWART, LAINIE 60,548 STEWART, NATALIE 61,434 STEWART, NEIL 88,693 STOCK, JENNIFER 60,511 STOCKHAM, MICHAEL 85,269 STOLAR, GERALDINE 90,776 STONE, SARA 93,527 STONEHOUSE, NATASHA 68,446 STORRY, ANGELA 73,811 STRANGE, GILLIAN 93,433 STRANGE, KIM 86,521 STREET, KRIS 80,158 STRELIOFF, KARSTEN 62,809 STRUEBY, SHANNA 102,799 STRUNK, ALEXANDRA 58,690 STUCKY, BOB 58,419 SUMNERS, KATHLEEN 83,949 SUN, MENG 73,819 SURDU, YVONNE 88,462 SUTTON, KERI 55,398 SWAN, DEAN 96,084 SYDIAHA, MELANIE 83,793 SYMON-LUNGAL, MARGARET 93,422 SYRNICK, ALLISON 53,058 TAIT, JAMES 69,143 TAIT, MEGAN 69,510 TAIT, TARA 60,125 TAM, IVAN 122,457 TAMBLYN, TOBI 93,066 TANG, JANELLE 93,527 TANGJERD, HEATHER 84,504

Name Amount TATARYN, VALERIE 84,878 TATE, MELISSA 76,428 TAYLOR, DEBORAH 84,658 TAYLOR, JENNIFER 61,638 TAYLOR, PATRICIA 84,892 TAYLOR, SUSAN 86,069 TEGENKAMP, MARLA 87,237 TEICHROEB, STEPHEN 51,439 TESSMANN, CHANTELLE 84,295 TETRAULT, DOUGLAS 101,459 THIESSEN, GLENN 88,814 THIESSEN, JOCELYN 54,683 THIVIERGE, ADINE 76,318 THIVIERGE, DIANA 65,905 THOMAS, WENDY 77,789 THOMPSON, BRET 78,123 THOMPSON, CRAIG 51,046 THOMPSON, JESMOND 66,979 THOMPSON, LYNNETTE 84,060 THOMPSON, SCOTT 88,395 THON, KRISTA 66,699 THORSTAD, ANDRA 88,304 THORSTAD, BRIAN 102,393 TILBURY, SHAUNA 116,420 TILK, DEBRA 88,396 TILLMAN, CASSIDY 68,881 TIMM, MICHELLE 93,644 TITUS, ALLISON 88,396 TOOLEY, DANIELLE 102,502 TOOR, KENDRA 62,376 TOPP, NICOLA 59,818 TORGUNRUD, CRYSTAL 96,201 TOTH, TRACI 78,455 TOTLAND, HAILEY 68,244 TOTLAND, JENNA 65,407 TOURANGEAU, NORINE 94,621 TOZZI, HEATHER 60,542 TRAPP, JASON 71,480 TRINH, SARAH 76,077 TROESCH, LEO 106,669


Name Amount TRUMPOUR, JOCELYN 66,821 TUMACH, KIMBERLY 84,291 TUMBACH, MATTHEW 73,500 TUNISON, SCOTT 116,516 TYSOWSKI, KEVIN 83,928 UHRICH, KAREN 88,226 UITTI, ALISON 88,033 UKRAINETZ, GLEN 88,748 ULRICH, JONELLE 97,199 UNDERWOOD, KATHLEEN 96,420 URBANOSKI, CLINTON 59,832 URN, WILLIAM 51,924 USHER, LISA 60,838 UTIGARD, CANDACE 65,905 VALENTINE, JAIME 166,681 VAN HESTEREN, SHERRY 93,241 VAN OLST, JAMIE 68,727 VAN OLST, JEREMY 85,142 VAN'T HOF, DOROTHY 92,567 VANDENBERG, ERIN 79,284 VANDENHEUVEL, STEVEN 62,641 VANDENHURK, MEAHGAN 70,165 VANGOOL, HELEN 71,052 VANIN, ROBIN 58,496 VANTHUYNE, NICOLE 84,004 VASKO, STACEY 88,248 VAUGHAN, MARILYN 84,295 VAVALA, DAVID 55,715 VEDRESS, JANEL 65,954 VELONAS, CHARLENE 83,292 VESZI, MICHAEL 71,919 VETTER, SHERRY 75,615 VICKARYOUS, KELLY 80,436 VINCENT, STEPHEN 87,451 VINET, ROSEMARY 84,801 WACHS, BRENT 88,683 WACHS, JODIE 53,084 WACKER, RHONDA 84,339

Name Amount WAGAR, JASON 64,572 WAGNER, ERIC 84,665 WAGNER, LISA 88,371 WAHBA, SALAH 51,168 WALDRON, MICHAEL 59,467 WALKER, SARAH-JANE 65,310 WALKER, SHANNON 79,277 WALKER, STEWART 54,905 WALLING, TERRIANN 55,727 WALTER, CARLENE 88,407 WALTERS, LESLEY 89,056 WARD, CATHERINE 100,630 WARD, SARAH 81,300 WARD, SARAH 62,293 WARREN, DABNEY 59,292 WARRINGTON, CHRISTINA 75,323 WARRINGTON, DARCY 77,522 WASLEN, JANELLE 59,969 WASYLYNIUK, ROXANN 84,306 WATSON, MILLICENT 87,241 WATTS, BRADLEY 88,396 WEAVER, JANET 84,702 WEHNER, DEBORAH 60,085 WEIMAN, KRISTEN 78,303 WEIMER, HEATHER 74,209 WEINMASTER, DONNALEE 174,872 WEISBROD, MEGAN 66,813 WEISMAN, GIDEON 66,587 WELCH, SHANNON 93,860 WELDER, NICOLE 79,599 WELWOOD, ARIELLE 60,485 WEST, CRYSTAL 83,389 WESTFIELD, ROBBIE 50,983 WHITEHEAD, TARA-LEA 75,189 WIDDIFIELD-KONKIN, LESLIE 101,435 WIEBE, CALLIE 86,761 WIEBE, DEAN 85,264 WIEBE, DOUGLAS 114,310


Name Amount WIEBE, JOSHUA 88,937 WIEGERS, WARREN 93,388 WIGELSWORTH, DEBRA 93,906 WIHAK, REGINALD 94,053 WILDERMAN, MARK 87,245 WILKINSON, DEBORAH 84,564 WILL, BRADLEY 84,387 WILLEY, SHAUN 88,347 WILLIAMS, BRITTANY 62,629 WILLIAMS, JANET-LOUISE 102,776 WILLIAMS, SHARI 85,450 WILLIAMS, THOMAS 57,199 WILLIAMS, TRUDY 85,197 WILLMS, DANA 70,682 WILSON, CANDACE 96,873 WILSON, CLAYTON 58,616 WILSON, LORRY 84,041 WILSON, ROBERT 102,393 WILSON, ROBERT 117,282 WILSON, TAMMY 84,548 WINBERG, SARA 68,383 WINGERT, SHANE 88,600 WIPF, JACOB 61,616 WIST, KELLY 84,416 WOIDEN, KENDRA 65,381 WOJCICHOWSKY, LUBA 76,213 WOLFE, CHERYL 84,372 WOLFE, HENRY 88,458 WOLTER, LINDSAY 86,224 WOOD, GENEVIEVE 110,772 WOOD, LORI 93,432

