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Prairie Valley School Division

#208 2016-2017 Annual Report

Prairie Valley School Division Annual Report – 2016-17 – Page i

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

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

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

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

School Division Profile..................................................................................................................... 3

Governance ..................................................................................................................................... 6

School Division in the Community .................................................................................................. 9

Strategic Direction and Reporting ................................................................................................ 11

Demographics ............................................................................................................................... 32

School Division Infrastructure and Transportation ...................................................................... 36

Financial Overview ........................................................................................................................ 40

Summary of Revenue and Expenses ......................................................................................... 40

Budget to Actual Revenue, Expenses and Variances ................................................................ 42

Appendix A – Payee List ................................................................................................................ 43

Appendix B – Management Report and Audited Financial Statements ....................................... 54

Prairie Valley School Division Annual Report – 2016-17 – Page ii

School Division Contact Information Prairie Valley School Division #208 Physical Address: RM of Sherwood, 3080 Albert Street North Mailing Address: Box 1937 Phone: 306-949-3366 Toll-free: 1-877-266-1666 Fax: 306-543-1771 Website: www.pvsd.ca Email: [email protected] An electronic copy of this report is available at www.pvsd.ca/Publication/PlansReporting.

Prairie Valley School Division Annual Report – 2016-17 – Page 1

Letter of Transmittal

Honourable Bronwyn Eyre Minister of Education Dear Minister Eyre: The Board of Education of Prairie Valley School Division #208 is pleased to provide you and the residents of the School Division with the 2016-17 annual report. This report outlines activities and accomplishments of the School Division and provides audited financial statements for the fiscal year September 1, 2016 to August 31, 2017.

Respectfully submitted, Janet Kotylak, Board Chair


Introduction This annual report presents an overview of the Prairie Valley School Division’s goals, activities and results for the fiscal year September 1, 2016 to August 31, 2017. This report provides a snapshot of Prairie Valley School Division, its governance structures, students, staff, programs and facilities. It includes information such as school list and payee list. In addition to detailing the School Division’s outcomes, activities and results, this report outlines how the Division has integrated the Education Sector Strategic Plan and the School Division plan. The report provides a financial overview and financial statements that have been audited by an independent auditor following Public Sector Accounting Board standards.


School Division Profile

About Us Prairie Valley School Division is one of 28 school divisions in Saskatchewan. It is located in the southeast area of the province and encompasses 27,000 square kilometres, spanning a geographic area from Regina Beach and Bethune to the west, Kelliher and Lipton to the north, Milestone, Sedley and Montmartre to the south and Whitewood and Kennedy-Langbank to the east. Our geography greatly impacts our service delivery and cost models. Prairie Valley has 39 schools located in 32 communities. It is unique in that it is entirely rural, consisting of towns, villages, resort villages and rural municipalities, with no urban centre. There are two Hutterite colony schools in the Division: Arm River and Lajord. Fifteen First Nations are within or are in close proximity to the Division: Piapot, Muscowpetung, Pasqua, Standing Buffalo, Little Black Bear, Okanese, Star Blanket, Peepeekisis, Muskowekwan, Carry-the-Kettle, Sakimay, Cowessess, Kahkewistahaw, Ochapowace and Pheasant Rump. Map of Prairie Valley School Division #208


Division Philosophical Foundation Mission: To Inspire and Empower One Another Vision: Leadership in Learning and Life These seven statements guide what the Division believes about student learning:

1. A School Division culture that focuses on maximizing student engagement, student learning and student achievement.

2. Maximizing student contact time with regularly assigned staff.

3. Valuing learning opportunities for students both inside and outside of the classroom and school.

4. Honouring the diversity of individual schools and communities within the unifying framework of a culture of learning.

5. A culture of learning to maximize the quality of teaching and learning.

6. Continuous blocks of instructional days are critical to effective teaching and learning.

7. Accountability for learning by all stakeholders. Values:

• Realize learning potential

• Establish clear direction and high expectations

• Celebrate achievement

• Open and transparent communication

• Share information, express ideas and understand others

• Diversity and uniqueness

• Equitable environments

• Mutual respect, understanding and cooperation

• Integrity and ethical behaviour, professionalism through honesty, respect, commitment and dedication

• Holistic learning

• Meaningful, creative and innovative learning opportunities for all

• Cooperative and collaborative relationships

• Responsible leadership


Program Overview

In 2016-2017, Pre-Kindergarten was offered at 11 of the 30 schools offering elementary grades. Fort Qu’Appelle Elementary Community School ran two programs. A new program was introduced at Kipling school as a result of one program being reduced at Balcarres Community School. Broadview and Lipton schools each operated a combined Kindergarten/Pre-Kindergarten program for four- and five-year-olds. Students in Prairie Valley School Division follow the Ministry of Education Saskatchewan Core Curriculum, which is intended to provide all Saskatchewan students with an education that will prepare them for their choices after finishing Grade 12. Core curriculum is developmental in nature and based on a Kindergarten to Grade 12 (K-12) continuum. In recognition of the stages of child growth and development, the grades are grouped into four levels:

• Kindergarten • Elementary (Grades 1-5) • Middle Years (Grades 6-9) • Secondary (Grades 10-12)

In addition, some schools offer specialized programming such as:

• Magnet programming • English as an additional language • Alternative programming for students with intensive needs • Community school programming • Distance education • Language programming including core French and French immersion • Music/band programming • Dual credit opportunities with the University of Regina and Sask Polytechnic • Nutrition programs

The Division offers additional services and supports from specialized staff including:

• Career counselors • Child and family support workers and social workers • Curriculum consultants for specific subject areas • Literacy teachers • First Nations and Métis coordinator and liaison worker • Occupational therapists • Psychologists • Behaviour coaches • Speech-language pathologists


Governance

The Board of Education Prairie Valley School Division is governed by a ten-member elected Board of Education. The Education Act, 1995 gives the Board of Education the authority to “administer and manage the educational affairs of the school division” and to “exercise general supervision and control over the schools in the school division.” The school division is organized into 10 subdivisions for the 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 student. During the 2016-2017 school year, the Board position in subdivision 10 became vacant. The Board requested and was granted approval from the Minister of Education to eliminate subdivision 10 and realign subdivisions by merging subdivisions 10 and 2 and rebalancing subdivisions by merging Edenwold School into subdivision 9. The Board is confident that it will continue to provide high-quality public representation with the new subdivision structure. The Board of Education believes that all Saskatchewan students should experience equitable opportunities to learn and grow. In pursuing this goal, the Board is guided by the Saskatchewan School Boards Association (SSBA) definition of education equity:

For students, equity goes beyond providing all students with the same opportunities. Equity means ensuring that students who experience barriers to learning have the supports they need to achieve the same benefits and successes as all other students. Equity is about outcomes, results, and opportunities.

Source: Responding to Diversity: Examining Education Equity in Saskatchewan, SSBA, 2011.

The Board represents the voice of the public in public education ensuring that decisions reflect parent and community priorities. Board members regularly attend SCC meetings, school and community events to listen to the views of the communities it serves and bring their perspectives to the Board table each month. In doing its work, the Board also listens to the voices of students. In 2016-2017, the Board held three student senates involving almost 150 students and endorsed follow-up action plans to respond to students. The senates covered a range of issues related to transitioning to high school, post-secondary education and the workforce, barriers to student achievement and graduation, respecting diversity, and other topics impacting the daily lives of students.


Elections for the Board of Education took place in October 2016 and the term of office is four years. Board of Education members as at August 31, 2017 were:

Subdivision 1 Bert de Gooijer (Vice Chair) Subdivision 2 Verne Barber Subdivision 3 Marlene Blatter Subdivision 4 Jeffrey Baran Subdivision 5 Denise Couture Subdivision 6 Terry Berglund Subdivision 7 Janet Kotylak (Chair) Subdivision 8 Judy Bradley Subdivision 9 Frank Thauberger Subdivision 11 Rachel Sangwais

Back row: Rachel Sangwais, Frank Thauberger, Jeffrey Baran, Denise Couture, Judy Bradley. Front row: Marlene Blatter, Bert de Gooijer (Vice Chair), Janet Kotylak (Chair), Verne Barber, Terry Berglund.


School Community Councils (SCCs) Prairie Valley School Division had 36 SCCs serving all 39 schools in the Division. Three SCCs served more than one school. Eight out of 20 high school SCCs had student representatives on the council and three of 17 schools with First Nations students had First Nation representation. All SCCs had required elected officials. There were no amalgamations or separations of SCCs. The board provided all SCCs with an operating grant of $2,000 at the beginning of the school year. SCCs fundraised a total of $251,566 in 2016-2017 to supplement and enhance educational programs and learning opportunities for students. The Education Regulations, 2015 require school divisions to undertake orientation, training and development and networking opportunities for SCC members. Board members regularly attended SCC meetings and also organized other mechanisms to stay in touch with SCCs:

On January 19, 2017, the Board hosted its eighth annual Board-SCC Appreciation Supper. At this supper, Board members and SCC members were able to meet and engage in dialogue with one another prior to the Annual Meeting of Electors at Lumsden Elementary School.

A second opportunity to meet occurred when the Board hosted regional School Community Council meetings on April 3 and 4, 2017. Board members and SCC members engaged in a focused conversation where SCC members were able to discuss SCC issues and provide input to the Board on the following questions:

1. Do you use the principal-SCC work plan? 2. Does your SCC use any of the new SCC support documents? If so, is there anything the Division

could do to improve the documents making them more useful to your SCC? 3. Are there other resources that might be of assistance for your SCC? 4. What successes are your SCC having this year? What are you especially proud of? 5. What are some of the issues your SCC struggles with? Is there anything the Division could do to

support your work further?

In spring 2017, Board members facilitated focused discussions with SCCs to obtain input into the new 2017-2021 Strategic Plan for the Division.

The regulations also mandate SCCs to work with school staff to develop an annual learning improvement plan. In 2016-2017, SCCs endorsed school learning improvement plans. SCCs worked diligently to promote and encourage parent and community involvement in schools. They participated in and supported student learning and student initiatives, communicated with their school’s parents and community members and promoted, organized and supported activities and events in the schools. As in previous years, recruitment and retention of SCC members is a concern. In addition, not all SCCs were aware of the Division documents that were created in 2015-2016 to support SCCs. Senior administration requested that all school based administrators review the SCC webpage that contain the links to the supporting documents with their SCCs at the start of the 2017-2018 school year.


School Division in the Community

Community and Parent Involvement Prairie Valley School Division encourages parent and community consultations, engagement and partnerships with schools to achieve a close connection with all stakeholders and to ensure we are always working in the best interests of our students.

In 2016-17 schools had a variety of programs and initiatives to encourage parent and community involvement. All schools in Prairie Valley School Division share a belief in the importance of SCCs in connecting the school with the larger community. SCCs play a role in governance (which is outlined in the section above) and most have established processes to foster community and parent involvement.

Prairie Valley schools invited parent and community involvement in graduation activities, nutrition programs, preschool programs and literacy programs. Parents were engaged through communication books, classroom blogs, home visits, family days, parent nights (math and reading nights, etc.), parent volunteers and other activities to bridge home and school.

Here are some examples of specific community involvement in events and initiatives:

Bert Fox Community High School continued with the Following Their Voices program, bringing Saskatchewan Elders, parents, students and teachers as well as First Nations and Métis education and sector partners together to improve student outcomes and increase graduation rates.

University of Regina President Dr. Vianne Timmons spoke to the administrator group about building inclusive environments for international and First Nations and Métis students as well as those with different abilities.

Grenfell Elementary Community School collaborated with Regina Qu’Appelle Health Region Parenting Plus program over the holiday season to support Grenfell families with newborns.

An educational technology and media expert from the University of Regina was invited to speak to parents and guardians on how to ensure a safe online presence for children.

Carole Daniels visited Sedley School to share First Nations knowledge. Staff and students learned songs and how to dance the round dance.

Students in Milestone shared new experiences with students from Lac La Ronge to learn more about each other. The students met on a farm, where many from Lac La Ronge had never been. In return for the lesson on farming, the students from Lac La Ronge shared their knowledge of First Nations arts, including birch bark biting.


Community Partnerships Prairie Valley School Division places a high priority on developing relationships and meaningful partnerships that support the academic achievement and physical, social and emotional well-being of students. Prairie Valley works with community-based organizations, First Nations and Métis communities, community businesses and human service providers. Our school division has well established Joint Use Agreements in five of our communities including Kelliher, McLean, Montmartre, Sedley and Regina Beach. These agreements frame the school and communities’ management parameters and use of various amenities including gymnasiums as halls, kitchen and meeting spaces. This is an effective use of public and community infrastructure. Community use of facilities and grounds is vibrant at our schools. We regularly have, welcome and encourage use by various service clubs, youth groups, sports and recreation clubs, arts and music groups, non-profits and other community based groups when our schools and grounds are not being used for programming. These agreements are typically one-time events but are frequently booked throughout the year on a specific date and create other learning opportunities for our students with access to such organizations as Cubs, Scouts and 4-H. In addition, we also have use and maintenance agreements for outdoor skating rinks, football and soccer fields where we share the use, maintenance and sustainability costs associated with these outdoor areas. Prairie Valley partnered with the Regina Trades and Skills Centre and Habitat for Humanity Regina to offer the Trades and Skills Carpentry Apprenticeship Program (TASCAP). Students in the program acquire skills and earn high school credits through hands-on experience in the housing construction industry. This real life experience also provided an opportunity for personal growth. Students learned the value of teamwork and how meaningful it can be to build a family home. The experience of exploring career choices is essential to supporting students in preparing for post-secondary plans. Prairie Valley thanks the local businesses and community organizations that helped support work-based learning opportunities for students. A number of schools partnered with community playschools and childcare centres to provide space for their programming needs. Early learning classrooms engaged with the regional health authorities, dental health organizations and optometrists to provide services or support family engagement in attaining services. Almost 500 students who reside in First Nations communities attended Prairie Valley schools in 2016-2017. Services are provided under Education Services Agreements that specify educational services to be provided, accountability and reporting requirements and tuition fee arrangements. Prairie Valley School Division is committed to renewing Education Service Agreements with area First Nations and Indigenous and Northern Affairs Canada. Up-to-date agreements ensure a common understanding among the parties and consistent language and terms and provide the foundation for a strong partnership among First Nations and the School Division.