Name Amount WOOD, STEPHANIE 74,989 WOOD, TAMMY 83,788 WOODS-FEHR, ANDREA 92,552 WOOLLER, KAREN 83,258 WOOSTER, CAMILLE 70,101 WOROBEC, HILDA 60,292 WOYTIUK, MARCI 84,220 WOYTOWICH, ROBERT 89,883 WRIGHT, HEATHER 87,774 WRIGHT, JOHN 94,610 WUDRICH, SHERIL 84,647 WUTTUNEE, TAMMY 103,229 WYATT, DEBBIE 54,576 YAGANISKI, BAILEE 50,386 YAHYAHKEEKOOT, LEO 84,295 YAUSIE, RYAN 70,080 YEE, DANIEL 88,396 YEE, DEBORAH 93,543 YEE, NICHOLE 60,778 YONG, KAI-MING 84,401 YOUNG, CHERYL 84,295 YOUNG, JORDAN 59,092 YOUNGCHIEF, SANDRA 54,228 YUHASZ, KATELIN 61,803 YUN, CHRISTINE 67,755 ZALUSKI, KATHLEEN 89,010 ZBEETNOFF, STACEY 84,301 ZOLLER, ANNA-MARIE 93,230 ZRYMIAK, HALEY 82,431 ZUREVINSKI, BREANNA 57,056 ZUREVINSKI, KRISTIN 65,360

Transfers

Name Amount GOOD SPIRIT SCHOOL DIVISION 226,514 GREATER SASKATOON CATHOLIC SCHOOL 131,621

Name Amount PRAIRIE SPIRIT SCHOOL DIVISION 89,974 WHITECAP DAKOTA FIRST NATION-B 477,458


Supplier Payments

Name Amount ACKLANDS-GRAINGER INC. 93,105 AINSWORTH INC. 170,112 AKIN CONSTRUCTION 147,014 AL ANDERSON'S 137,098 AMAZON.CA 366,371 APPLE CANADA INC 151,176 AQUIFER DISTRIBUTION LTD 82,634 AV SHUTTLE CAB 197,312 BANK OF MONTREAL 212,720 BAYSHORE HOME HEALTH 87,230 BLACKBOARD INC. 55,769 BOLDT MASONRY LTD 86,737 BONNIE READ 143,573 CALIBER SPORT SYSTEMS INC. 143,288 CAMP KADESH 82,010 CAMPCORP STRUCTURES LTD 837,585 CANADIAN TEST CENTRE INC 87,380 CANDORBUILD CONSTRUCTION CORP 57,951 CARMONT CONSTRUCTION LTD 500,468 CDW CANADA INC 237,176 CENTURY ROOFING & SHEET METAL 73,136 CERVUS EQUIPMENT 68,216 CHEP GOOD FOOD INC 113,624 CIBC 66,594 CITY OF SASKATOON 3,196,379 CLARK ROOFING 900,388 CO-OPERATORS 2,342,425 CON-TECH GENERAL CONTRACTORS 108,275 CONNEX TELECOMMUNICATIONS CORP 103,708 CP DISTRIBUTORS LTD 103,222

Name Amount CROSBY HANNA & ASSOCIATES 55,936 CXTEC 55,290 CYPRESS SALES PARTNERSHIP 355,348 D2 CONSTRUCTION LTD 69,128 DELOITTE MANAGEMENT SERVICES 54,294 DYNAMIC GLASS & DOOR LTD 76,522 EECOL ELECTRIC (SASK) LTD 85,382 ELLISDON CORPORATION 298,694 EMCO CORPORATION 93,047 EPIC INFORMATION SOLUTIONS 121,294 ETERA CONSTRUCTION 112,445 FEDERATED CO-OPERATIVES LTD 75,278 FIRSTCANADA ULC 4,328,633 FLYNN CANADA LTD 412,737 HAID GENERAL CONSTRUCTION LTD 133,385 HBI OFFICE PLUS INC. 80,245 HERTZ NORTHERN BUS 2,457,568 HOME DEPOT 52,439 IMPERIAL PARKING CANADA CORP 246,960 INLAND AUDIO VISUAL (WPG.) 76,813 ION SECURED NETWORKS 77,829 JOHNSON CONTROLS LTD 333,944 JOSTENS CANADA LTD 57,127 KEMSOL PRODUCTS LTD 58,578 KIM CONSTRUCTORS LTD 556,202 KINDRACHUK AGREY ARCHITECTS 331,804 LONG & MCQUADE 80,088 LORAAS' DISPOSAL SERVICES LTD 95,998


Name Amount M.N.S LTD 508,342 MARSH CANADA LIMITED 635,963 MAXIE'S BUS LINES 57,330 MCGRAW-HILL RYERSON LTD 65,531 MCNALLY ROBINSON BOOKSELLERS 59,275 MEDICHAIR 72,978 MINERS CONSTRUCTION CO LTD 99,953 NELSON EDUCATION LTD 68,456 OLYMPIAN SPORTS 104,698 OUTLAW METAL FABRICATION 56,977 PACE CHEMICALS LTD 65,280 PARADIGM SHIFT ACHIEVEMENT 51,002 PARK N PLAY DESIGN CO LTD 120,259 PAYPAL 96,458 PEARSON CANADA INC T46254 138,811 PENNEY MURPHY & ASSOCIATES 91,157 PERFECTION PLUMBING 51,889 PINNACLE DISTRIBUTION INC 375,594 POWERLAND COMPUTERS 522,995 PRAIRIE PAVING 183,850 PRINCE ALBERT NORTHERN 70,075 PRO SERVICE MECHANICAL 56,584 PROFESSIONAL AUDIO VISUAL LTD 65,928 R & D DRYWALL INC 509,454 REAL CANADIAN WHOLESALE CLUB 95,361 REAL CDN SUPERSTORE #1 131,243 ROBERTSON STROMBERG LLP 95,082 ROOF MANAGEMENT & INSPECTION 338,642 ROUND TABLE MANAGEMENT LTD. 224,800 S.S.S.A.D. 83,674

Name Amount SALVATION ARMY 51,539 SASKATCHEWAN POWER CORP 830,611 SASKATCHEWAN SCHOOL BOARDS ASSOC 177,416 SASKATOON CHRISTIAN SCHOOL 752,902 SASKATOON CO-OP ASSOC LTD 76,269 SASKATOON DOWNTOWN YOUTH CENTRE 54,096 SASKATOON FIRE & FLOOD 553,957 SASKATOON MISBAH SCHOOL 545,332 SASKATOON PRAIRIELAND PARK 85,153 SASKATOON SOCCER CENTRE INC 107,661 SASKENERGY 1,186,404 SASKTEL 168,768 SAUNDERS BOOK COMPANY 54,605 SCHOLASTIC BOOK FAIRS 67,742 SCHOLASTIC CANADA LTD 97,295 SEEMOREGREEN 168,255 SEPW ARCHITECTURE INC 106,791 SKYLINE ATHLETICS 51,763 SOFTWARE4SCHOOLS.CA 110,395 SPECTRUM ELECTRIC INC 60,493 SRB EDUCATION 221,076 ST. JOHN'S MUSIC 155,413 STAPLES BUSINESS SUPPLY INC 70,774 SUNLIGHT PAINTING AND DECOR 90,581 SUPREME OFFICE PRODUCTS LTD 746,967 SYSCO 199,358 TCU PLACE 255,815 THERAPLAY PEDIATRIC OCCUPATION 79,590


Name Amount TRADE WEST EQUIPMENT LTD 299,674 TRANSCONA ROOFING LTD 351,231 TRAVEL MASTERS SASKATOON 349,329 UNISOURCE CANADA INC 76,494 UNITED GROUP 493,342 UNITED LIBRARY SERVICES INC 60,041

Name Amount VCM CONSTRUCTION LTD 2,633,171 VERSATILE CONCEPTS INDUSTRIES 349,458 WAL-MART SUPERCENTER 134,620 WEIGHTMAN DON 51,450 WEST JET 155,199 XEROX CANADA LTD 537,953

Other Expenditures

Name Amount CAN UNION PUB EMP LOCAL 8443 531,254 MINISTER OF FINANCE 53,442 RECEIVER GENERAL FOR CANADA 51,299,830 SASKATCHEWAN TEACHERS' FED 18,275,206 SASKATOON TEACHERS' ASSOCIATION 208,081

Name Amount TEACHERS SUPERANNUATION COMMIS 265,127 TEACHERS SUPERANNUATION FUND 159,281 WORKERS' COMPENSATION BOARD 606,374


Appendix B – Management Report and Audited Financial Statements


Consolidated Financial Statements of

THE BOARD OF EDUCATION OF THE SASKATOON SCHOOL DIVISION NO. 13 OF

SASKATCHEWAN

Year ended August 31, 2016


Management’s Responsibility for the Consolidated Financial Statements

The school division’s management is responsible for the preparation of the consolidated financial statements in accordance with Canadian public sector accounting standards and the format specified in the Financial Reporting Manual issued by the Ministry of Education. The preparation of financial statements necessarily involves the use of estimates based on management’s judgment, particularly when transactions affecting the current accounting period cannot be finalized with certainty until future periods.

The school division’s management maintains a system of accounting and administrative controls to ensure that accurate and reliable financial statements are prepared and to provide reasonable assurance that transactions are authorized, assets are safeguarded, and financial records are properly maintained to provide reliable information for the preparation of financial statements.

The Board of Education is comprised of elected officials who are not employees of the school division. The Board is responsible for ensuring that management fulfills its responsibilities for financial reporting and internal control, and for approving the consolidated financial statements. The Board is also responsible for the appointment of the school division's external auditors.

The external auditors, Deloitte LLP, conduct an independent examination in accordance with Canadian auditing standards and express their opinion on the consolidated financial statements. The accompanying Auditor’s Report outlines their responsibilities, the scope of their examination and their opinion on the school division’s consolidated financial statements. The external auditors have full and free access to, and meet periodically and separately with, both the Board and management to discuss their audit findings.

On behalf of the Board of Education of the Saskatoon School Division No.13 of Saskatchewan:


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, 2016, the consolidated statements of operations and accumulated surplus from operations, remeasurement gains, 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, 2016, and its consolidated results of operations, consolidated remeasurement gains, 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.

Chartered Professional Accountants Licensed Professional Accountants

Saskatoon, Saskatchewan November 29, 2016

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


Consolidated Statement of Financial Position as at August 31, 2016

2016 2015Financial Assets

Cash and Cash Equivalents 19,470,805 22,879,623 Accounts Receivable (Note 8) 2,743,637 2,595,693 Portfolio Investments (Note 4) 24,519,512 19,500,000

Total Financial Assets 46,733,954 44,975,316

LiabilitiesAccounts Payable and Accrued Liabilities (Note 9) 5,892,809 7,787,933 Long-Term Debt (Note 10) 12,834,183 17,715,538 Liability for Employee Future Benefits (Note 6) 5,392,300 5,194,700 Deferred Revenue (Note 11) 7,207,872 7,423,585

Total Liabilities 31,327,164 38,121,756

Net Financial Assets 15,406,790 6,853,560

Non-Financial AssetsTangible Capital Assets (Schedule C) 253,048,388 187,707,101 Prepaid Expenses 522,620 542,455

Total Non-Financial Assets 253,571,008 188,249,556

Accumulated Surplus (Note 14) 268,977,798 195,103,116

Accumulated Surplus is Comprised of:Accumulated Surplus from Operations 268,968,371 195,103,116 Accumulated Remeasurement Gains and Losses 9,427 -

Total Accumulated Surplus (Note 14) 268,977,798 195,103,116

Contractual Obligations and Commitments (Note 17)

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


Consolidated Statement of Operations and Accumulated Surplus from Operations for the year ended August 31, 2016

2016 2016 2015Budget Actual Actual

REVENUES(Note 15)

Property Taxation 109,348,585 109,832,637 106,259,797 Grants 189,851,406 191,409,360 125,118,559 Tuition and Related Fees 3,387,880 2,883,699 3,368,794 School Generated Funds 4,955,000 5,081,969 5,006,384 Complementary Services (Note 12) 3,394,896 3,219,204 3,073,127 External Services (Note 13) 6,789,704 9,085,202 7,432,133 Other 1,263,000 1,321,128 1,306,804

Total Revenues (Schedule A) 318,990,471 322,833,199 251,565,598

EXPENSESGovernance 833,147 887,883 741,120 Administration 6,898,819 6,372,234 6,522,780 Instruction 186,009,381 182,932,354 176,765,027 Plant 35,368,997 34,054,924 34,931,496 Transportation 7,273,559 6,777,884 6,607,151 Tuition and Related Fees 283,000 325,496 281,020 School Generated Funds 4,955,000 5,583,073 5,280,105 Complementary Services (Note 12) 3,480,379 3,483,102 3,191,910 External Services (Note 13) 6,853,806 7,974,085 6,571,074 Other Expenses 581,500 576,909 715,888

Total Expenses (Schedule B) 252,537,588 248,967,944 241,607,571

Operating Surplus for the Year 66,452,883 73,865,255 9,958,027

Accumulated Surplus from Operations, Beginning of Year 195,103,116 195,103,116 185,145,089

Accumulated Surplus from Operations, End of Year 261,555,999 268,968,371 195,103,116



Consolidated Statement of Remeasurement Gains for the year ended August 31, 2016

2016 2015

Accumulated Remeasurement Gains (Losses), Beginning of Year - - Unrealized gains attributable to:

Portfolio investments 9,427 - Net remeasurement gains for the year 9,427 -

Accumulated Remeasurement Gains, End of Year 9,427 -



Consolidated Statement of Changes in Net Financial Assets for the year ended August 31, 2016


(Note 15)

Net Financial Assets, Beginning of Year 6,853,560 6,853,560 4,101,068

Changes During the YearOperating Surplus for the Year 66,452,883 73,865,255 9,958,027 Acquisition of Tangible Capital Assets (Schedule C) (81,107,012) (77,327,211) (20,698,627) Amortization of Tangible Capital Assets (Schedule C) 12,380,000 11,985,924 13,493,287 Net Change in Other Non-Financial Assets - 19,835 (195)