Strategic Direction and Reporting

The Education Sector Strategic Plan

Members of the education sector have worked together to develop an Education Sector Strategic Plan (ESSP) for 2014-2020. The ESSP describes the strategic direction of the education sector and its priorities and outcomes align the work of school divisions and the Ministry of Education. The plan is expected to shape a new direction in education for the benefit of all Saskatchewan students. 2016-2017 was the third year of deployment of the 2014-2020 ESSP.

Enduring Strategies

The Enduring Strategies in the ESSP are: Culturally relevant and engaging curriculum; Differentiated, high quality instruction; Culturally appropriate and authentic assessment; Targeted and relevant professional learning; Strong family, school and community partnerships; Alignment of human, physical and fiscal resources.


Reading, Writing, Math at Grade Level and Unified Student Information System Business Case OUTCOME: By June 30, 2020, 80% of students will be at grade level or above in reading, writing and math. PRIORITY: Develop a business case to explore the feasibility of a provincial Unified Student Information System.

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

83% of Grades 1-8 students will be at grade level or above in reading.

Actual: We achieved 75%. 83% of Grades 6-10 students will be at grade level or above in reading. Actual: We achieved 76%.

88% of Grades 3-9 students will be at grade level or above in math. Actual: We achieved 86%.

School Division actions taken during the 2016-17 school year to achieve the targets and outcomes of the Reading, Writing, Math at Grade Level outcome and the Unified Student Information System Business Case priority

Continued with a K-3 reading strategy, which included:

Implementing a mid-year reading assessment for students in Grades 1 to 3 who were below grade level during the fall 2016 reporting period. The central literacy team then provided support where needed.

Next year, we will continue targeted mid-year assessments and strengthen internal reporting on results.

Implemented Saskatchewan Reads for new teachers and all administrators, which included:

A Saskatchewan Reads professional development day for teachers new to teaching Grades 1 to 3.

Four Saskatchewan Reads for Administrators webinars.

Development of Saskatchewan Reads for Administrators planning guide.

Ongoing professional development for teachers through curriculum consultants.

Continued with Levelled Literacy Intervention (LLI) kits and supports, which included:

Completing the three-year purchase of a common comprehensive literacy resource with the Grade 7 and 8 Nelson Literacy. Schools now have access to Nelson Literacy in Grades 1 to 9.

Providing targeted literacy intervention support to all elementary schools.

Focused on common writing assessments, which included:

Refining common writing assessment for Grades 4 to 7.

Piloting Grade 9 writing instruction and formative assessment in select schools.

Implementing the provincial holistic writing rubric and collecting baseline data for Grades 4 and 7.

Continued with and expanded math assessment and instructional strategies, which included:


Preparing and administering the new Grade 2 assessment and extending math assessments to Grades 2 to 9.

Supporting teachers in delivering effective multi-graded and differentiated instruction by offering two regional workshops.

Creating and sharing with teachers eight SMART notebook "How to Use Math Tools" videos.

Measures for Reading, Writing and Math at Grade Level

Proportion of Grade 3 Students Reading At or Above Grade Level Grade 3 reading levels are considered a leading indicator of future student performance. The following bar graph displays the percentage of Grade 3 students (FNM, non-FNM, all) by reading level grouping. The charts below the graph indicate the percentage of Grade 3 students in the province reading at or above grade level, as well as the proportion of Grade 3 students with reported reading levels.


Notes: Reading level groupings are based on provincially developed benchmarks. The percentages of students in each of the reading level groupings were found using the number of students with reported reading levels as the denominator in the calculations. Students who were excluded or who did not participate in the reading assessment were not included in the denominator for these calculations. Results for populations of fewer than 10 students have not been reported to avoid identifying individuals or very small groups of students. FNM students are those who choose to self-identify as First Nations (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNM students are those who do not identify as FNM or I, however, this category may include FNM students who choose not to self-identify. Source: Ministry of Education, 2017

Analysis of results

Overall in our Division, 74.3% of Grade 3 students are reading at or above the reading level benchmark, which is on par with the provincial average and nearly at the provincial target of 75% by June 2018. As of May 2017, 75% of Grades 1-8 students (not reported above) were reading at or above grade level, up from 73% in May 2016. All grade cohorts improved. Notably, the Grade 2 FNMI cohort of students in 2016-17 reading at or above grade level increased by 22 percentage points.

When results are disaggregated, 50% of First Nations, Métis and Inuit (FNMI) Grade 3 students are reading at or above the benchmark, whereas 79.1% of non-FNM students are reading at or above grade level.

Note that Prairie Valley’s results include both Fountas and Pinnell reading assessment numbers for students in English programming and the GB+ assessment results students in French Immersion programming.

Prairie Valley recognizes the gap between FNMI and non-FNMI reading levels. The Division will continue with a K to 3 Reading strategy, which includes further implementation of Saskatchewan Reads, and will continue supporting the Leveled Literacy Intervention (LLI), increased monitoring and support for grades 1 to 3 students, and instructional supports for schools with vulnerable populations. In addition, Prairie Valley will continue to monitor reading levels for all Grades 1 to 8 students


Improving First Nations and Métis Student Engagement and Graduation Rates and Following Their Voices OUTCOME: By June 30, 2020, collaboration between First Nations and Métis and non-First Nations and Métis partners will result in significant improvement in First Nations and Métis student engagement and will increase the three-year graduation rate from 35% in June 2012 to at least 65%. PRIORITY: In partnership with First Nations and Métis stakeholders, implement the Following Their Voices Initiative

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

FNM students will achieve a 65% three-year graduation rate.

Actual: We achieved 54%, down slightly from 56% the previous year. FNM and non-FMN students will achieve parity on the OurSCHOOL/TellThem From Me engagement measures.

Actual: All students: 66%, FNM Students: 63% and non-FNM students: 68%.

Overall, the engagement measures indicate that students are able to find friendly, supportive, welcoming and intellectually challenging educational environments at school. FNM students reported engagement (63%) slightly lower than for non-FNM students (68%) but this is an increase over the previous years. Of the five high schools with populations greater than 40% FNM students, all showed improvement in this measure (average up 8 percentage points.) School administrators and staff encourage respectful, caring environments, develop ways to meaningfully connect each student with a caring adult in the school and seek student input into high school course offerings and extra-curricular opportunities. Specific information is included in each school's Learning Improvement Plan.

School Division actions taken during the 2016-17 school year to achieve the targets and outcomes of the First Nations and Métis Student Engagement and Graduation Rates outcome and the Following Their Voices priority

Bert Fox Community High School implemented year two of Following Their Voices.

The Ministry of Education again supported the program with a half-time teacher facilitator providing direct support to teachers in their classrooms.

The second cohort of five teachers received professional development and support, for a total of 19.

The program was tracked through a standard set of performance measures throughout the school year.

The data showed a reduction in negative behaviour and increased student attendance and retention. At the end of the school year, the retention rate of the original cohort of 202 high school students was 91% (184 students) registered in the next year of school.

Division staff met with community partners, which included:

Holding regular meetings with First Nations Education Coordinators at Bert Fox Community High School, Balcarres Community High School and Greenall High School with area First Nations. These meetings resulted in regular presence in


schools by band staff as well as parents who often relied on Education Coordinators as advocates and support when attending school meetings.

Holding educational needs and performance planning meetings with Bands whose students attend Prairie Valley schools, gathering feedback to inform program planning decisions and student support services.

Held two First Nations and Métis Advisory Council meetings. The first on November 2, 2016 asked for Council input into School Division programming and yielded specific suggestions focused on suicide prevention and education, nutrition programs, dual language signage in schools, and using the “Natural Curriculum” in classrooms. The second meeting on May 9, 2017 focused on guided questions seeking input into the new Strategic Plan, 2017-2021.

Held a Director of Education - Tribal Council Director meeting on November 2, 2016 to share student achievement reports.

Celebrated events of significance to First Nations throughout the year:

15 schools involving 1,173 students attended Treaty 4 Days on September 13 to 17, 2016. Bert Fox Community High School students hosted three tipis raising providing student activities.

Recognized Orange Shirt Day Division-wide on September 30, 2016. Balcarres and Bert Fox hosted student-learning events with Elders present.

Observed Remembrance Day at the Education Centre, recognizing the contributions of First Nations and Métis veterans and including an Elder and singer/drummer.

Recognized Aboriginal Storytelling Month in February 2017.

Held National Aboriginal Day events around the Division attended by students and staff in various communities.


Measures for Improving First Nations and Métis Student Engagement and Graduation Rates and Following Their Voices

Average Final Marks Teacher-assigned marks are important indicators of student performance in school. Classroom marks are used for grade promotion and graduation decisions, to meet entrance requirements for postsecondary education, to determine eligibility for scholarships and awards and by some employers when hiring. The following displays average final marks in selected secondary-level courses for all students, and by non-FNM and FNM student subpopulations in the Division, along with provincial results for each category.

Notes: Results for populations of fewer than 10 students have not been reported to avoid identifying individuals or very small groups of students (nr). FNM students are those who choose to self-identify as First Nations (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNM students are those who do not identify as FNM or I, however, this category may include FNM students who choose not to self-identify. Source: Ministry of Education, 2017

Analysis of results

The average final marks for all students were generally on par with provincial averages. Students exceeded the provincial results in four of eight subject areas and were lower than the provincial results in four areas. Average marks of self-identified FNMI students were slightly lower than the FNMI provincial results in all subject areas. The gap between FNMI and non-FNMI achievement in the Division ranged from 11 to 22 percentage points and is consistent with last year’s results.

Credit Attainment Credit attainment provides a strong predictive indicator of a school system’s on-time graduation rate. Students receiving eight or more credits per year are more likely to graduate within three years of beginning Grade 10 than those who do not achieve eight or more credits per year.

Province Prairie Valley Province Prairie Valley Province Prairie Valley

English Language Arts A 10 (Eng & Fr equiv) 73.3 72.3 76.4 75.6 61.0 56.9

English Language Arts B 10 (Eng & Fr equiv) 73.0 73.4 76.0 76.6 61.0 59.7

Science 10 (Eng & Fr equiv) 72.3 73.5 75.6 77.4 59.5 57.9

Math: Workplace and Apprenticeship 10 (Eng & Fr equiv) 72.8 69.9 76.2 75.8 61.5 53.3

Math: Foundations and Pre-calculus 10 (Eng & Fr equiv) 72.9 72.2 74.9 74.9 61.9 58.1

English Language Arts 20 (Eng & Fr equiv) 74.7 73.7 76.7 75.3 64.9 63.9

Math: Workplace and Apprenticeship 20 (Eng & Fr equiv) 67.4 67.6 70.2 71.1 61.4 56.0

Math: Foundations 20 (Eng & Fr equiv) 73.8 74.6 75.6 77.1 63.7 58.6

Average Final Marks in Selected Secondary-Level Courses, 2016-17

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-FNM and FNM student subpopulations in the Division, along with provincial results for each category.

Notes: Proportions are calculated as the percentage of students enrolled at the secondary level on September 30 attaining eight or more credits yearly. Results for populations of fewer than 10 students have not been reported to avoid identifying individuals or very small groups of students (nr). FNM students are those who choose to self-identify as First Nations (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNM students are those who do not identify as FNM or I, however, this category may include FNM students who choose not to self-identify. Source: Ministry of Education, 2017

Analysis of results

Overall credit attainment rates are about the same as last year, with 70% of students receiving eight or more credits per year in 2016-17, down from 71% in 2015-16. The rate for FNMI students are higher than last year, with 50% receiving eight or more credits in 2016-2017, up from 45%. For non-FNMI students, rates are slightly lower in 2016-17 at 75%, down from 79% in the previous year. When comparing provincial results to Prairie Valley’s results, the Division is significantly higher in all three groups: for all students at 70% compared to the provincial rate of 61%, for non-FNMI students at 75% compared to the provincial rate of 71% and for FNMI students at 50% compared to the provincial rate of 31%.


While our FNMI rates exceed provincial averages, we recognize the need to continue our focus on the FNMI subpopulation using approaches proven to be effective in our Division. Prairie Valley will continue to provide engaging and flexible programming options, proven credit recovery processes, and instructional supports for schools with vulnerable populations.


Graduation Rates Outcome: By June 30, 2020, Saskatchewan will achieve an 85% three-year graduation rate. Priority: Identify and implement high impact strategies for supporting student engagement, retention, and graduation.

School Division goals aligned with the Graduation Rates outcome and priority

Achieve an 87% three-year graduation rate.

Actual: We achieved 86%, compared to 85% in the previous year.

70% of students will report high levels of intellectual engagement and sense of belonging as measured by OurSCHOOL/Tell Them From Me.

Actual: We achieved 66% for all students, up from 63% in the previous year.

School Division actions taken during the 2016-17 school year to achieve the targets and outcomes of the Graduation Rates outcome

Schools monitored graduation eligibility regularly throughout the school year, providing interventions where necessary.

Superintendents monitored student progress toward graduation closely, reporting on graduation eligibility quarterly and following up with each school.

Career Counselors met with each Grade 12 student, individually or in small groups, to review post-secondary plans.

Facilitated a working group of senior math teachers to create online (PVSD Moodle) content for the WA (Workplace Apprenticeship) 20 modular course.

Offered enriched programming in more schools:

Updated Life Transitions 20 and 30 for modular use in 2017-2018.

Introduced Advanced Placement Psychology 30 in Greenall.

Extended French Immersion to Grade 7 at École White City School and Grade 3 at Lumsden Elementary School.

Determined scope and sequence of secondary programming requirements including resources for the introduction of French Immersion programming at Greenall High School beginning in 2018-2019.

Swimming programs for students with intensive supports increased from 13 schools participating in 2015-2016 to 15 schools in 2016-2017.


Measures for Graduation Rates

Grade 12 Graduation Rate: On-Time To graduate within the typical three-year period after beginning Grade 10, students must accumulate an average of eight credits per year to achieve the minimum requirement of 24 required secondary level credits at the end of Grade 12. On-time graduation rates are one measure of the efficiency of a school system. The following displays the percentage of students (all students, non-FNM and FNM) 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 3 years of ‘starting’ Grade 10. Results for populations of fewer than 10 students have not been reported to avoid identifying individuals or very small groups of students (nr). FNM students are those who choose to self-identify as First Nations (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNM students are those who do not identify as FNM or I, however, this category may include FNM students who choose not to self-identify. Source: Ministry of Education, 2017

Analysis of results


In June 2009, 83% of Prairie Valley students graduated within three years of entering Grade 10 (91% of non-FNMI students and 50% of FNMI students). In June 2017, the graduation rate increased to 86% (93% for non-FNMI students and 54% for FNMI students). Prairie Valley School Division’s results are higher than the provincial average for all students (86% compared to 76%) and exceed the provincial ESSP 2020 outcome target of 85%. Graduation rates for FNMI students dropped slightly to 54% compared to 57% in 2015-2016, though FNMI graduation rates remain significantly higher than the provincial rate of 43%. While it traditionally takes three years to achieve the 24 credits required for graduation, students face many different circumstances, and our objective is to support all students to successfully complete high school, regardless of how much time it takes.

Grade 12 Graduation Rate: Extended-Time Some students need more time to complete all the courses necessary to graduate so they continue in school longer than the typical three years after beginning Grade 10. Extended-time graduation rates are one measure of the responsiveness of the school system. The following displays the percentage of students (all students, non-FNM and FNM) 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 10 students have not been reported to avoid identifying individuals or very small groups of students (nr). FNM students are those who choose to self-identify as First Nations (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNM students are those who do not identify as FNM or I, however, this category may include FNM students who choose not to self-identify. Source: Ministry of Education, 2017

Analysis of results

When comparing to provincial results, Prairie Valley School Division’s 2016-2017 extended-time graduation rates – within five years of beginning Grade 10 – are higher in all categories: for all students (90% compared to 84%), for non-FNMI students (97% compared to 90%) and for FNMI students (64% compared to 60%).

Between 2009 and 2017, the extended-time graduation rate has increased overall and for non-FNMI students. In 2009, 86% of the total student population graduated within five years of beginning Grade 10; by 2017 that number increased to 90%. The non-FNMI population graduating within five years increased from 92% to 97% between 2009 and 2017. The FNMI extended time graduation rate increased from 59% to 64% over the same period.

We will continue to offer a full array of programs and services that support students in attaining graduation requirements.


Grade 9 to 10 Transition The transition from Grades 9 to 10 can be difficult for some students for many different reasons, including not having reached all outcomes from each subject area in the elementary grades. This measure is intended to show how well Grade 9 students adjust in the transition to Grade 10. Achieving eight or more credits a year is important for steady progress towards graduating on-time. The following displays the percentage of Grade 9 students (all students and the FNM 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. FNM students are those who choose to self-identify as First Nations (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNM students are those who do not identify as FNM or I, however, this category may include FNM students who choose not to self-identify. Source: Ministry of Education, 2017


Analysis of results

Overall, 89.5% of students enrolled in Grade 10 for the first time in 2016-2017 achieved eight or more credits; of those students who are FNMI, 61% achieved eight or more credits, down from 69% the previous year. Our Division’s results are significantly higher than the provincial average results of 75% for all students and 40% of FNMI students. The eight-year results displayed on the left side of the chart show similar trends. On average over the past 8 years 88% of Prairie Valley students achieved 8 or more credits in Grade 10 for the first time, compared to 74% provincially. For FNMI students, an average of 62% of Prairie Valley students achieved this goal compared to 40% provincially. Prairie Valley School Division is proud of our efforts to provide a wide variety of engaging programming options to high school students, regardless of location, school size, or school configuration.


Sector-Wide Efficiencies Outcome: By August 31, 2020, implement a sector-wide approach to find efficiencies and increase value add in order for the sector to be responsive to the challenges of student needs.

School Division goals aligned with the Sector-Wide Efficiencies outcome

Achieve an accumulated savings of $10.1M.

Actual: We achieved $12.6M cumulative savings, up from $8.0M cumulative

last year.

School Division actions taken during the 2016-17 school year to achieve the targets and outcomes of the Sector-Wide Efficiencies outcome

Prepared and implemented an efficiency agenda for 2016-2017 with savings totaling $2M. Highlights include:

Information technology related savings accounted for $1M of the total, resulting from successful tenders for laptops, servers and switches, refining specifications, converting six schools to multi-area SIP (session initiation protocol) phone lines and doing more work in-house rather than contracting

Seven tenders resulted in combined savings of approximately $367K

Completed energy efficiency audits at five schools through SaskPower that will provide a blueprint for actions next year

Reduced travel costs and more efficient use of fleet vehicles and video conferencing

Initiated phase two of WILO, A Week in the Life of…., consisting of:

All schools holding staff meetings to identify issues and distractions affecting educational assistants (EA), teachers and school based administrators.

Held six regional meetings collaboratively facilitated by senior administration and Prairie Valley Teachers Association executive to hear and compile school level data.

Analyzed data from regional meetings and developed an action plan consisting of 23 actions addressing 12 issues and distractions. Seventeen of the 23 actions were completed.

Began to examine how to streamline the management responsibilities of school-based administrators in order to maximize time for instructional and school leadership, which included:

Hosting a feedback session with all school-based administrators to ask: What items are causing you excessive administrative work? How can we adjust expectations or processes to remove or reduce excessive administrative work? What is working well that we need to do more of?

Compiling the issues and proposed action plan and reviewing with a focus group.

Developing an initial plan of action ready for implementation in 2017-2018 This will continue to be a priority area in 2017-2018.


Completed implementation of the action plan to improve the Human Resources-Payroll Interface. Communication has improved significantly with regularly scheduled meetings and quick check-ins, which has resulted in reductions in processing errors and rework. Better documentation of processes and standards has also contributed to process efficiencies.

Completed implementation of the action plan on the role of the educational assistant (EA):

Completed work relating to the role of the EA, which included a refresh of the educational assistant job description and the EA manual.

Introduced changes to roles and responsibilities between learning supports and human resources to streamline processes.

Implemented a new formula for allocating EA FTE to provide greater stability in EA allocations within schools. Movement of EAs within the system remained high in 2016-2017, primarily due to changes in student numbers resulting from a system-wide review of intensive needs student caseloads. Student caseloads and resulting staff movement are expected to stabilize in 2017-2018 and will continue to be monitored closely.

Continued to monitor, report and follow up on previous continuous improvement initiatives to ensure anticipated results are being realized.


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

In the Early Years Evaluation, children aged 0-6 will achieve: - 95% in awareness of self

Actual: We achieved 97%. - 90% in social skills

Actual: We achieved 92%. - 80% in cognitive skills

Actual: We achieved 90%. - 90% in language

Actual: We achieved 94%. - 90% in physical development

Actual: We achieved 94%.

School Division actions taken during the 2016-17 school year to achieve the targets and outcomes of the Early Years outcome

Pre-kindergarten teachers offered an average of eight family engagement activities per school including theme nights/events, outdoor and indoor physical activities, student performances and field trips.

All 11 schools offering Pre-K reported multiple and varied ways of promoting Pre-K in the community such as: advertising, information sessions, posters, letters home and to local childcare centres and direct telephone contact with targeted families.

Speech-Language Pathologists supported Kindergarten teachers and identified language goals tailored to classroom needs in all 30 schools offering Kindergarten.

All new Pre-K teachers received professional development in Pre-K Basics and 34 of 37 Kindergarten teachers completed at least two on-line modules of Literacy Practices in Kindergarten.

Measures for Early Years

Early Years Evaluation The Early Years Evaluation-Teacher Assessment (EYE-TA) is a readiness-screening tool that provides information about each child’s development and learning with a focus on reading readiness skills. Results from the EYE-TA allow educators and school-based interdisciplinary teams to quickly identify children most likely to require extra support during the Kindergarten year, based on their levels of skill development in five key domains at school entry. In addition to results for specific domains, children are also assigned a comprehensive score known as a Responsive Tiered Instruction (RTI) level. Responsive Tiered Instruction (RTI) is a preventive approach that allows educators,


school teams and divisions to allocate resources early and continuously, rather than waiting until after children have experienced failure before responding. The following displays the percentage of children (all children, non-FNMI and FNMI) in the Division assessed as Tier I at Kindergarten entry and after the Kindergarten year at exit, for the 2014-15 (baseline) year and the two years following, as well as the provincial results for each category.

Notes: Research shows early identification followed by a responsive, tiered approach to instruction from Kindergarten to Grade 3 can substantially reduce the prevalence of reading challenges. The primary role of EYE is to help inform educational practice. EYE screening at Kindergarten entry is used by classroom teachers and school divisions to identify children who experience


difficulties with important skills when they arrive in Kindergarten, and who may need closer monitoring or further assessment during the year. Children who have difficulty with important skills at Kindergarten entry are also re-assessed before the end of the Kindergarten year, allowing school divisions to measure the impact of their supports and responses. Children assigned Tier I RTIs are able to complete developmental tasks without difficulty. These children have a high probability of reading at grade level by Grade 3 - an important predictor of school success, including Grade 12 graduation. The format of EYE-TA results reported previously in school division annual reports varies from the format used here. Prior to 2016-17, displays showed percentage results for all RTI Tiers at Kindergarten entry and exit of the assessment year. The amended displays now show only the percentage of children assessed as Tier I at Kindergarten entry and after the Kindergarten year at exit. In addition, School Division EYE-TA displays also now show results for self-declared First Nations (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk children (FNMI), and for those who do not identify as FNMI (non-FNMI), provided both comparison groups consist of a minimum of 10 children. It should be noted that the non-FNMI group may include FNMI students who choose not to self-identify. Source: Ministry of Education, Early Years Branch, 2017

Analysis of results

The 2016-2017 EYE-TA results at Kindergarten exit for Prairie Valley School Division show 84% of students scored as Tier 1 indicating their learning and development is typical for children the same age.

Prairie Valley School Division results are above the provincial averages in Tier 1 (84% for Prairie Valley compared to 80% for the province) though are slightly lower than the previous year (88% in 2015-16 compared to 84% in 2016-17). For FNMI students, Prairie Valley results are also above the provincial average in Tier 1 (61% compared to 58%) though are lower than the previous year (61% in 2016-2017 compared to 71% the previous year). Results for non-FNMI children are similar, higher than the provincial average (87% compared to 84% provincially) though slightly lower than the previous year (90% in 2015-2016).


School Division Local Priority Area

Prairie Valley School Division had seven local priorities unique to our School Division relating to academic areas such as science and Treaty Essential Learnings, extra-curricular opportunities for students and high quality transportation, finance, facilities and technology support services.

For results information, see our 2016-2017 Community Report on our website at www.pvsd.ca under Publications.

http://www.pvsd.ca/


Demographics Prairie Valley School Division closely monitors demographics for students and staff throughout the year, producing short- and long-term projections for staffing, programming, facility and technology planning purposes.

Students For student demographics and enrolments, the Division uses Baragar Demographic Dynamics combined with local knowledge and annually analyzes actual enrolments compared to projections and the reasons for variances. Enrolments in recent years have slightly increased, particularly in the areas around the City of Regina. As of September 30, 2016, 8,303 students were enrolled in Prairie Valley School Division, an increase from 2015 (8,159 students) and 2014 (8,090 students). The population of Kindergarten students increased compared to previous years, and the number of students from Grades 1 to 5 was higher than previous years. Grades 6 to 10 remained generally consistent with last year while Grade 11 decreased by approximately 60 students and Grades 12 increased slightly.

Students – Prairie Valley SD

Note: The table above identifies the actual number of students enrolled in each grade as of September 30 each year. Source: Ministry of Education, 2016

2014-15 2015-16 2016-17

Kindergarten 651 586 669

1 666 687 606

2 633 684 725

3 643 654 696

4 606 641 647

5 594 625 665

6 623 605 629

7 619 618 617

8 615 627 624

9 583 580 610

10 663 603 598

11 612 642 581

12 582 607 636

Total 8,090 8,159 8,303

PreK 156 157 179

Grade


Note: The table above identifies the actual number of students enrolled in grade-level groupings as of September 30 of each year. Source: Ministry of Education, 2016

2014-15 2015-16 2016-17

K to 3 370 379 372

4 to 6 277 292 336

7 to 9 359 355 316

10 to 12 403 419 430

Total 1,409 1,445 1,454

K to 3 98 123 159

4 to 6 26 50 69

7 to 9 - - 14

10 to 12 - - -

Total 124 173 242

1 to 3 34 46 53

4 to 6 38 40 49

7 to 9 56 41 49

10 to 12 38 48 34

Total 166 175 185

Self-Identified

FNMI

French

Immersion

English as an

Additional

Language

Subpopulation

EnrolmentsGrades


Staff

The Division employed 1,146 full-time equivalent positions as of August 31, 2016. About half of these employees were teachers. The other half includes a wide range of occupations including superintendents, supervisors, managers, educational assistants, social workers, occupational therapists, speech-language pathologists, psychologists, administrative support staff, information technology staff, finance and human resources staff, caretakers, bus drivers, mechanics and facility technicians who collectively worked to provide a quality educational experience for students.

School Division Staff as of August 31, 2017

Job Category FTEs

Classroom teachers 510.6

Principals, vice-principals 39.4

Other educational staff (positions that support educational programming) – e.g., educational psychologists, educational assistants, school community coordinators, speech language pathologists

319.6

Administrative and financial staff – e.g., Chief Financial Officers, accountants, Information Technology people, supervisors, managers, administrative assistants, clerks

30.3

Plant operations and maintenance – e.g., caretakers, handypersons, carpenters, plumbers, electricians, gardeners, supervisors, managers

65.0

Transportation – e.g., bus drivers, mechanics, parts persons, bus cleaners, supervisors, managers

175.4

League of Educational Administrators, Directors and Superintendents (LEADS) – e.g., director of education, superintendents

6.0

Total Full-Time Equivalent (FTE) Staff 1146.3

Notes: • The numbers shown above represent full-time equivalents (FTEs). The number of employees may be greater because some people work part-time or seasonally. • Some individuals are counted in more than one category. For example, a teaching principal might be counted as 0.4 as a classroom teacher and 0.6 as a principal. Source: Prairie Valley School Division Human Resource System


Senior Management Team

The Director of Education, Ben J. Grebinski, was the Chief Executive Officer of the School Division and reports to the elected board. The Director of Education/CEO was responsible for the administration of the Division, supported by a Deputy Director of Instruction and School Operations (Interim), Mike Embury and a Deputy Director of Division Services/CFO, Naomi Mellor.