(2,274,129) 8,543,803 2,752,492

Net Remeasurement Gains - 9,427 -

Change in Net Financial Assets (2,274,129) 8,553,230 2,752,492

Net Financial Assets, End of Year 4,579,431 15,406,790 6,853,560



Consolidated Statement of Cash Flows for the year ended August 31, 2016

2016 2015

OPERATING ACTIVITIESOperating Surplus for the Year 73,865,255 9,958,027 Add (Deduct) Non-Cash Items Included in Surplus (Schedule D) (58,407,147) 8,298,882 Net Change in Non-Cash Operating Activities (Schedule E) (2,041,346) (419,758)

Cash Provided by Operating Activities 13,416,762 17,837,151

CAPITAL ACTIVITIESCash Used to Acquire Tangible Capital Assets (6,934,140) (14,981,031)

Cash Used by Capital Activities (6,934,140) (14,981,031)

INVESTING ACTIVITIESCash Used to Acquire Portfolio Investments (24,510,085) (19,500,000) Proceeds on Disposal of Portfolio Investments 19,500,000 20,000,000

Cash Provided (Used) by Investing Activities (5,010,085) 500,000

FINANCING ACTIVITIESProceeds from Issuance of Short-Term Loans - 5,076,098 Repayment of Long-Term Debt (4,881,355) (4,448,435)

Cash Provided (Used) by Financing Activities (4,881,355) 627,663

INCREASE (DECREASE) IN CASH AND CASH EQUIVALENTS (3,408,818) 3,983,783

CASH AND CASH EQUIVALENTS, BEGINNING OF YEAR 22,879,623 18,895,840

CASH AND CASH EQUIVALENTS, END OF YEAR 19,470,805 22,879,623



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” 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 qualified donee for charity purposes 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”) became redundant when the school division acquired qualified donee status in 2015. As a result, the trust fund was voluntarily revoked in March, 2016. Qualified donee status, like registered charity status, enables the school division to issue tax deductible receipts for donations used 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 $5,392,300 (2015 - $5,194,700 ) because actual experience may differ significantly from actuarial estimations.

• property taxation revenue of $109,832,637 (2015 - $106,259,797) because final tax assessments may differ from initial estimates.

• useful lives of capital assets and related amortization of $11,985,924 (2015 - $13,493,287) because the actual useful lives of the capital assets may differ from their estimated economic lives.

• the liability for employee pensions of $399,000 (2015 - $1,536,000) because actual experience may differ significantly from actuarial estimations.

• assets under construction recorded for joint-use school projects of $75,587,476 (2015 - $5,194,405) 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 earnings 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.

Financial instruments are assigned to one of the two measurement categories: fair value, or cost or amortized cost.

i) Fair Value Fair value measurement applies to portfolio investments in equity instruments that are quoted in an active market. Any associated transaction costs are expensed upon initial recognition. Unrealized changes in fair value are recognized in the consolidated statement of remeasurement gains until they are realized, at which time they are transferred to the consolidated statement of operations and accumulated surplus from operations. Fair value is determined by quoted prices (unadjusted) in active markets for identical assets or liabilities. When a decline in fair value is determined to be other than temporary, the amount of the loss is removed from any accumulated remeasurement gains and reported in the consolidated statement of operations and accumulated surplus from operations.

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 believes that it is not subject to significant unrealized foreign exchange translation gains and losses arising from its financial instruments.


ii) Cost or Amortized Cost All other 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.

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 federal grants receivable, provincial grants receivable and other receivables. Provincial grants receivable represent capital 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, term deposits, and securities 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 (pavement, fencing, lighting, etc.) 20 years

Buildings 50 years

Buildings – short-term (portables, storage sheds, outbuildings, garages) 20 years

Other vehicles – passenger 5 years

Other vehicles – heavy (graders, 1 ton truck, etc.) 10 years

Furniture and equipment 10 years

Computer hardware and audio visual equipment 5 years

Computer 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 represents 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 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 pro-rated 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 its 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.

3. SHORT-TERM BORROWINGS Bank indebtedness consists of a demand operating line of credit with a maximum borrowing limit of $25.0 million that bears interest at a rate of prime minus 1% per annum with ScotiaBank. 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 by the Minister of Education on January 21, 2013. There was no balance drawn on the line of credit at August 31, 2016 or August 31, 2015.


4. PORTFOLIO INVESTMENTS Portfolio investments are comprised of the following:

Portfolio investments in the cost and amortized cost category: Cost CostGICs 22,000,000$ 19,500,000$ Term deposits 2,000,000 - Total portfolio investments reported at cost and amortized cost 24,000,000 19,500,000

Portfolio investments in the fair value category: Cost Fair Value Cost Fair ValueEquity investments in active market 510,085 519,512 - - Total portfolio investments reported at fair value 510,085 519,512 - - Total portfolio investments 24,519,512$ 19,500,000$

2016 2015

5. EXPENSES BY FUNCTION AND ECONOMIC CLASSIFICATION

FunctionSalaries &

BenefitsGoods & Services

Debt ServiceAmortization

of TCA2016

Actual2015

Actual Governance $ - $ 887,883 $ - $ - $ 887,883 $ 741,120

Administration 5,517,296 669,870 - 185,068 6,372,234 6,522,780

Instruction 167,502,220 13,421,697 - 2,008,437 182,932,354 176,765,027

Plant 12,106,214 12,156,291 - 9,792,419 34,054,924 34,931,496

Transportation - 6,777,884 - - 6,777,884 6,607,151

Tuition and Related Fees - 325,496 - - 325,496 281,020

School Generated Funds - 5,583,073 - - 5,583,073 5,280,105

Complementary Services 2,967,054 516,048 - - 3,483,102 3,191,910

External Services 4,387,779 3,586,306 - - 7,974,085 6,571,074

Other - 17,636 559,273 - 576,909 715,888

TOTAL $ 192,480,563 $ 43,942,184 $ 559,273 $ 11,985,924 $ 248,967,944 $ 241,607,571


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 extrapolated the results to estimate the Liability for Employee Future Benefits as at August 31, 2016.

Details of the employee future benefits are as follows:

2016 2015 Actuarial extrapolation date Aug. 31, 2016 Aug. 31, 2015 Long-term assumptions used:

Discount rate at end of period 2.10% 2.50% Inflation and productivity rate (excluding merit and promotion) 3.20% 3.20% Expected average remaining service life (years) 15 15

Liability for Employee Future Benefits 2016 2015 Accrued Benefit Obligation - beginning of year 6,342,000$ 4,152,200$ Current period service cost 527,400 350,000 Interest cost 164,700 123,200 Benefit payments (561,400) (203,700) Actuarial losses 264,400 1,920,300 Accrued Benefit Obligation - end of year 6,737,100 6,342,000 Unamortized Net Actuarial Losses (1,344,800) (1,147,300) Liability for Employee Future Benefits 5,392,300$ 5,194,700$

Employee Future Benefits Expense 2016 2015 Current period service cost 527,400$ 350,000$ Amortization of net actuarial (gain) / loss 66,900 (61,100) Benefit cost 594,300 288,900 Interest cost 164,700 123,200 Total Employee Future Benefits Expense 759,000$ 412,100$


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:

2015STRP STSP TOTAL TOTAL

Number of active School Division members 2,248 32 2,280 2,299 Member contribution rate (percentage of salary) 10.20-12.40 6.05-7.85 6.05-12.40 6.05-11.30 Member contributions for the year 14,538,777$ 159,281$ 14,698,058$ 12,922,061$

2016

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 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, an actuarial services firm, as at December 31, 2013. The accrued benefit obligation reported in the tables below is based on the extrapolation of the 2013 valuation.