In the 2016-2017 school year, four instructional superintendents responsible for instruction and school operations, one superintendent responsible for learning supports and one superintendent responsible for project management reported to a member of the senior management team:

Patty Brady, Superintendent of Education – School Operations

Mike Embury, Superintendent of Education – School Operations

Dale Reed, Superintendent of Education – School Operations

Derek Smith, Superintendent of Education – School Operations

Lorrie Anne Harkness, Superintendent of Education – Learning Supports

Lyle Stecyk, Superintendent of Project Management

Five supervisors and two managers reported to a member of the senior management team:

Ashton Calder, Supervisor of Communication, Information and Technology

Lola Correia, Supervisor of Finance

Keith Harkness, Supervisor of Learning, Assessment and Data Systems

Cindy Laturnas, Supervisor of Transportation

Megan Rich, Supervisor of Human Resources

Devin Jones, Manager of Human Resources

Sheena August, Manager of Communications


School Division Infrastructure and Transportation

School List 2016-2017 School Grades Location

Arm River Colony School K-12 Arm River Colony Balcarres Community School PreK-12 Balcarres Balgonie Elementary School K-8 Balgonie Bert Fox Community High School 8-12 Fort Qu’Appelle Broadview School PreK-12 Broadview Clive Draycott School K-8 Bethune Cupar School K-12 Cupar Dr. Isman Elementary School K-6 Wolseley École White City School K-8 White City Edenwold School K-6 Edenwold

Emerald Ridge Elementary School K-8 White City Fort Qu’Appelle Elementary Community PreK-7 Fort Qu’Appelle Greenall High School 9-12 Balgonie Grenfell Elementary Community School PreK-6 Grenfell High Community School 7-12 Grenfell Indian Head Elementary School PreK-6 Indian Head Indian Head High School 7-12 Indian Head James Hamblin School K-9 Qu’Appelle Kelliher School PreK-12 Kelliher Kennedy-Langbank School K-8 Kennedy Kipling School PreK-12 Kipling

Lajord Colony School K-12 Lajord Colony Lipton School PreK-12 Lipton Lumsden Elementary School PreK-8 Lumsden High School 9-12 Lumsden McLean School K-8 McLean Milestone School K-12 Milestone Montmartre School K-12 Montmartre North Valley Elementary School K-6 Neudorf North Valley High School 7-12 Lemberg Pense School K-8 Pense Pilot Butte School PreK-8 Pilot Butte Robert Southey K-12 Southey Sedley School K-8 Sedley

South Shore School K-8 Regina Beach Stewart Nicks School K-8 Grand Coulee Vibank Regional School K-12 Vibank Whitewood School PreK-12 Whitewood Wolseley High School 7-12 Wolseley


Infrastructure Projects 2016-2017 Several schools in the Prairie Valley School Division were modernized and/or renovated during 2016-2017. A list of significant projects appears below.

School Project Description 2016-2017

Cost

Capital Project Expenditures

*Greenall High

Servery

Renovate and modernize the practical and applied arts foods and commercial cooking spaces and servery spaces to address programming, operating and nutrition deficiencies (cost includes equipment).

$188,465

Busses and Other Vehicles 1,311,761

Furniture and Equipment 728,108

Computer Hardware and Audio/Visual Equipment 2,142,647

Total Capital Expenditures $4,370,981

Non-Capital Project Expenditures

Cupar Roof Repair Re-shingle failed end of life roof. 101,682

Cupar Replace Sidewalks

Replaced multiple sidewalks and entrance pads.

42,581

Dr. Isman Gym Floor Replaced end of life gymnasium floor. 34,087

Greenall Change Room Showers

Renovated boys and girls gym change rooms and showers.

83,649

Greenall Washroom Renovated northeast boys, girls and staff bathrooms.

131,292

Grenfell High Gym Change Rooms

Renovated boys and girls gym change rooms and showers.

126,479

Indian Head High

Washrooms Renovated boys and girls central wing bathrooms

80,943

James Hamblin

Roof Repair Replaced failed gymnasium roof. 61,224

Kelliher

Washroom Renovated boys and girls north west bathrooms.

73,153

Lipton Roof Repair Replaced end of life hail damaged roof (excluding gym).

78,891


School Project Description 2016-2017 Cost

Lumsden Elementary

Roof Repair Replaced two east-central end-of-life roof sections.

37,671

Milestone Concrete Replaced damaged unsafe concrete walkway at junior school.

36,595

Montmartre Concrete Replaced damaged unsafe concrete walkway on south side of school.

24,379

Montmartre Gym Floor

Replaced end-of-life gymnasium floor, addressed stage safety- access issues, drapes and acoustics.

102,613

North Valley Elementary

Sidewalk Replaced damaged unsafe concrete walkway.

30,297

North Valley High

Roof Repair Repaired multiple end of life and failed roof sections.

103,903

Pilot Butte Gym Replaced end of life gymnasium floor. 62,633

Sedley School Roof Repair Repaired multiple failed roof sections. 146,147

Vibank Sidewalk Replaced damaged unsafe concrete walkway.

30,047

Whitewood Sidewalk Replaced damaged end of life concrete walkway and pads.

62,602

Wolesley High Roof Repair Replaced end of life failed roof. 155,116

Various schools

Painting and flooring

Painting at Indian Head High, Pilot Butte and Bert Fox. Flooring at North Valley High, James Hamblin and Grenfell High.

240,470

Various schools

Various projects

Various maintenance and small renovations projects.

116,610

Total Non-Capital Project Expenditures 1,963,064

Total $6,334,045

*This project was largely completed in 2015-2016 but part of the cost and work was incurred in 2016-2017.


Transportation Given the size and the geographic dispersion of Prairie Valley School Division, the transportation of 4,500 students to and from school each day is a significant operational challenge. Prairie Valley School Division operates its own transportation service with a fleet of 210 buses. Because of historical arrangements due to geographic proximity to Regina and access to various programming options, the Division transports 141 students into 20 Regina schools from nearby communities using a combination of nine bus routes and taxicabs to ensure that students get to school in a timely manner. These Regina routes will be phased out by June 2019.

Professional transportation staff use up-to-date technology to refine and improve transportation services. Collaboration and communication between the central transportation office, schools, students, families and communities ensures a culture of safety throughout the School Division.

Student Transportation Statistics

Number of students transported daily*

4508

In-town students transported (included in above) 752

Number of transportation routes 164

Number of buses 210

Kilometres travelled daily 27,689

Average age of buses 6.56 years

Capacity utilized on buses 88%

Average one-way ride time 25 min.

Longest one-way ride time 85 min

Cost per student per year $2,070

Cost per kilometer travelled $1.98

*Statistics are for daily transportation of students to and from school. Extra-curricular trips are not included. Source: Prairie Valley Transportation Services, 2017.


Financial Overview Summary of Revenue and Expenses The Division’s leadership is committed to responsible stewardship of the public funding allocated to the Division by the Ministry of Education and other sources. In fiscal 2016-2017, Prairie Valley School Division recorded an actual deficit of $627,000, is a $1.0M improvement over the budgeted deficit of $1.62M. Revenues The Division received revenues totaling $105.5M in 2016-2017, a decrease of 1.1 per cent over 2015-2016 actual revenues and an increase of $1.0M over the 2016-2017 budgeted revenue. This increase is due to:

Combined higher total Ministry of Education operating grants and property tax revenue

An increase in capital grants related to an in-year increase in preventative maintenance and repair (PMR) funding

Higher than estimated other revenues for miscellaneous reimbursements and other revenues

In-year third-party grant funding

Offsetting revenue decreases were due to:

o Lower than estimated tuition revenues as a result of lower than projected on-reserve student enrolments

o Lower than estimated school generated funds, offset by matching expenses Expenditures The Division incurred operating expenditures of $106.1M, an increase of 1.7 per cent from 2015-2016 actual expenditures and consistent with 2016-2017 budgeted expense. Although total expenses were consistent with budget, there are variances between categories attributable to: higher than estimated salary and benefit pressures for substitute support staff, building operating costs such as utilities and minor renovations, higher than projected amortization of capital assets, increased attendance at board events and expenses related to grants received in-year that were not known during budget preparation. Increases were offset by savings in administrative and support staff due to vacancy management, savings from lower than projected fuel costs and savings in supplies and services, professional development and travel costs due to internal expenditure restraint measures. In 2016-2017, as in previous years, Prairie Valley School Division’s single largest expense was Instruction, which includes salaries and benefits for teachers and other staff who work with students, resource materials and classroom supplies. Capital expenditures for the year totaled $4.4M.


Budget to Actual Revenue, Expenses and Variances

Budget to Budget to

2017 2017 2016 Actual Actual %

Variance

Over / (Under)

Property Taxation 40,420,236 46,005,100 41,933,898 5,584,864 14% 1

Grants 53,540,398 49,502,964 54,134,870 (4,037,434) -8% 2

Tuition and Related Fees 6,409,375 5,597,790 6,050,508 (811,585) -13% 3

School Generated Funds 2,730,856 2,607,088 2,836,928 (123,768) -5%

Complementary Services 660,000 661,920 660,000 1,920 0%

External Services - 150,000 150,000 150,000 100% 4

Other 695,000 955,478 922,226 260,478 37% 5

104,455,865 105,480,340 106,688,430 1,024,475 1%

Governance 575,831 787,719 726,583 211,888 37% 6

Administration 4,513,861 4,281,500 4,337,784 (232,361) -5% 7

Instruction 73,617,691 72,847,516 71,381,967 (770,175) -1%

Plant 11,828,230 12,540,582 12,664,384 712,352 6% 8

Transportation 9,496,645 9,331,695 9,003,863 (164,950) -2%

Tuition and Related Fees 62,000 217,266 65,417 155,266 250% 9

School Generated Funds 2,670,575 2,532,841 2,721,262 (137,734) -5% 10

Complementary Services 2,611,808 2,572,193 2,526,313 (39,615) -2%

External Services - 150,000 150,000 150,000 100% 11

Other Expenses 700,141 845,904 728,073 145,763 21% 12

106,076,782 106,107,216 104,305,646 30,434 0%

(1,620,917) (626,876) 2,382,784

Note

1

2

3

4

5

6

7

8

9

10

11

12

Surplus (Deficit) for the Year

Budget Actual Note

REVENUES

Total Revenues

EXPENSES

Total Expenses

Actual Variance

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

Explanation

Education Property Tax revenue budget originally based on 2016 calendar year. Actuals are based on four months from

2016 and eight months from 2017, which had a large increase.

School division operating funding is provided through a combination of Education Property Tax (EPT) and Government

Operating Grants. When higher amounts of EPT are collected (see explanation above), less is provided through operating

grants.

Lower than estimated enrolments of on-reserve students.

In year receipt of third party grant for Invitational Shared Services.

Increase in students attending a Regional College and specialized school.

Offset by school generated funds revenues.

In year receipt of third party grant management.

Higher than estimated interest on bank indebtedness and provision for uncollectible tax arrears.

Savings from in‐year vacancy management and spending restrictions on professional development and travel.

Increased miscellaneous revenues and reimbursements.

Additional costs related to Public Section litigation, change in recording of SCC grant allocations and higher than budgeted

Board Member event attendance.

Higher building operating costs for utilities and increase in preventative maintenance related expenditures to offset in year

funding increase received .


Appendix A – Payee List Board Remuneration

Name Remuneration

Travel Professional

Development

Total In Province

Out of Province

In Province Out of

Province

Baran, Jeffrey (Oct 27, 2016 – Aug 31, 2017)

16,630 7,564 - 3,977 - 28,171

Barber, Verne (Oct 27, 2016 – Aug 31, 2017)

15,080 4,440 - 3,585 - 23,105

Berglund, Terry 17,682 12,164 - 4,162 - 34,008

Blatter, Marlene (Oct 27, 2016 – Aug 31, 2017)

18,268 7,577 - 3,716 - 29,561

Bradley, Judy 18,117 7,642 - 3,075 - 28,834

Couture, Denise (Oct 27, 2016 – Aug 31, 2017)

13,111 4,857 - 2,846 - 20,814

de Gooijer, Bert (Vice-Chair)

23,324 11,677 - 3,576 - 38,577

Emery, Kenton (Sep 1, 2016 - Jan 31, 2017)

8,857 2,128 - 1,203 - 12,188

Esplin, Kent (Sep 1, 2016- Oct 26, 2016)

2,887 902 - - - 3,789

Fjestad, Deanna (Sep 1, 2016- Oct 26, 2016)

3,964 1,231 - - - 5,195

Jenkins, Jay (Sep 1, 2016- Oct 26, 2016)

2,875 1,379 - 1,000 - 5,254

Kotylak, Janet (Chair) 32,139 13,059 - 691 - 45,889

Sangwais, Rachel 10,103 3,547 - 2,264 - 15,914

Thauberger, Frank 17,409 4,982 - 3,438 - 25,829

Urban, Sandi (Sep 1, 2016 - Oct 26, 2016)

2,345 384 - - - 2,729


Personal Services

Name Amount Aamodt, Marianne 86,066

Ackerman, David 55,992

Adames, Pamela 65,327

Adams, Amber 80,318

Adams, Tracy 90,358

Agarand, Carla 68,452

Akrigg, Lindsey 86,084

Aldous, Leah 59,987

Allan, Sarah 62,941

Amyotte, Greg 55,992

Anderson, Chelsea 62,925

Anderson, Sarah 75,563

Andrews, Dean 90,562

Andrychuk, Jillian 90,137

Antifaiff, Chelsey 54,103

Armbruster, Danyelle 77,806

Armstrong, Donna 91,004

Armstrong, Michael 62,441

Arnason, Jennifer 54,620

Ashton, Wendy 86,979

Atkinson, Colton 64,750

August, Sheena 76,577

Aulie, Tracy 101,447

Babcock, Danielle 65,739

Babiuk, Nicole 54,814

Baggett, Angela 70,522

Bakken, Kristinia 95,208

Bales, Corey 82,699

Ballantyne, Robert 97,051

Balogh, Rhonda 86,506

Baumgartner, Connie 90,333

Bechard, Sara 76,815

Beck, Karissa 61,856

Beckett, Aline 86,741

Behrns, Brian 55,992

Bell, Erin 90,744

Bell, Lisa 77,241

Belliveau, Marlene 90,076

Name Amount Bender, Curtis 95,500

Benning, Sarah 61,060

Berg, Michael 87,000

Berg, Robin 105,379

Bieber, Jennifer 85,896

Bircher, Dave 108,085

Bircher, Kim 85,909

Bird, Reila 104,113

Birns, George W. 90,076

Bjornson-Kowalchuk, Bev 116,356

Black, Melanie 90,406

Blayone, Carmen 85,912

Blenkin, Trudy 69,463

Blomquist, Cheryl 107,348

Blyth, Janine 106,520

Blyth, Leslie 85,896

Bohay, Renea 84,905

Bohay, Rick 86,264

Bollinger, Margaret 86,971

Bone, Toni 53,190

Bonk, Noelle 74,007

Boutin-Maloney, Andre 96,616

Bouvet, Danielle 85,816

Bowes, Jolene 63,501

Bowley, Tina 82,166

Boyd, Katelyn 54,822

Boyle, Noleen 85,896

Boys, Melissa 101,060

Braden, Patricia 100,754

Bradley, Holly 88,850

Bradley, Marie 94,664

Bradshaw, Gina 70,970

Brady, Patty 148,361

Brennan, Bonnie 86,359

Breti, Carolyn 86,756

Briere, Erica 54,061

Bright, Janna 55,358

Brodner, Leila 65,709


Name Amount Brooks, Valerie 99,508

Brown, David 59,474

Bruce, Murray 110,410

Brueckner-Procyk, Kelly 95,248

Brule, Danielle 57,519

Brule, James 86,459

Buchan, Scott 87,422

Buchko, Virginia 54,620

Burghardt, Amy 64,290

Button, Tamra 86,027

Byrnes, Angela 90,461

Cabylis, Demetrios 64,666

Calder, Ashton 109,531

Campbell, Juli 90,076

Carleton, Sherry 89,840

Carnegie Meeres, Kellianne 65,735

Carpentier, Anthony 50,268

Catusanu, Ciprian 74,671

Charanduk, Andrea 78,087

Chernenkoff, Tamara 84,381

Chomos, Gisele 85,055

Chorneyko, Camille 90,223

Christiansen, Kyla 51,567

Clark, Brandy 78,736

Clark, Christine 88,197

Clark, David 86,022

Clark, Micheil 68,617

Clark, Randy 88,038

Clarke, Darlene 95,208

Clarke, Kelly 82,790

Clarke, Sarah 58,402

Cochrane, Cory 96,680

Coghill, Jason 75,113

Cooper, Carla 79,126

Correia, Gloria 123,763

Crawford, Charnelle 67,872

Crawford, Kim 86,313

Crich, Julia 60,314

Croshaw, Jim 87,616

Cross, Meaghan 70,550

Name Amount Czemeres, Russell 90,921

Dahl-Ritco, Corinna 74,941

Dammann, Dal 94,667

Dash, Bonnie Jean 80,859

Dash, June 67,277

Davidson, Colby 61,418

Davis, Alisha 77,372

Davis, Jacquelyn 62,287

de Waal, Robert 69,034

Deck, Shelley 90,358

Decker, Michael 66,608

Deiter, Candice 85,896

Dermody, Krista 87,124

DeWitt, Barbara 73,103

Dickie, Brendan 56,012

Didur, Cheryl 54,377

Dirkson, Lois 86,459

Dixon, Amanda 68,951

Dodge, Adam 78,638

Dong, Ron 86,042

Doud, Brenda 113,028

Dovell, Karie 70,007

Dreger, Jennifer 77,774

Drew, Brandy 75,119

Driedger, Sheldon 69,034

Driedger, Tracy 92,707

Drozda, David 89,131

Dubois-Evans, Denise 87,952

Dudley, B. Joyce 85,999

Dufour, Heidi 78,427

Dufour, Sean 94,965

Dunham, Lynn 85,922

Dunville, Luke 90,132

Dusterbeck, Ann 87,242

Dvernichuk, Paula 95,390

Dwivedi, Rashi 66,671

Dyck, Kevin 51,743

Eberle, Valene 78,031

Edmonds, Mark 104,113

Elsner, Blaine 88,171


Name Amount Embury, Mike 167,338

Endicott, Brian 113,033

Endicott, Codie 75,592

Erbach, Chelsea 50,575

Ermel, Danielle 60,042

Esplin, Karla 85,926

Fafard, Andrea 82,241

Faucher, Michelle 91,180

Fenske, Holly 65,204

Ferguson, Amie 78,747

Ferner, Amy 90,076

Fiorante, Lina 86,121

Fitterer, Bryce 62,129

Flahr, Amanda 74,943

Focht, Cindy 108,091

Folnovic, Stephen 67,231

Forest, Jessica 58,773

Forster, Sean 70,183

Forsyth, Janelle 86,276

Fortin, Davina 85,896

Fowler, Krista 85,944

Fraser, Chelsea 64,029

Freitag, Cynthia Leah 50,674

Freitag, Justin 70,485

Frey, Roxanne 86,494

Frick, Troy 99,122

Froese, Lewis 86,064

Fuchs, Tracie 85,454

Fuhro, Dwight 89,250

Gabel, Brittany 59,050

Gabriel, Wayne 74,671

Gawley, Nathan 74,647

Gedak, Mark 86,370

Geiger, Cassandra 78,727

Geis, Kaitlyn 63,340

Geisler, Michelle 86,079

Geisler, Sarah 108,980

Gel, Rebecca 86,037

Gerein, Kelly 76,232

Gerein, Vanessa 79,495

Name Amount Gesell, Matthew 63,044

Gheyssen, Jesse 76,584

Giambattista, Melanie 66,146

Gibbens, Shelley 85,919

Gibbs, Dana 85,896

Gilroy, Caren 86,876

Godlien, Joshua 78,480

Goertzen, Scott 73,060

Gorski, Shelly 110,647

Gottfried, Kelsey 52,197

Gottselig, Donn 74,671

Grad, Geraldine 65,372

Graham, Ferrah 101,437

Graham, Marlo 79,098

Grainger, Bonny 117,200

Grant, Jalissa 62,531

Gray, Sandra 85,944

Grebinski, Ben 223,575

Grieve, Krysta 86,327

Gurski, Barb 85,968

Haase, Rhonda 69,078

Habeebkutty, Candy 95,338

Haberstock, Roxanne 85,896

Hadwen, Glenda 99,067

Halbgewachs, Michelle 86,677

Halipchak, Anastasia 121,491

Hallam, Heather 82,614

Hallam, Michael 86,356

Hamelin, Ken 90,172

Hamelin, Melody 65,224

Hamelin-Sorenson, Julie 86,313

Hamilton, Candace 85,896

Hampson, Lisa 83,086

Hansford, Melissa 86,974

Hanwell, Carrie 106,674

Harcourt, Dean 90,076

Harder, Shauna 85,944

Harder, Tamara 65,123

Harding, Brittney 51,342

Harding, Ryan 106,323


Name Amount Harkness, Keith 112,595

Harkness, Lorrie Anne 148,361

Harper, Donna-Lynne 85,986

Hartman, Jim 88,064

Hartman, Shanis 59,167

Harvey, John 115,107

Hasan, Maksudul 69,034

Hassler, Angela 88,675

Head, Micheal 64,748

Headrick, Daniel 63,248

Heck, Chelsea 51,568

Hennenfent, Joel 71,417

Henry, Susan 90,172

Herman, Kelsie 88,027

Herperger, Erin 75,338

Herranen, Erinn 88,674

Hewitt, Sue 85,905

Highmoor, Patricia 87,579

Hill, Tina 102,649

Himmelspeck, Deanna 69,546

Hollerbaum, Deanna 85,896

Holt, Kyla 63,703

Hood, Clinton 65,092

Horsman, Lisa 91,644

Horsman, Shaun 95,299

Howden, Camille 85,896

Howell Dalziel, Kelly 74,691

Hrbachek, Crystal 105,640

Hrynewich, Dion 116,780

Hrynuik, Joanne 86,562

Hubbard, Alicia 85,790

Hubick, Carole 86,459

Hubick, Shauna 86,164

Huck, Lori 86,011

Hulshof, Miranda 68,398

Hunt, Matthew 59,017

Hyndman, Jody 78,736

Ireland, Kelly 101,422

Irving, John 112,914

Istace, Kathleen 96,661

Name Amount Istace, Krista 75,031

Jacklin, Chris 95,208

Janz-Sargees, Tamara 59,889

Jewitt, Don 116,563

Jones, Andrea 64,960

Jones, Devin 100,034

Kalaman, Louanne 86,099

Kaufmann, Chantel 64,462

Keck, Laural 81,329

Kempton-Doane, Gina 50,899

Kennedy, Sarah 104,490

Kennedy-Maurice, Shannon 84,833

Kessler, Amanda 75,160

King, Donna 87,048

King, Leanne 77,979

Kirby, Michael 90,263

Kish, Vanessa 69,706

Klatt, Sandra 90,076

Klein, Mallory 77,321

Klein, Tim 97,937

Klotz, Michele 52,694

Klovansky, Kristine 89,730

Kolish, Erin 76,490

Komarychka, Justin 95,771

Koops, Michael 90,421

Koops, Sheena 90,639

Koskie, Maxine 87,910

Kossmann, Patrick 90,381

Kotylak, Lorelei 85,912

Kovach, Jason 91,103

Krawetz, Candice 95,809

Krefting, Ashley 72,398

Kruppi, Kelly 85,896

Kudeba, Kristen 83,286

Kuntz, Jennifer 72,038

Kuntz, Kristan 85,852

Kupschus, Glenn 78,394

Kurtz, Charlene 86,123

Lagasse, Judy 85,896

Lane, Beverley 94,664


Name Amount Lang, Annette 86,450

Langford, Philip 95,208

Langford, Rosalyn 90,100

Laroche, Brigitte 63,786

Larsen, Rhett 88,775

Laturnas, Cindy 105,828

Laturnas, Sandy 99,378

Laurie, Peggy 79,578

Law, Janelle 63,304

Leach, Stephanie 86,219

Leader, Lindsay 69,996

LeBlanc, Danielle 74,615

Lechner, Cory 90,076

Lechner, Montana 56,285

Lees, Jamie 77,839

Leflar, Scott 80,487

Leggett, Kai 90,539

Leibel, Adina 59,318

Leonard, Cortney 97,710

Lerat, Tatroy 85,909

Lesiuk, Larry 111,667

Lesko, Doreen 86,117

Leverick, Jenny 57,403

Linke, Lorell 50,158

Locken, Dale 80,934

Lockert, Larry 55,992

Long, Susan 63,177

Longstaff, Andrew 85,992

Lowenberger, Tanya 99,438

Lyons-Belt, Tanya 61,752

MacCallum, Tom 108,670

Macey, Debbie 65,236

Mackay, Andrea 72,176

Mackin, Kyle 60,631

Magel, Twila 61,082

Magnien, Kathy 115,947

Magnuson, Hala 81,983

Mah, Roxanne 69,943

Maier, Connie 98,638

Marley, Melissa 92,685

Name Amount Marshall, Judy 90,233

Martin, Laurie-Ann 112,244

Marzolf, Laurel 77,852

Massier, Paul 86,028

Matai, Ali 90,076

Mathewson, Robin 58,421

Matity, Lori 85,964

Matlock, Jannike 61,072

Mattick, Nancy 86,206

Maurer, Heather 55,766

Mayer, Candace 85,976

Mayes, Carol 60,127

Mayo, Robert 97,076

Mazur, Lora 86,266

Mcammond, Wade 111,667

Mccaw-Levers, Jessica 86,178

McDougall, Delee 64,578

McFadden, Shauna 55,635

McFarlen, Amy 71,296

McIntosh, Samantha 86,558

McKay, Ian 67,226

McKinney, Shannon 90,148

Mclean, Shelley 86,057

McMann, Sarah 56,106

Mcmurtry, Barbara 96,129

McNair, Alison 60,689

Mcnish, Laura 78,447

McPherson, Melody 85,936

Meena, Rhonda 85,964

Meeres, Stewart 74,218

Meiklejohn, Amanda 86,430

Meiklejohn, Dianne 68,306

Mellor, Naomi 189,035

Meyer, Grant 87,025

Meyer, Scott 86,356

Meyers, Chad 70,186

Michael, Corinna 85,936

Mievre, Rachelle 77,682

Miller, Carla 87,685

Miller, Dan 95,838


Name Amount Mills, Shannon 68,399

Montanini-Unser, Miranda 63,915

Mooney, Shelly 85,917

Moore, Jeff 86,085

Moore, Kirsten 85,214

Moroz, Andrea 86,340

Morphy, Fran 90,204

Morris, Deidre 79,235

Morris, Shawn 93,095

Morrison, Donald 86,399

Morrow, Shane 73,884

Morson, Charlene 89,981

Muller, Dwight 95,063

Muma, Valerie 86,119

Munro, Terry 90,076

Myers, Kristen 96,596

Mymryk, Leah 90,969

Nagel, Bonnie 85,474

Neal Langdon, Christian 79,934

Nelson, Jolene 67,573

Newton, Kermit 67,128

Nye, Michelle 86,605

Odishaw, Susan 66,179

Ogden, Angela 86,037

Olafson, Lindy 80,183

Olah-Palfy, Carmen 92,293

Olson, Monica 66,607

Omoth, Alisa 85,896

Onrait, Allyson 68,377

Orr, Tyson 62,209

Ostapowich, Jen 66,789

Pacio, Edrian 65,174

Parisien, Azalea 105,260

Park, Danelle 79,182

Parker-Harvey, Leeane 86,222

Parley, Trevor 85,912

Paskaruk, Amanda 52,335

Paskewitz, Kenneth 66,055

Paterson, Gerri 86,117

Pattison, Jennifer 90,330

Name Amount Paul, Gwen 90,358

Paulhus, Lorie 88,712

Pelletier, Rene 107,506

Perras, Shauna 87,170

Peters, Rodney 73,850

Peterson, Debbie 60,317

Petford, Corey 86,113

Petford, Dion 85,896

Petford, Geneise 65,649

Petford, Tammy 91,879

Petrinchuk, Dwayne 81,246

Petrisor, Kendra 54,620

Pichette, Catherine 60,520

Pike, Adam 57,518

Pinay-Schindler, Sandra 121,603

Pletz, Erin 80,819

Polasek, Christine 54,721

Pollard, Lance 103,259

Pollock, Brenda 86,566

Pollock, John 90,454

Polowich, Lindsay 70,164

Popoff, David 90,076

Popovic, Lyle 90,677

Potter, Holly 66,111

Prystay Thiessen, Tara 55,943

Punshon, Sarah 58,117

Racette, David 85,896

Racette, Michael 72,574

Racette, Patty Lou 82,857

Radwanski, Jill 86,798

Radwanski, Tim 90,076

Radwell, Tom 87,978

Raiwet, Macey 84,452

Rathgeber, Mandy 54,620

Rattray, Gloria 88,368

Redding, Amy 59,519

Redding, Katlyn 72,113

Reed, Dale 137,116

Reeder, Derek 55,836

Regel, Susan 85,987


Name Amount Reid, Jay 86,001

Reinhart-Lund, Stephanie 68,341

Rich, Megan 109,952

Riffel, Shelly 86,210

Robertson, Sandra 87,068

Rogala, Lorrie 90,546

Rosnau, Scott 104,729

Ross, Jaret 96,737

Russell, Joel 78,842

Sache, Michael 88,865

Saelhof, Jileon 86,307

Sampson, Eden 56,568

Sandberg, Stacy 64,511

Sandomirsky, Michelle 53,746

Sauer, Anne Marie 86,006

Savill, Melissa 67,306

Saylor, Shelby 56,301

Schaeffer, Stacey 62,673

Scheirer, Whitney 68,468

Schell, Jennifer 85,896

Scheller, Jamie 96,380

Schenk, Drew 85,896

Schill, Craig 68,651

Schimnosky, Robert 86,037

Schmitz, Janice 86,774

Schmitz, Mallory 53,329

Schoepp, Sherry 86,459

Schuster, Lori 87,393

Schwab, Michele 86,459