Details of the plan are as follows:

2016 2015 Number of active School Division members 936 933

Number of former members, superannuates and surviving spouses 469 432

Member contribution rate (percentage of salary) 8.10% 7.60% School Division contribution rate (percentage of salary) 9.40% 9.60% Member contributions 3,020,000$ 2,642,000$

School Division contributions 3,382,000$ 3,444,000$

Benefits paid (5,143,000)$ (4,902,000)$

Actuarial extrapolation date Aug/31/2016 Aug/31/2015

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


(1) Pension plan assets consist of: 2016 2015 Fixed income securities 23.2% 22.6% Equity investments 56.4% 59.0% Mortgage 8.4% 8.9% Real estate 12.0% 9.5%

100.0% 100.0%

Net Pension Liability 2016 2015 Accrued Benefit Obligation - beginning of year 107,798,000$ 106,634,000$ Current period benefit cost 4,660,000 4,740,000 Interest cost 7,368,000 6,678,000 Benefit payments (5,143,000) (4,902,000) Actuarial gains - (3,965,000) Plan amendments - (1,387,000) Accrued Benefit Obligation - end of year 114,683,000 107,798,000 Pension Plan Assets at market value - beginning of year 104,609,000 94,460,000 Employer contributions 3,382,000 3,444,000 Employee contributions 3,020,000 2,642,000 Return on plan assets 7,209,000 6,036,000 Actuarial gains 2,833,000 2,929,000 Benefit payments (5,143,000) (4,902,000) Pension Plan Assets at market value - end of year (1) 115,910,000 104,609,000 Funded Status - Pension Plan Surplus (Deficit) 1,227,000 (3,189,000) Unamortized Net Actuarial Gains (Losses) 1,626,000 (1,653,000) Net Pension Liability (399,000)$ (1,536,000)$

Pension Expense 2016 2015 Current period benefit cost 4,660,000$ 4,740,000$ Amortization of net actuarial loss 446,000 1,019,000 Plan amendments - (1,387,000) Employee contributions (3,020,000) (2,642,000) Pension Cost 2,086,000 1,730,000 Interest cost on the average accrued benefit obligation 7,368,000 6,678,000 Expected return on average pension plan assets (7,209,000) (6,036,000) Net Interest Cost 159,000 642,000 Total Pension Expense 2,245,000$ 2,372,000$


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:

2016 2015 Federal Grants Receivable - Operating 118,220$ -$ Provincial Grants Receivable - Capital 1,137,499 997,961 Other Receivables 1,487,918 1,597,732 Total Accounts Receivable 2,743,637$ 2,595,693$

9. ACCOUNTS PAYABLE AND ACCRUED LIABILITIES Details of accounts payable and accrued liabilities are as follows:

2016 2015 Accrued Salaries and Benefits 2,526,282$ 2,420,848$ Accounts Payable - Operating 2,366,271 1,829,154 Accounts Payable - Capital 601,256 2,001,931 Accrued Pension Liability (Note 7) 399,000 1,536,000 Total Accounts Payable and Accrued Liabilities 5,892,809$ 7,787,933$


10. LONG-TERM DEBT Details of long-term debt are as follows:

2016 2015 Capital Loans:

6,302,007$ 6,568,629$

1,122,501 1,695,774

751,237 1,317,454

399,382 1,934,343

283,016 1,387,121

2,278,109 2,510,812

1,369,965 1,883,430

327,966 417,975 Total Long-Term Debt 12,834,183$ 17,715,538$

(f) Monthly payments of principal and interest combined of $24,354, interest rate of 2.47%; due on the last day of each month through to April 30, 2025 (BMO City Park Collegiate Repurpose Loan)

(g) Monthly payments of principal and interest combined of $45,255, interest rate of 1.79%; due on the last day of each month through to March 31, 2019 (BMO Technology Loan)(h) Monthly payments of principal and interest combined of $8,058, interest rate of 1.77%; due on the last day of each month through to February 29, 2020 (BMO Portable Loan)

(a) Monthly payments of principal and interest combined of $42,044, interest rate of 3.68%; due on the last day of each month through to May 30, 2033 (TD Willowgrove Construction Loan)

(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)

(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)

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

(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)


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

Capital Loans

2017 3,009,112$ 2018 1,835,221 2019 958,996 2020 614,179 2021 584,581 Thereafter 5,832,094 Total 12,834,183$

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

2016 2015

Principal 4,881,355$ 4,448,435$ Interest 559,273 696,740 Total 5,440,628$ 5,145,175$

11. DEFERRED REVENUE Details of deferred revenues are as follows:

Balance Additions Revenue Balanceas at during the recognized as at

Aug. 31, 2015 Year in the Year Aug. 31, 2016 Capital projects: Federal capital tuition 111,388$ 2,276$ -$ 113,664$ Total capital projects deferred revenue 111,388 2,276 - 113,664 Other deferred revenue: Property taxes 5,097,645 5,306,276 5,097,645 5,306,276 Foreign student tuition 1,779,606 1,334,747 1,779,606 1,334,747 Foundation deferred donations 434,946 704,502 686,263 453,185 Total other deferred revenue 7,312,197 7,345,525 7,563,514 7,094,208 Total Deferred Revenue 7,423,585$ 7,347,801$ 7,563,514$ 7,207,872$


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 2016 and 2015:

Summary of Complementary Services Revenues and Expenses, by Program Literacy for

Life Pre-K UpliftYouth in Custody

Other Programs 2016 2015

Revenues:

Operating Grants $ - $ 2,579,937 $ 21,426 $ 122,354 $ 311,181 $ 3,034,898 $ 2,875,557

Fees and Other Revenues 148,747 - - - 35,559 184,306 197,570

Total Revenues 148,747 2,579,937 21,426 122,354 346,740 3,219,204 3,073,127 Expenses:

Other Related Fees - - - 142,126 - 142,126 48,085

Salaries & Benefits 87,379 2,348,236 58,294 - 473,145 2,967,054 2,817,313

Instructional Aids - 40,424 1,027 - 212,847 254,298 172,129

Supplies and Services - - 386 - 5,193 5,579 56,984

Non-Capital Equipment - - - - 3,500 3,500 (6,367)

Communications - - - - - - (8)

Travel - - - - - - 2,901

Professional Development (Non-Salary Costs) - 25,822 2,700 - 1,111 29,633 28,028

Student Related Expenses 64,777 - 15,640 - - 80,417 72,845

Contracted Transportation & Allowance - - - - 495 495 -

Total Expenses 152,156 2,414,482 78,047 142,126 696,291 3,483,102 3,191,910

Excess (Deficiency) of Revenues over Expenses $ (3,409) $ 165,455 $ (56,621) $ (19,772) $ (349,551) $ (263,898) $ (118,783)

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 consist 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 2016 and 2015:

Summary of External Services Revenues and Expenses, by Program

Associate Schools* Cafeteria

Charity/ Qualified

Donee WhitecapOther

Programs 2016 2015

Revenues:

Operating Grants $ 5,007,899 $ - $ - $ 1,312,614 $ 25 $ 6,320,538 $ 6,152,846

Capital Grants - - - - - - 110,059

Fees and Other Revenues - 245,617 548,505 - 1,970,542 2,764,664 1,169,228

Total Revenues 5,007,899 245,617 548,505 1,312,614 1,970,567 9,085,202 7,432,133 Expenses:

Other Related Fees 1,642,491 - - 580,845 - 2,223,336 2,180,623

Salaries & Benefits 3,365,408 183,080 - 720,991 118,300 4,387,779 4,090,760

Instructional Aids - - 82,388 91,603 283,826 457,817 (91,766)

Supplies and Services - 263,165 1,389 1,538 105,989 372,081 326,494

Non-Capital Equipment - - 469,039 325 (10,000) 459,364 4,738

Building Operating Expenses - - - - 27,246 27,246 25,759

Communications - - - - 26 26 12,675

Travel - - - 1,953 - 1,953 199

Professional Development - - - 7,867 - 7,867 5,163

Student Related Expenses - - 17,500 19,116 - 36,616 16,429

Total Expenses 5,007,899 446,245 570,316 1,424,238 525,387 7,974,085 6,571,074 Excess (Deficiency) of Revenues over Expenses

$ - $ (200,628) $ (21,811) $ (111,624) $ 1,445,180 $ 1,111,117 $ 861,059

*Associate Schools - see table below for details of revenues and expenses by school 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 has qualified donee status. This enables the school division to issue

tax deductible receipts for donations used to support educational initiatives.


• 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 towards 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.

Summary of Associate School Revenues and Expenses, Details by School

Saskatoon Christian

School

Saskatoon Misbah School 2016 2015

Revenues:

Operating Grants $ 3,320,640 $ 1,687,259 $ 5,007,899 $ 4,910,651

Total Revenues 3,320,640 1,687,259 5,007,899 4,910,651 Expenses:

Other Related Fees 882,444 760,047 1,642,491 1,695,154

Salaries & Benefits 2,438,196 927,212 3,365,408 3,215,479

Total Expenses 3,320,640 1,687,259 5,007,899 4,910,633

Excess of Revenues over Expenses $ - $ - $ - $ 18

14. ACCUMULATED SURPLUS Accumulated surplus represents the financial assets and non-financial assets of the school division less liabilities. Accumulated surplus is comprised of the following two amounts:

i) Accumulated surplus from operations which represents the accumulated balance of net surplus arising from the operations of the school division and school generated funds as detailed in the table below; and

ii) Accumulated remeasurement gains which represent the unrealized gains and losses associated with changes in the value of financial instruments recorded at fair value as detailed in the statement of remeasurement gains.

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 2015

Additions during the

year

Reductions during the

yearAugust 31

2016 Invested in Tangible Capital Assets: Net Book Value of Tangible Capital Assets 187,707,101$ 77,327,211$ 11,985,924$ 253,048,388$ Less: Debt owing on Tangible Capital Assets (17,715,538) - (4,881,355) (12,834,183)

169,991,563 77,327,211 7,104,569 240,214,205

PMR maintenance project allocations (1) 2,089,670 4,275,919 868,462 5,497,127

Internally Restricted Surplus: Capital projects: Designated for tangible capital asset expenditures 3,193,496 - 748,222 2,445,274

3,193,496 - 748,222 2,445,274 Other: School generated funds 2,548,517 - 248,310 2,300,207 School budget carryovers 1,584,567 - 322,323 1,262,244 Specialized school equipment 1,000,000 - - 1,000,000 Curriculum renewal 1,460,000 - - 1,460,000 Staff professional development 800,000 - - 800,000 Technology replacement 650,000 600,000 - 1,250,000 System application 1,125,000 - - 1,125,000 Civic elections 135,139 60,000 - 195,139 Facility repairs related to rentals 231,953 15,000 - 246,953 Trustee education 43,000 - - 43,000 Facility operating 332,201 - - 332,201 Security camera 50,000 - - 50,000 Mount Royal facility partnership 169,486 - - 169,486 Alternate funds 216,872 - 51,013 165,859 Whitecap Pre-K 26,241 - 7,363 18,878 Whitecap Literacy 115,005 - 74,391 40,614 Whitecap K-4 school - - 39,203 (39,203)

10,487,981 675,000 742,603 10,420,378 Public Charities: Foundation 207,368 916,965 - 1,124,333 Charity 423,418 - 423,418 - Qualified Donee - 401,608 - 401,608

630,786 1,318,573 423,418 1,525,941 Unrestricted Surplus 8,709,620 155,826 - 8,865,446 Total Accumulated Surplus from Operations 195,103,116 83,752,529 9,887,274 268,968,371 Accumulated Remeasurement Gain - 9,427 - 9,427 Total Accumulated Surplus 195,103,116$ 83,761,956$ 9,887,274$ 268,977,798$

(1) PMR Maintenance 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 represents funds to be used for purchases of computers, digital overhead projectors, smart boards and other related technology hardware.

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 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.


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.

Whitecap K-4 is an alliance school providing kindergarten to grade 4 school programming on the Whitecap Dakota First Nation. The program funding is received from the federal government.

Public Charities 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 became redundant when the school division acquired qualified donee status in 2015; the trust fund was voluntarily revoked in 2016.

The division’s Qualified Donee tax status enables it to receive donations which are used to support educational initiatives.

15. BUDGET FIGURES Budget figures included in the consolidated financial statements were approved by the board of education on June 2, 2015 and the Minister of Education on August 20, 2015.

16. RELATED PARTIES 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.


Related Party Transactions

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.

2016 2015Revenues:Ministry of Education - operating 119,910,384$ 119,869,488$ Ministry of Education - capital 78,203,667 12,012,490 Ministry of Education - other 395,818 202,820 Ministry of Health 21,426 79,358 Ministry of Social Services 33,109 13,729 Saskatchewan Government Insurance 914,557 889,368 Saskatchewan Polytechnic 209,520 264,609

199,688,481$ 133,331,862$ Expenses:SaskPower 824,517$ 857,207$ SaskTel 168,595 221,112 SaskEnergy 1,197,692 1,476,485 Saskatchewan Workers' Compensation Board 606,374 617,324 Good Spirit School Division - public section trust 226,514 50,984 Other - 5,542

3,023,692$ 3,228,654$ Accounts Receivable:Ministry of Education 1,308,740$ 998,868$ Ministry of Social Services 800 - Saskatchewan Polytechnic 35,114 36,409 Other School Divisions 1,463 58,613

1,346,117$ 1,093,890$ Accounts Payable and Accrued Liabilities:SaskEnergy 16,317$ 5,029$ SaskPower 100,472 106,566 SaskTel 6,686 6,859 Saskatchewan Government Insurance 30,412 62,918