Sciog, Andra 66,479

Sedo, Julie 118,039

Sefton, Shirley 86,016

Selzer, Megan 70,425

Shambel, Jessica 71,190

Shaw, Shandi 69,619

Shaw, Tracy 90,377

Shelstad-Sabean, Marcia 90,545

Shevalier, Charlotte 69,546

Shoemaker, Garth 103,706

Sikorski, Mary 67,869

Name Amount Sillers, Tammy 104,588

Silvester, Jodie 85,537

Silzer, Rachelle 79,864

Simmons, Lynn 87,825

Singer, Sherri 61,045

Singleton, Denise 97,026

Sirois, Marielle 51,773

Skene, Annette 76,103

Skibinsky, Chelsey 51,693

Sklar, Aaron 90,382

Skolney, Avril 78,384

Slywka, Sarah 80,044

Smith, Angie 50,573

Smith, Corralee 108,612

Smith, Derek 153,554

Smith, Michael 73,288

Smyth, Christal 86,360

Sparvier, Jenna 76,216

Spitzer, Sarah 67,970

Sproat, Dionne 87,600

Squires, Nicole 76,169

Stadnyk, Fulvia 90,076

Starblanket, Kelsey 79,587

Stecyk, Amanda 71,169

Stecyk, Kalene 61,260

Stecyk, Lyle 161,986

Stefan, Kayla 76,333

Steinhubl, Joseph 64,371

Stephenson, Sarah 83,039

Stevenson, Rodney 96,977

Stewart, Jordan 55,797

Stiglitz, Julianna 103,290

Stobbs, Jaime 60,796

Stone, Sarah 91,468

Strandlund, Nicole 84,547

Stringer, Brenda 87,022

Stroeder, Joseph 83,084

Stroeder, Roderick 87,818

Subedi, Binod 72,116

Sudom, Leanne 115,170


Name Amount Sullivan, Melissa 78,384

Sunderland, Sandra 86,741

Sveinbjornson, Robin 85,896

Swanson, Ailsa 86,271

Sweatman, Michael 105,341

Sweet, Darin 76,703

Switzer, Leslie 86,613

Tainio-Kiefer, Mervi 66,270

Talsma, John 79,927

Taylor, Kara 70,729

Terry, Corey 110,710

Thauberger, Kim 74,759

Tholl, Tamara 85,949

Tholl, Victor 85,944

Thompson, Tia 69,730

Thresher, Barbara 65,505

Thurmeier, Patti 107,058

Tiefenbach, Sara 71,865

Tiessen, Kendra 90,525

Toombs, Natalie 59,510

Toth, Jana 85,566

Tourand, Calvin 55,992

Towriss, Nicole 58,486

Trakalo, Allen 90,639

Tran, Samantha 51,871

Trann, Melissa 85,896

Trenholm, Judson 86,827

Turluk, Shawna 85,123

Ursu, Jolene 50,971

Vadeboncoeur, Terelyne 68,716

Vallee, Greg 55,992

Van Luven-Radwell, Michelle

85,949

Vanchu, Taylor 63,635

Vargo, Kayla 75,096

Verity, Darla 85,896

Verity, Richard 55,992

Viergutz, Trevor 86,539

Vollman, BrieAnn 80,859

Vollman, Daniel 85,334

Wagner, Adele 64,268

Name Amount Wagner, Susan 65,690

Wagner, Tammy 74,963

Waldner, Bailey 65,689

Walker, Patricia 108,416

Wall, Desiree 50,833

Walter, Janice 57,080

Ward, Crystal 72,419

Ward, Sheldon 87,180

Warken, Judy 85,671

Watchman, Julie 87,325

Weeks, Cindy 90,398

Weichel, Wendy 76,464

Weir, Brendon 57,515

Weisbrod, Garth 86,254

Weisbrod, Kate-Lynn 60,925

Weitzel, Bev 87,814

Weitzel, Jason 117,080

Wenc, Miranda 63,536

Werner, Brenda 85,896

Whalley, Ryan 100,485

Wheeler, Ryan 85,932

Whitteron, Linda 99,541

Wiebe, Jeffrey 86,446

Wiens, Jill 69,318

Wihlidal, Randy 117,388

Wiley, Sandra 102,833

Wilk, JoAnn 79,389

Wilker, Sarah 55,764

Wilkie, Myrna 66,143

Will, Karen 70,498

Williams, Regan 99,587

Wilson, Lorne 90,556

Wilson, Sarah 67,189

Winand, Patrick 58,261

Winter, Heather 95,352

Woidyla, Oneida 58,203

Wright, Lorelei 64,226

Wyatt, Doris 110,432

Yanko, Ryan 78,323

Yanyk, Tara 93,310


Name Amount Yee, Patrick 111,826

Youck-Cousins, Carol 79,994

Young-Lee, Jill 97,794

Zaiser, Angela 72,774

Zech, Anton 63,920

Name Amount Zepick, Kim 86,233

Zerr, Alexis 76,497

Zinger, Mark 55,992

Zinger, Twyla 90,132

Zuiker, Sarah 71,335

Transfers

Name Amount File Hills Qu’Appelle Tribal 150,000

Supplier Payments

Name Amount Amazon 56,296

Apple Canada 276,981

BG Prairie Distributors 73,248

Caliber Sports 178,957

Capital GMC Buick 60,284

Cardinal Health 114,269

CCR Construction 456,351

Century West Construction Ltd. 156,332

Charter Telcom Inc. 162,025

Courtesy Driving School 109,931

Crestview Chrysler Jeep 119,866

Crestview Roofing 63,159

Custom Roofing Inc. 151,037

Dohm Roofing 104,895

Domo Gasoline Corporation 81,150

Eecol Electric (Sask) Inc. 59,896

Evolution Presentation 347,462

EVRAZ Place 55,757

Federated Co-operatives Ltd. 1,003,463

Flynn Canada 105,255

Forward Motion Driver Training 107,125

Good Spirit School Division* 93,361

Good Year Canada 71,636

Harbuilt Construction 62,900

Horizon Computer Solutions 148,969

Horsman Driving School 128,707

Name Amount Legacy Bus Sales 1,200,059

Linda Stanviloff 52,469

Loraas Disposal 79,459

Mainline Insurance Broker 114,163

Marsh Canada 501,850

Maxim International Trucks 82,847

Mazenc Fuels Ltd 95,213

Nelson Education 90,633

Optimum Roofing 81,383

PMGM 78,375

Pearson Education Canada 111,469

Powerland Computers 1,150,729

Prairie Co-operative Ltd. 68,570

Ranch Ehrlo Society 60,950

Raven Roofing (Sask) Ltd. 160,018

Regal Flooring Ltd. 147,800

Regina Board of Education 68,947

Saskcon Repair Services 165,192

Sask WCB 269,418

SaskEnergy 507,892

SaskPower 1,276,216

SaskTel 162,809

SaskTel Mobility 96,276

Sportfactor Inc. 79,349

St. John’s Music 50,685

Supreme Office Products 368,478


Name Amount Toshiba Business Solutions 267,768

Town of Balgonie 51,044

Town of Pilot Butte 127,169

Traction 63,261

Name Amount Trade West Equipment 213,130

Warner Bus Industries Ltd. 165,309 *For Public Section

Other Expenditures

Name Amount Canadian Union of Public Employees

161,455

Municipal Employees Pension Plan

3,631,309

Receiver General for Canada

18,024,374

Name Amount Sask. School Boards Association

1,557,561

Saskatchewan Teachers’ Federation

7,091,351

Teachers’ Superannuation Commission

97,421


Appendix B – Management Report and Audited Financial Statements

Audited Financial Statements

Of the

School Division No. 2080500

For the Period Ending: August 31, 2017

Naomi MellorChief Financial Officer

MNP LLPAuditor

Note - Copy to be sent to Ministry of Education, Regina

Prairie Valley School Division No. 208

Independent Auditors’ Report

To the Chairman and Trustees of The Board of Education of Prairie Valley School Division No. 208:

We have audited the accompanying financial statements of Prairie Valley School Division No. 208, which comprise thestatement of financial position as at August 31, 2017, and the statements of operations, changes in net financial assets (netdebt) and cash flows for the year then ended, and a summary of significant accounting policies and other explanatoryinformation.

Management’s Responsibility for the Financial StatementsManagement is responsible for the preparation and fair presentation of these financial statements in accordance withCanadian public sector accounting standards, and for such internal control as management determines is necessary toenable the preparation of financial statements that are free from material misstatement, whether due to fraud or error.

Auditors' ResponsibilityOur responsibility is to express an opinion on these financial statements based on our audit. We conducted our audit inaccordance with Canadian generally accepted auditing standards. Those standards require that we comply with ethicalrequirements and plan and perform the audit to obtain reasonable assurance about whether the financial statements arefree from material misstatement.

An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the financialstatements. The procedures selected depend on the auditors’ judgment, including the assessment of the risks of materialmisstatement of the financial statements, whether due to fraud or error. In making those risk assessments, the auditorconsiders internal control relevant to the entity’s preparation and fair presentation of the financial statements in order todesign audit procedures that are appropriate in the circumstances, but not for the purpose of expressing an opinion on theeffectiveness of the entity’s internal control. An audit also includes evaluating the appropriateness of accounting policiesused and the reasonableness of accounting estimates made by management, as well as evaluating the overall presentationof the financial statements.

We believe that the audit evidence we have obtained is sufficient and appropriate to provide a basis for our audit opinion.

OpinionIn our opinion, the financial statements present fairly, in all material respects, the financial position of Prairie Valley SchoolDivision No. 208 as at August 31, 2017 and the results of its operations, changes in net financial assets (net debt) and itscash flows for the year then ended in accordance with Canadian public sector accounting standards.

Regina, Saskatchewan

November 15, 2017 Chartered Professional Accountants

Accounting › consulting › tAxSuite 900, royal bank building, 2010 - 11th aVenue, regina Sk, S4P 0J3

1.877.500.0780 P: 306.790.7900 F: 306.790.7990 MnP.ca

Management’s Responsibility for the Financial Statements The school division’s management is responsible for the preparation of the 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 composed 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 financial statements. The Board is also responsible for the appointment of the school division's external auditors. The external auditors, MNP LLP, conduct an independent examination in accordance with Canadian auditing standards and express their opinion on the financial statements. The accompanying Auditors’ Report outlines their responsibilities, the scope of their examination and their opinion on the school division’s 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 Prairie Valley School Division No. 208: ___________________________ Chief Financial Officer ___________________________ Supervisor of Finance November 15, 2017

… page 1

2017 2016$ $

Financial AssetsCash and Cash Equivalents 974,339 933,606 Accounts Receivable (Note 7) 28,011,483 23,606,811

Total Financial Assets 28,985,822 24,540,417

LiabilitiesBank Indebtedness (Note 3) 5,423,042 488,664 Accounts Payable and Accrued Liabilities (Note 8) 4,124,172 5,355,973 Long-Term Debt (Note 9) 15,071,045 16,200,675 Liability for Employee Future Benefits (Note 5) 1,009,400 844,700 Deferred Revenue (Note 10) 1,633,156 1,900,244

Total Liabilities 27,260,815 24,790,256

Net Financial Assets (Net Debt) 1,725,007 (249,839)

Non-Financial AssetsTangible Capital Assets (Schedule C) 118,501,570 121,122,382 Inventory of Supplies for Consumption 335,857 291,408 Prepaid Expenses 498,373 523,732

Total Non-Financial Assets 119,335,800 121,937,522

Accumulated Surplus (Note 13) 121,060,807 121,687,683

Contractual Obligations and Commitments (Note 16)

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

Approved by the Board:

Chairperson

Chief Financial Officer

Prairie Valley School Division No. 208Statement of Financial Position

as at August 31, 2017

… page 2

2017 2017 2016Budget Actual Actual

$ $ $

REVENUES(Note 14)

Property Taxation 40,420,236 46,005,100 41,933,898 Grants 53,540,398 49,502,964 54,134,870 Tuition and Related Fees 6,409,375 5,597,790 6,050,508 School Generated Funds 2,730,856 2,607,088 2,836,928 Complementary Services (Note 11) 660,000 661,920 660,000 External Services (Note 12) - 150,000 150,000 Other 695,000 955,478 922,226

Total Revenues (Schedule A) 104,455,865 105,480,340 106,688,430

EXPENSESGovernance 575,831 787,719 726,583 Administration 4,513,861 4,281,500 4,337,784 Instruction 73,617,691 72,847,516 71,381,967 Plant 11,828,230 12,540,582 12,664,384 Transportation 9,496,645 9,331,695 9,003,863 Tuition and Related Fees 62,000 217,266 65,417 School Generated Funds 2,670,575 2,532,841 2,721,262 Complementary Services (Note 11) 2,611,808 2,572,193 2,526,313 External Services (Note 12) - 150,000 150,000 Other Expenses 700,141 845,904 728,073

Total Expenses (Schedule B) 106,076,782 106,107,216 104,305,646

Operating (Deficit) Surplus for the Year (1,620,917) (626,876) 2,382,784

Accumulated Surplus from Operations, Beginning of Year 121,687,683 121,687,683 119,304,899

Accumulated Surplus from Operations, End of Year 120,066,766 121,060,807 121,687,683


Prairie Valley School Division No. 208Statement of Operations and Accumulated Surplus from Operations

for the year ended August 31, 2017

… page 3


$ $ $(Note 14)

(Net Debt), Beginning of Year (249,839) (249,839) (3,697,720)