153,887$ 181,372$

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 AmountWillowgrove Elementary School 2017 1,100,357$ Roofing - Alvin Buckwold 2017 383,000 Roofing - Confederation Park 2017 429,550 Roofing - Lester B. Pearson 2017 159,162 Roofing - Prince Phillip 2017 169,350 Roofing - River Heights 2017 263,401 Roofing - Roland Michener 2017 179,700 Roofing - Vincent Massey 2017 213,056 Roofing - Walter Murray 2017 204,300 Portables - Centennial Collegiate 2017 395,304 Portables - Henry Kelsey 2017 162,732 Portables - Willowgrove 2017 170,505 Technology 2017 253,644

4,084,061$ The school division has ongoing service commitments for transportation, energy, school/office equipment and a property lease. Other contracts and commitments are as follows:

Buses Taxis Energy Copiers Property Lease Total

2017 6,678,403$ 536,000$ 760,740$ 345,390$ 224,000$ 8,544,533$ 2018 6,704,748 - 380,630 - 224,000 7,309,378 2019 6,772,847 - 50,910 - 112,000 6,935,757 2020 4,545,627 - 51,720 - - 4,597,347 2021 4,681,996 - - - - 4,681,996 Thereafter 25,603,075 - - - - 25,603,075

54,986,696$ 536,000$ 1,244,000$ 345,390$ 560,000$ 57,672,086$


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 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. Under the Accountability Agreement between the Government of Saskatchewan and school division, the school division receives the benefit of payments made by the Government of Saskatchewan. 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. 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 accounts receivable as at August 31, 2016 was:

Total 0-30 days 30-60 days 60-90 days Over 90 days Other Receivables $ 1,333,354 $ 436,690 $ 72,948 $ 2,473 $ 821,243


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) 5,382,377$ 61,164$ 50,268$ -$ Long-term debt 1,504,556 1,504,556 3,992,977 5,832,094 Total 6,886,933$ 1,565,720$ 4,043,245$ 5,832,094$

August 31, 2016

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 $25.0 million with interest payable monthly at a rate of prime minus 1% per annum. 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, 2016.

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.



Property Taxation RevenueTax Levy Revenue

Property Tax Levy Revenue 107,586,585 107,084,476 103,208,656 Revenue from Supplemental Levies - 1,033,647 999,808

Total Property Tax Revenue 107,586,585 108,118,123 104,208,464 Grants in Lieu of Taxes

Federal Government 2,900,000 740,397 2,869,479 Provincial Government - 1,910,032 -

Total Grants in Lieu of Taxes 2,900,000 2,650,429 2,869,479

Other Tax RevenuesTreaty Land Entitlement - Urban - - 136,494 House Trailer Fees 62,000 51,699 47,598

Total Other Tax Revenues 62,000 51,699 184,092

Deletions from LevyOther Deletions (1,200,000) (987,614) (1,002,238)

Total Deletions from Levy (1,200,000) (987,614) (1,002,238)

Total Property Taxation Revenue 109,348,585 109,832,637 106,259,797

Grants

Operating GrantsMinistry of Education Grants

Operating Grant 111,857,000 112,135,236 112,216,701 Total Ministry Grants 111,857,000 112,135,236 112,216,701

Other Provincial Grants - 102,140 - Grants from Others 1,012,926 914,557 889,368 Total Operating Grants 112,869,926 113,151,933 113,106,069

Capital GrantsMinistry of Education Capital Grants 76,981,480 78,203,667 12,012,490 Other Capital Grants - 53,760 - Total Capital Grants 76,981,480 78,257,427 12,012,490

Total Grants 189,851,406 191,409,360 125,118,559



Tuition and Related Fees RevenueOperating Fees

Tuition Fees Federal Government and First Nations 810,000 850,549 783,346 Individuals and Other 2,505,000 2,012,977 2,541,148

Total Tuition Fees 3,315,000 2,863,526 3,324,494

Other Related Fees 72,880 20,173 44,300

Total Operating Tuition and Related Fees 3,387,880 2,883,699 3,368,794

Total Tuition and Related Fees Revenue 3,387,880 2,883,699 3,368,794

School Generated Funds Revenue Curricular

Student Fees - 1,187,222 1,054,895 Total Curricular Fees - 1,187,222 1,054,895

Non-Curricular Fees Commercial Sales - GST - - 2,653

Grants and Partnerships - 138,168 120,374 Students Fees - 491,178 593,310 Other 4,955,000 3,265,401 3,235,152 Total Non-Curricular Fees 4,955,000 3,894,747 3,951,489

Total School Generated Funds Revenue 4,955,000 5,081,969 5,006,384

Complementary ServicesOperating Grants

Ministry of Education GrantsOperating Grant 2,644,896 2,702,291 2,715,895 Other Ministry Grants - 106,113 52,820

Other Provincial Grants - 92,100 93,087 Other Grants 750,000 134,394 13,755 Total Operating Grants 3,394,896 3,034,898 2,875,557

Fees and Other RevenueOther Revenue - 184,306 197,570 Total Fees and Other Revenue - 184,306 197,570

Total Complementary Services Revenue 3,394,896 3,219,204 3,073,127



External Services

Operating GrantsMinistry of Education Grants

Operating Grant 4,974,104 5,072,857 4,936,892 Other Ministry Grants - 150,000 150,000

Federal Grants 1,094,600 1,097,655 1,053,918 Other Grants 240,000 26 12,036 Total Operating Grants 6,308,704 6,320,538 6,152,846

Capital GrantsOther Capital Grants - - 110,059 Total Capital Grants - - 110,059

Fees and Other RevenueTuition and Related Fees 228,000 218,733 229,452 Other Revenue 253,000 2,545,931 939,776 Total Fees and Other Revenue 481,000 2,764,664 1,169,228

Total External Services Revenue 6,789,704 9,085,202 7,432,133

Other Revenue

Miscellaneous Revenue 186,000 81,523 148,840 Sales & Rentals 807,000 1,046,294 878,402 Investments 270,000 193,311 279,562

Total Other Revenue 1,263,000 1,321,128 1,306,804

TOTAL REVENUE FOR THE YEAR 318,990,471 322,833,199 251,565,598



Governance Expense

Board Members Expense 324,500 280,510 294,526 Professional Development- Board Members 48,000 21,880 39,912

Elections - 30,523 - Other Governance Expenses 460,647 554,970 406,682

Total Governance Expense 833,147 887,883 741,120

Administration Expense

Salaries 4,860,940 4,904,052 4,846,373 Benefits 1,024,590 613,244 699,788 Supplies & Services 360,283 282,718 328,107 Non-Capital Furniture & Equipment 33,200 5,908 10,021 Building Operating Expenses 229,407 217,974 296,629 Communications 95,207 81,617 84,900 Travel 5,000 1,201 - Professional Development 110,192 80,452 64,529 Amortization of Tangible Capital Assets 180,000 185,068 192,433

Total Administration Expense 6,898,819 6,372,234 6,522,780

Instruction ExpenseInstructional (Teacher Contract) Salaries 129,896,218 129,457,149 124,553,555 Instructional (Teacher Contract) Benefits 7,225,218 6,957,124 6,921,530 Program Support (Non-Teacher Contract) Salaries 27,317,859 27,202,005 26,074,251 Program Support (Non-Teacher Contract) Benefits 5,166,000 3,885,942 3,843,303 Instructional Aids 5,583,605 5,607,026 5,598,948 Supplies & Services 4,054,424 3,745,113 3,426,589 Non-Capital Furniture & Equipment 1,341,700 1,256,362 1,196,039 Communications 415,558 464,937 350,088 Travel 320,700 282,044 270,568 Professional Development 841,167 801,686 778,368 Student Related Expense 1,446,932 1,264,529 1,312,894 Amortization of Tangible Capital Assets 2,400,000 2,008,437 2,438,894