Changes During the YearOperating (Deficit) Surplus for the Year (1,620,917) (626,876) 2,382,784 Acquisition of Tangible Capital Assets (Schedule C) (5,289,034) (4,370,981) (6,481,719) Amortization of Tangible Capital Assets (Schedule C) 6,309,079 6,991,793 7,485,124 Net Acquisition of Inventory of Supplies - (44,449) (62,340) Net Change in Other Non-Financial Assets - 25,359 124,032

Change in Net Financial Assets / Net Debt (600,872) 1,974,846 3,447,881

Net Financial Assets (Net Debt), End of Year (850,711) 1,725,007 (249,839)


Prairie Valley School Division No. 208Statement of Changes in Net Financial Assets (Net Debt)


… page 4

2017 2016$ $

OPERATING ACTIVITIESOperating (Deficit) Surplus for the Year (626,876) 2,382,784 Add Non-Cash Items Included in Surplus / Deficit (Schedule D) 6,991,793 7,485,124 Net Change in Non-Cash Operating Activities (Schedule E) (5,757,951) 3,659,791

Cash Provided by Operating Activities 606,966 13,527,699

CAPITAL ACTIVITIESCash Used to Acquire Tangible Capital Assets (4,370,981) (6,481,719)

Cash (Used) by Capital Activities (4,370,981) (6,481,719)

FINANCING ACTIVITIESRepayment of Long-Term Debt (1,129,630) (1,454,534)

Cash (Used) by Financing Activities (1,129,630) (1,454,534)

(DECREASE) INCREASE IN CASH AND CASH EQUIVALENTS (4,893,645) 5,591,446

CASH AND CASH EQUIVALENTS, BEGINNING OF YEAR 444,942 (5,146,504)

CASH AND CASH EQUIVALENTS, END OF YEAR (4,448,703) 444,942

REPRESENTED ON THE FINANCIAL STATEMENTS BY:Cash and Cash Equivalents 974,339 933,606 Bank Indebtedness (5,423,042) (488,664)

CASH AND CASH EQUIVALENTS, END OF YEAR (4,448,703) 444,942


Prairie Valley School Division No. 208Statement of Cash Flows


…page 5 PRAIRIE VALLEY SCHOOL DIVISION NO. 208

NOTES TO THE FINANCIAL STATEMENTS As at August 31, 2017

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 Prairie Valley School Division No. 208” and operates as “The Prairie Valley School Division No. 208”. The school division provides education services to residents within its geographic region and is governed by an elected board of trustees. The school division is funded mainly by grants from the Government of Saskatchewan and a levy on the property assessment included in the school division’s boundaries at mill rates determined by the provincial government. The school division is exempt from income tax and is a registered charity under the Income Tax Act.

2. SIGNIFICANT ACCOUNTING POLICIES

These 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 financial statements are prepared using the accrual basis of accounting.

b) Reporting Entity

The financial statements include all of the assets, liabilities, revenues and expenses of the school division reporting entity.

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 financial statements, and the reported amounts of revenues and expenses during the year. Measurement uncertainty that may be material to these financial statements exists for: • the liability for employee future benefits of $1,009,400 (2016 - $844,700)

because actual experience may differ significantly from actuarial estimations. • property taxation revenue of $46,005,100 (2016 - $41,933,898) because final

tax assessments may differ from initial estimates. • uncollectible taxes of $960,253 (2016 - $862,332) because actual

collectability may differ from initial estimates.



• useful lives of capital assets and related amortization of $6,991,793 (2016 -

$7,485,124) because the actual useful lives of the capital assets may differ from their estimated economic lives.

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 financial statements. Financial instruments of the school division include cash and cash equivalents, accounts receivable, bank indebtedness, accounts payable and accrued liabilities and long-term debt. All financial instruments are measured at cost or amortized cost. Transaction costs are a component of the cost of financial instruments measured using cost or amortized cost. For financial instruments measured using amortized cost, the effective interest rate method is used to determine interest revenues or expenses. Impairment losses such as write-downs or write-offs are reported in the statement of operations and accumulated surplus from operations. Gains and losses on financial instruments, measured at cost or amortized cost, are recognized in the statement of operations and accumulated surplus from operations in the period the gain or loss occurs. Foreign currency transactions are translated at the exchange rate prevailing at the date of the transactions. Monetary assets and liabilities denominated in foreign currencies are translated into Canadian dollars at the exchange rate prevailing at the 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.



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 include taxes receivable, provincial grants receivable and other receivables. Taxes receivable represent education property taxes assessed or estimated owing to the end of the fiscal period but not yet received. The allowance for uncollected taxes is a valuation allowance used to reduce the amount reported for taxes receivable to the estimated net recoverable amount. The allowance represents management’s estimate of the amount of taxes that will not be collected taking into consideration prior years’ tax collections and information provided by municipalities regarding collectability of outstanding balances. Provincial grants receivable represent operating, capital and other grants earned but not received at the end of the fiscal year, provided reasonable estimates of the amounts can be made. Grants are earned when the events giving rise to the grant have occurred, the grant is authorized and any eligibility criteria have been met. Other receivables are recorded at cost less valuation allowances. These allowances are recorded where collectability is considered doubtful.

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 and land improvements, buildings, buildings - short-term, school buses, 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.



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

School buses 12 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 4 years Computer software 5 years

Assets under construction are not amortized until completed and placed into service for use. Inventory of Supplies for Consumption consists of supplies held for consumption by the school division in the course of normal operations and are recorded at the lower of cost and replacement cost. 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. Short-Term Borrowings are comprised of bank indebtedness with initial maturities of one year or less and are incurred for the purpose of financing current expenses in accordance with the provisions of The Education Act, 1995. 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 debentures and capital loans with initial maturities of more than one year and are incurred for the purpose of financing capital expenses in accordance with the provisions of The Education Act, 1995. Liability for Employee Future Benefits represent post-employment and compensated absence benefits that accrue to the school division's employees. The cost of these benefits is recorded as the benefits are earned by employees. The liability relating to these benefits is actuarially determined using the projected benefit method pro-rated on service. Actuarial valuations are performed periodically using assumptions including discount rate, inflation, salary escalation, termination and retirement rates and mortality. An actuary extrapolates these valuations when a valuation is not done in the current fiscal year. Actuarial gains and losses are amortized on a straight line basis over the expected average remaining service life of the related employee groups.

h) Employee Pension Plans Employees of the school division participate in the following pension plans: Multi-Employer Defined Benefit Plans The school division’s employees participate in one of the following multi-employer defined benefit plans: i) 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.

ii) Other employees participate in the Municipal Employees’ Pension Plan

(MEPP). In accordance with the Public Sector Accounting Board (PSAB) standards, the plan is accounted for as a defined contribution plan whereby the school division’s contributions are expensed when due.

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 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 municipalities 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 municipalities who levy and collect the property tax on behalf of the school division. The final annual taxation amounts are reported to the division by each municipality 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 that are to be held in perpetuity are recognized as revenue in the year in which they are received or committed if the amount can be reasonably estimated and collection is reasonably assured. Externally restricted contributions that are not held in perpetuity are deferred until the resources are used for the purpose specified, at which time the contributions are recognized as revenue. In-kind contributions are recorded at their fair value when they are received.

j) Statement of Remeasurement Gains and Losses

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

k) Adoption of Public Sector Accounting Standards

On September 1, 2016, the school division adopted Public Sector Accounting standards PS 2200 Related Party Disclosures, PS 3210 Assets, PS 3320 Contingent Assets, and PS 3380 Contractual Rights. Adoption of these standards has not resulted in any disclosure changes.

3. SHORT-TERM BORROWINGS

Bank indebtedness consists of a demand operating line of credit with a maximum borrowing limit of $16,000,000 (2016 - $16,000,000) that bears interest at prime less 0.50% with the Bank of Montreal. This line of credit is authorized by a borrowing resolution by the board of education and is secured by legislative grants payable to the school division. This line of credit was approved by the Minister of Education on June 10, 2015. The balance drawn on the line of credit at August 31, 2017 was $5,423,042 at an interest rate of prime less 0.50% (August 31, 2016 - $488,664 at an interest rate of prime less 0.50%).



4. EXPENSES BY FUNCTION AND ECONOMIC CLASSIFICATION

FunctionSalaries & Benefits

Goods & Services Debt Service Amortization

of TCA2017

Actual2016

Actual Governance $ 290,734 $ 496,985 $ - $ - $ 787,719 $ 726,583 Administration 3,682,306 467,621 - 131,573 4,281,500 4,337,784 Instruction 66,035,248 4,415,991 - 2,396,277 72,847,516 71,381,967 Plant 4,175,415 5,376,957 - 2,988,210 12,540,582 12,664,384 Transportation 5,246,061 2,609,901 - 1,475,733 9,331,695 9,003,863 Tuition and Related Fees - 217,266 - - 217,266 65,417 School Generated Funds - 2,532,841 - - 2,532,841 2,721,262 Complementary Services 2,337,903 234,290 - - 2,572,193 2,526,313 External Services - 150,000 - - 150,000 150,000 Other - 97,921 747,983 - 845,904 728,073 TOTAL $ 81,767,667 $ 16,599,773 $ 747,983 $ 6,991,793 $ 106,107,216 $ 104,305,646

5. 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. 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 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, 2017. Details of the employee future benefits are as follows:

2017 2016Actuarial extrapolation date Aug/31/2017 Aug/31/2016 Long-term assumptions used: Discount rate at end of period 2.69% 2.10% Inflation and productivity rate (excluding merit and promotion)

2.50% Teachers3.00% Non-Teachers

3.20% for Teachers and Non-Teachers

Expected average remaining service life (years) 14 14

Liability for Employee Future Benefits 2017 2016

Accrued Benefit Obligation - beginning of year 1,378,200$ 1,242,400$ Current period service cost 128,600 116,400 Interest cost 31,200 33,000 Benefit payments (38,500) (81,500) Actuarial (gains) losses (210,500) 66,700

Plan amendments - 1,200 Accrued Benefit Obligation - end of year 1,289,000 1,378,200 Unamortized Net Actuarial Losses (279,600) (533,500) Liability for Employee Future Benefits 1,009,400$ 844,700$



Employee Future Benefits Expense 2017 2016

Current period service cost 128,600$ 116,400$ Amortization of net actuarial loss 43,400 38,600 Plan amendments - 1,200 Benefit cost 172,000 156,200 Interest cost on unfunded employee future benefits obligation 31,200 33,000 Total Employee Future Benefits Expense 203,200$ 189,200$

6. PENSION PLANS Multi-Employer Defined Benefit Plans Information on the multi-employer pension plans to which the school division contributes is as follows: i) 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 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 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:

2016STRP STSP TOTAL TOTAL

Number of active School Division members 706 10 716 743 Member contribution rate (percentage of salary) 11.30-13.50% 6.05-7.85% 6.05-13.50% 6.05-12.40% Member contributions for the year 5,814,649$ 40,826$ 5,855,475$ 5,183,114$

2017



ii) Municipal Employees’ Pension Plan (MEPP)

The MEPP provides retirement benefits based on length of service and pensionable earnings. The MEPP is funded by employer and employee contributions at rates set by the Municipal Employees’ Pension Commission. Every three years, an actuarial valuation is performed to assess the financial position of the plan and the adequacy of plan funding. Any actuarially determined deficiency is the responsibility of the participating employers and employees which could affect future contribution rates and/or benefits. The contributions to the MEPP by the participating employers are not segregated in separate accounts or restricted to provide benefits to the employees of a particular employer. As a result, individual employers are not able to identify their share of the underlying assets and liabilities, and the net pension assets or liabilities for this plan are not recognized in these financial statements. In accordance with the Public Sector Accounting Board (PSAB) standards, the plan is accounted for as a defined contribution plan whereby the school division’s contributions are expensed when due. Details of the MEPP are as follows:

2017 2016

Number of active School Division members 679 662 Member contribution rate (percentage of salary) 8.15% 8.15% School Division contribution rate (percentage of salary) 8.15% 8.15% Member contributions for the year 1,815,654$ 1,688,357$ School Division contributions for the year 1,815,654$ 1,688,357$

Actuarial (extrapolation) valuation date (Dec-31-2016) Dec-31-2015

Plan Assets (in thousands) 2,323,947$ 2,148,676$ Plan Liabilities (in thousands) 1,979,463$ 1,831,743$ Plan Surplus (in thousands) 344,484$ 316,933$



7. ACCOUNTS RECEIVABLE

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

Total Valuation Net of Total Valuation Net ofReceivable Allowance Allowance Receivable Allowance Allowance

Taxes Receivable 25,923,166$ 960,253$ 24,962,913$ 20,750,379$ 862,332$ 19,888,047$ Provincial Grants Receivable - - - 330,000 - 330,000 Other Receivables 3,048,570 - 3,048,570 3,388,764 - 3,388,764 Total Accounts Receivable 28,971,736$ 960,253$ 28,011,483$ 24,469,143$ 862,332$ 23,606,811$

2017 2016

As at January 1, 2018, pursuant to The Education Property Tax Act, the Government of Saskatchewan will be the taxing authority for education property tax. After that date, the school division will no longer earn taxation revenue.