Total Instruction Expense 186,009,381 182,932,354 176,765,027



Plant Operation & Maintenance Expense

Salaries 10,072,000 10,146,649 9,907,203 Benefits 2,822,520 1,959,565 2,020,439 Supplies & Services - 111,997 100,895 Non-Capital Furniture & Equipment 205,236 150,670 118,350 Building Operating Expenses 12,176,295 11,665,643 11,704,790 Communications 22,440 22,893 16,484 Travel 193,941 178,450 177,929 Professional Development 76,565 26,638 23,446 Amortization of Tangible Capital Assets 9,800,000 9,792,419 10,861,960

Total Plant Operation & Maintenance Expense 35,368,997 34,054,924 34,931,496

Student Transportation Expense

Supplies & Services - - 10,417 Contracted Transportation 7,273,559 6,777,884 6,596,734

Total Student Transportation Expense 7,273,559 6,777,884 6,607,151

Tuition and Related Fees Expense

Tuition Fees 33,000 37,496 25,520 Other Fees 250,000 288,000 255,500

Total Tuition and Related Fees Expense 283,000 325,496 281,020

School Generated Funds Expense

Academic Supplies & Services - 1,220,897 1,065,485 Cost of Sales - (93) 4,678 School Fund Expenses 4,955,000 4,362,269 4,209,942

Total School Generated Funds Expense 4,955,000 5,583,073 5,280,105



Complementary Services Expense

Other Fees - 142,126 48,085 Instructional (Teacher Contract) Salaries & Benefits 1,641,000 1,724,449 1,642,385 Program Support (Non-Teacher Contract) Salaries & Benefits 1,008,540 1,242,605 1,174,927 Instructional Aids 47,839 254,298 172,129 Supplies & Services 758,000 5,579 56,985 Non-Capital Furniture & Equipment - 3,500 (6,367) Communications - - (8) Travel - - 2,901 Professional Development (Non-Salary Costs) 25,000 29,633 28,028 Student Related Expenses - 80,417 72,845 Contracted Transportation & Allowamces - 495 -

Total Complementary Services Expense 3,480,379 3,483,102 3,191,910

External Service Expense

Other Fees 2,266,040 2,223,336 2,180,623 Administration Salaries & Benefits 126,170 117,571 119,071 Instructional (Teacher Contract) Salaries & Benefits 3,774,846 3,997,619 3,757,338 Program Support (Non-Teacher Contract) Salaries & Benefits 189,966 272,589 214,351 Instructional Aids 253,937 457,817 (91,766) Supplies & Services 201,321 372,081 326,494 Non-Capital Furniture & Equipment 3,772 459,364 4,738 Building Operating Expenses 21,478 27,246 25,759 Communications 5,539 26 12,675 Travel 3,000 1,953 199 Professional Development (Non-Salary Costs) 4,986 7,867 5,163 Student Related Expenses 2,751 36,616 16,429

Total External Services Expense 6,853,806 7,974,085 6,571,074

Other ExpenseInterest and Bank Charges

Current Interest and Bank Charges 2,500 17,636 19,148 Interest on Capital Loans 579,000 559,273 696,740 Total Interest and Bank Charges 581,500 576,909 715,888

Total Other Expense 581,500 576,909 715,888

TOTAL EXPENSES FOR THE YEAR 252,537,588 248,967,944 241,607,571


Furniture ComputerLand Buildings Other and Hardware and Computer Assets

Land Improvements Buildings Short-Term Vehicles EquipmentAudio Visual

Equipment SoftwareUnder

Construction 2016 2015

Tangible Capital Assets - at CostOpening Balance as of September 1 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 Additions/Purchases - - - - 25,032 451,453 424,255 58,927 76,367,544 77,327,211 20,698,627 Disposals - - - (15,000) (58,348) (262,922) (1,457,565) (1,308,994) - (3,102,829) (2,815,877) Transfers to (from) - - 6,627,411 957,763 - - - - (7,585,174) - - Closing Balance as of August 31 12,521,311 417,286 292,569,592 12,187,046 308,376 5,288,162 6,934,786 611,116 77,360,411 408,198,086 333,973,704

Tangible Capital Assets - AmortizationOpening Balance as of September 1 - 71,286 135,406,220 2,210,904 198,298 2,700,702 4,069,891 1,609,302 - 146,266,603 135,589,193 Amortization of the Period - 20,864 9,264,343 609,353 53,368 528,816 1,386,957 122,223 - 11,985,924 13,493,287 Disposals - - - (15,000) (58,348) (262,922) (1,457,565) (1,308,994) - (3,102,829) (2,815,877) Closing Balance as of August 31 N/A 92,150 144,670,563 2,805,257 193,318 2,966,596 3,999,283 422,531 N/A 155,149,698 146,266,603

Net Book ValueOpening Balance as of September 1 12,521,311 346,000 150,535,961 9,033,379 143,394 2,398,929 3,898,205 251,881 8,578,041 187,707,101 180,501,761 Closing Balance as of August 31 12,521,311 325,136 147,899,029 9,381,789 115,058 2,321,566 2,935,503 188,585 77,360,411 253,048,388 187,707,101 Change in Net Book Value - (20,864) (2,636,932) 348,410 (28,336) (77,363) (962,702) (63,296) 68,782,370 65,341,287 7,205,340

DisposalsHistorical Cost - - - 15,000 58,348 262,922 1,457,565 1,308,994 - 3,102,829 2,815,877 Accumulated Amortization - - - 15,000 58,348 262,922 1,457,565 1,308,994 - 3,102,829 2,815,877 Net Cost - - - - - - - - - - - Price of Sale - - - - - - - - - - - Gain (Loss) on Disposal - - - - - - - - - - -


Schedule D: Consolidated Non-Cash Items Included in Surplus for the year ended August 31, 2016

Schedule E: Consolidated Net Change in Non-Cash Operating Activities for the year ended August 31, 2016

2016 2015

Net Change in Non-Cash Operating ActivitiesDecrease (Increase) in Accounts Receivable (147,944) 3,341,648 Decrease in Accounts Payable and Accrued Liabilities (1,895,124) (2,888,282) Increase in Liability for Employee Future Benefits 197,600 208,400 Decrease in Deferred Revenue (215,713) (1,081,329) Decrease (Increase) in Prepaid Expenses 19,835 (195)

Total Net Change in Non-Cash Operating Activities (2,041,346) (419,758)

2016 2015

Non-Cash Items Included in SurplusAmortization of Tangible Capital Assets (Schedule C) 11,985,924 13,493,287 In-Kind Ministry of Education Capital Grant for Joint-Use Schools Project included in the Surplus (Note 18) (70,393,071) (5,194,405)

Total Non-Cash Items Included in Surplus (58,407,147) 8,298,882


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