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

2017 2016

Accrued Salaries and Benefits 2,110,649$ 1,969,091$ Supplier Payments 1,507,217 2,771,161 Accrued Interest on Long-Term Debt 36,793 39,946 Teacher Professional Development Fund 469,513 575,775

Total Accounts Payable and Accrued Liabilities 4,124,172$ 5,355,973$



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

2017 2016 Debentures: The School Division has purchased an annuity

debenture dated June 1, 2006 from the Municipal Financing Corporation of Saskatchewan (MFC) in the amount of $7,330,080. The 20 year debenture is repayable in annual amounts of $595,688, including interest at 5.15% due June 1. The School Division has the option to prepay the debenture prior to maturity, in accordance with MFC's repayment policy. The due date is June 1, 2026. 4,205,908$ 4,566,426$

4,205,908 4,566,426

Capital Loans: Capital bank loan for major capital projects payable to Royal Bank (RBC), at $75,263 due on the last day of the month, including interest at 3.80% per annum. The due date is April 30, 2033. 10,650,132 11,138,469

Capital bank loan for capital projects payable to BMO Bank of Montreal, at $24,127 due on the last day of the month, including interest at 2.38% per annum. The due date is May 31, 2018. 215,005 495,780

10,865,137 11,634,249

Total Long-Term Debt 15,071,045$ 16,200,675$



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

Debentures Capital Loans Total

2018 379,084$ 722,227$ 1,101,311$ 2019 398,607 526,835 925,442 2020 419,135 547,207 966,342 2021 440,721 568,367 1,009,088 2022 463,418 590,345 1,053,763 Thereafter 2,104,943 7,910,156 10,015,099 Total 4,205,908$ 10,865,137$ 15,071,045$ Principal and interest payments on the long-term debt are as follows:

Debentures Capital Loans 2017 2016

Principal 360,518$ 769,112$ 1,129,630$ 1,454,534$ Interest 235,171 423,565 658,736 707,011 Total 595,689$ 1,192,677$ 1,788,366$ 2,161,545$

10. DEFERRED REVENUE

Details of deferred revenues are as follows:

Balance Additions Revenue Balanceas at during the recognized as at

Aug. 31, 2016 Year in the Year Aug. 31, 2017 Capital projects: Federal capital tuition 704,985$ 124,120$ -$ 829,105$ Total capital projects deferred revenue 704,985 124,120 - 829,105 Other deferred revenue: Deferred Tax Revenue 1,195,259 804,051 (1,195,259) 804,051 Total other deferred revenue 1,195,259 804,051 (1,195,259) 804,051 Total Deferred Revenue 1,900,244$ 928,171$ (1,195,259)$ 1,633,156$



11. 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 revenue and expenses of the Complementary Services programs operated by the school division in 2017 and 2016:

Summary of Complementary Services Revenues and Expenses, by Program Pre-K

ProgramsOther

Programs 2017 2016Revenue:

Operating Grants $ 661,920 $ - $ 661,920 $ 660,000 Total Revenue 661,920 - 661,920 660,000 Expenses:Tuition Fees - 9,883 9,883 27,890 Salaries & Benefits 597,567 1,740,336 2,337,903 2,298,078 Instructional Aids 30,196 17,709 47,905 40,628 Supplies and Services 115 17,816 17,931 3,624 Non-Capital Equipment - 989 989 - Communications 500 2,266 2,766 2,824 Travel 145 36,234 36,379 39,782 Professional Development (Non-Salary Costs) - 4,558 4,558 2,554 Student Related Expenses 10,132 103,747 113,879 110,933 Total Expenses 638,655 1,933,538 2,572,193 2,526,313

Excess (Deficiency) of Revenue over Expenses $ 23,265 $ (1,933,538) $ (1,910,273) $ (1,866,313)

The purpose and nature of each Complementary Services program is as follows: Prekindergarten Programs provide in-school programs for children of preschool age. Other Programs consist of social and family support workers, community school supports and cultural and nutrition programs. Social Workers/Child and Family Support workers, members of the multi-disciplinary Student Services team, provide direct service for personal counselling, critical incident response, traumatic events counselling and positive behavioural supports. In addition, these professionals liaise with other agencies to support students and families in the school division. Child Nutrition programs, funded by Child Nutrition and Development Program Grant, exist at six schools. In some cases students are served meals on a needs basis while others offer snacks on a universal basis. The school division also provides additional cultural support programming to schools specific to their regional needs including Elders support for our First Nations students.



12. 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 2017 and 2016: Summary of External Services Revenues and Expenses, by Program

Other Programs 2017 2016

Revenues:

Operating Grants $ 150,000 $ 150,000 $ 150,000

Total Revenues 150,000 150,000 150,000 Expenses:

Grant Transfers 150,000 150,000 150,000

Total Expenses 150,000 150,000 150,000

Excess (Deficiency) of Revenues over Expenses $ - $ - $ -

The purpose of each External Services program is as follows: Other Programs provides grant transfers to First Nation Indian bands.

13. ACCUMULATED SURPLUS

Accumulated surplus represents the financial assets and non-financial assets of the school division less liabilities. This represents the accumulated balance of net surplus arising from the operations of the school division including school generated funds. Certain amounts of the accumulated surplus, as approved by the board of education, have been designated for specific future purposes (school generated funds, operating reserve fund and capital asset purchases). These internally restricted amounts are included in the accumulated surplus presented in the 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 2016

Additions during the

year

Reductions during the

yearAugust 31

2017 Invested in Tangible Capital Assets: Net Book Value of Tangible Capital Assets 121,122,382$ 4,370,981$ (6,991,793)$ 118,501,570$ Less: Debt owing on Tangible Capital Assets 16,200,675 - (1,129,630) 15,071,045

104,921,707 4,370,981 (5,862,163) 103,430,525

PMR maintenance project allocations (1) - 1,887,857 (1,887,857) -

Internally Restricted Surplus: Other: School generated funds (3) 863,509 28,101 - 891,610 Operating reserve fund (2) 4,081,552 - - 4,081,552

4,945,061 28,101 - 4,973,162

Unrestricted Surplus 11,820,915 836,205 - 12,657,120

Total Accumulated Surplus 121,687,683$ 7,123,144$ (7,750,020)$ 121,060,807$

(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.

(2) Operating Reserve Fund – The operating reserve fund was created by the board to support stable programming and ongoing operations for the benefit of the students served by Prairie Valley School Division. The reserve provides an internal source of funds to access in situations such as unanticipated increase in expenses, unanticipated funding reductions or shortfalls and uninsured losses.

(3) School Generated Funds – consist of the excess of revenues over expenses from

funds collected from school activities at the school level.

14. BUDGET FIGURES

Budget figures included in the financial statements were approved by the board of education on June 8, 2016 and the Minister of Education on August 8, 2016.



15. RELATED PARTIES These 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. Related Party Transactions

Transactions with these related parties have occurred and been settled on normal trade terms.



2017 2016

Revenues:Ministry of Education 49,803,574$ 54,527,416$ Saskatchewan Government Insurance 443,041 280,356 Southeast Regional College 5,850 5,362

50,252,465$ 54,813,134$ Expenses:Good Spirit School Division 93,361$ 60,563$ Parkland Regional College 45,680 35,976 Regina Qu'Appelle Health Region - 18,024 Regina Roman Catholic Separate School Division No. 81 - 3,194 Regina School Division No.4 101,057 31,331 Saskatchewan Government Insurance 114,163 185,889 Saskatchewan Power Corporation 1,345,809 1,251,816 Saskatchewan Telecommunciations Holding Company 279,542 1,173,421 SaskEnergy Incorporated 521,077 586,926 Southeast Regional College 1,500 1,500 Sun West School Division 27,000 41,500 University of Regina - 4,809 Workers' Compensation Board 269,419 275,682 Other 7,457 14,237

2,806,065$ 3,684,868$ Accounts Receivable:Ministry of Education -$ 330,000$ Saskatchewan Government Insurance 54,116 199,717

54,116$ 529,717$ Prepaid Expenses:Workers' Compensation Board 89,806$ 91,912$

89,806$ 91,912$ Accounts Payable and Accrued Liabilities:SaskEnergy Incorporated 13,186$ 16,235$ Saskatchewan Power Corporation 65,833 68,709 Saskatchewan Telecommunications Holding Company - 40,270

79,019$ 125,214$

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.

16. CONTRACTUAL OBLIGATIONS AND COMMITMENTS

Significant contractual obligations and commitments of the school division are as follows:

• Photocopier agreements semi-annual payments of $67,163, expires January 31, 2021

Copier Leases Total Operating

Future minimum lease payments:2018 134,326$ 134,326$ 2019 134,326 134,326 2020 134,326 134,326 2021 55,969 55,969

458,947 458,947 Interest and executory costs - -

Total Lease Obligations 458,947$ 458,947$

Operating Leases

17. ACCOUNTING CHANGES On September 1, 2016, the school division adopted the following new standards:

• PS 3420 Inter-entity Transactions. This section establishes standards on how to account for and report transactions between public sector entities that comprise a government’s reporting entity from both a provider and recipient perspective; and

• PS 3430 Restructuring Transactions. This section establishes how to account for and report restructuring transactions for both the receipt and transfer of assets and liabilities, together with related program or operating responsibilities.

The adoption of the new standards has been on a prospective basis, without restatement of prior period comparative amounts.



The adoption of the new standards has not resulted in any changes to the measurement, recognition, or disclosure of the school division’s inter-entity transactions. During the year, the school division did not have any restructuring transactions.

18. COMPARATIVE INFORMATION

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

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 credit limits applied to customers when set up and the monitoring of accounts that are overdue. 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 an impairment in collectability.

The aging of other accounts receivable at August 31, 2017 was:

Total Current 0-30 days 30-60 days 60-90 days Over 90 days

Other Receivables 2,812,437$ 273,930$ -$ 21,044$ 4,382$ 2,513,081$ Gross Receivables 2,812,437 273,930 - 21,044 4,382 2,513,081 Allowance for Doubtful Accounts - - - - - - Net Receivables 2,812,437$ 273,930$ -$ 21,044$ 4,382$ 2,513,081$

August 31, 2017



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 projecting cash flow, reviewing budget to actual expenditures, and forecasting. The following table sets out the contractual maturities of the school division’s financial liabilities:

TotalWithin

6 months6 months to 1 year 1 to 5 years > 5 years

Accounts payable and accrued liabilities 4,124,172$ 4,124,172$ -$ -$ -$ Long-term debt (including interest) 19,727,737 596,339 1,119,646 7,494,207 10,517,545 Total 23,851,909$ 4,720,511$ 1,119,646$ 7,494,207$ 10,517,545$

August 31, 2017

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 does not have any interest rate exposure. The school division also has an authorized bank line of credit of $16,000,000 with interest payable monthly at a rate of prime less 0.50%. Changes in the bank's prime rate can cause fluctuation in interest payments and cash flows. The balance outstanding on this credit facility at August 31, 2017 was $5,423,042 (2016 - $488,664).

The school division minimizes these risks by:

• holding cash in an account at a Canadian bank, denominated in Canadian currency

• 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, this risk is minimal as the school division does not make a significant amount of purchases denominated on a foreign currency.

A-1


$ $ $Property Taxation Revenue

Tax Levy Revenue Property Tax Levy Revenue 40,420,236 44,521,393 40,651,471

Total Property Tax Revenue 40,420,236 44,521,393 40,651,471 Grants in Lieu of Taxes

Federal Government - 247,022 220,228 Provincial Government - 508,201 541,370 Railways - 375,400 391,490 Other - 48,892 52,623

Total Grants in Lieu of Taxes - 1,179,515 1,205,711 Other Tax Revenues Treaty Land Entitlement - Rural - 22,752 59,191

House Trailer Fees - 100,743 21,186 Total Other Tax Revenues - 123,495 80,377

Additions to Levy Penalties - 269,202 278,786 Other - 44,826 49,008

Total Additions to Levy - 314,028 327,794 Deletions from Levy

Cancellations - (112,317) (209,748) Other Deletions - (21,014) (121,707)

Total Deletions from Levy - (133,331) (331,455)

Total Property Taxation Revenue 40,420,236 46,005,100 41,933,898

Grants Operating Grants

Ministry of Education Grants Operating Grant 51,172,116 46,859,419 50,869,685

Other Ministry Grants - 229,081 370,021 Total Ministry Grants 51,172,116 47,088,500 51,239,706

Other Provincial Grants 687,720 453,041 411,093 Grants from Others 55,000 58,269 6,361 Total Operating Grants 51,914,836 47,599,810 51,657,160

Capital GrantsMinistry of Education Capital Grants 1,625,562 1,903,154 2,477,710 Total Capital Grants 1,625,562 1,903,154 2,477,710

Total Grants 53,540,398 49,502,964 54,134,870

Prairie Valley School Division No. 208Schedule A: Supplementary Details of Revenues


A-2


$ $ $Tuition and Related Fees Revenue

Operating Fees Tuition Fees

Federal Government and First Nations 6,409,375 5,536,837 5,963,664 Individuals and Other - 60,953 86,844

Total Tuition Fees 6,409,375 5,597,790 6,050,508

Total Tuition and Related Fees Revenue 6,409,375 5,597,790 6,050,508

School Generated Funds Revenue Curricular

Student Fees 197,675 211,608 194,075 Total Curricular Fees 197,675 211,608 194,075

Non-Curricular Fees Commercial Sales - Non-GST 861,828 829,976 903,649

Fundraising 804,366 772,384 952,646 Grants and Partnerships 164,734 78,234 100,385 Students Fees 216,835 299,061 233,596 Other 485,418 415,825 452,577 Total Non-Curricular Fees 2,533,181 2,395,480 2,642,853

Total School Generated Funds Revenue 2,730,856 2,607,088 2,836,928

Complementary ServicesOperating Grants

Ministry of Education GrantsOperating Grant 660,000 661,920 660,000

Total Operating Grants 660,000 661,920 660,000

Total Complementary Services Revenue 660,000 661,920 660,000

Schedule A: Supplementary Details of Revenuesfor the year ended August 31, 2017


A-3


$ $ $External Services

Operating GrantsMinistry of Education Grants

Other Ministry Grants - 150,000 150,000 Total Operating Grants - 150,000 150,000

Total External Services Revenue - 150,000 150,000

Other Revenue

Miscellaneous Revenue 550,000 813,817 760,617 Sales & Rentals 95,000 99,262 146,452 Investments 50,000 42,399 15,157

Total Other Revenue 695,000 955,478 922,226

TOTAL REVENUE FOR THE YEAR 104,455,865 105,480,340 106,688,430


Prairie Valley School Division No. 208Schedule A: Supplementary Details of Revenues

B-1


$ $ $Governance Expense

Board Members Expense 222,276 290,734 318,497 Professional Development - Board Members 28,940 33,764 9,540 Advisory Committees - 72,000 72,000 Elections 25,000 43,264 430 Other Governance Expenses 299,615 347,957 326,116

Total Governance Expense 575,831 787,719 726,583

Administration Expense

Salaries 3,480,268 3,219,162 3,192,038 Benefits 452,218 463,144 475,045 Supplies & Services 194,679 200,211 246,390 Non-Capital Furniture & Equipment 75,300 45,039 57,683 Building Operating Expenses 63,445 120,526 106,560 Communications 69,000 58,174 59,398 Travel 25,480 18,706 24,870 Professional Development 75,000 24,965 35,828 Amortization of Tangible Capital Assets 78,471 131,573 139,972

Total Administration Expense 4,513,861 4,281,500 4,337,784

Instruction ExpenseInstructional (Teacher Contract) Salaries 50,437,755 50,415,474 48,849,063 Instructional (Teacher Contract) Benefits 2,565,040 2,555,005 2,501,654 Program Support (Non-Teacher Contract) Salaries 11,026,071 10,727,800 10,522,502 Program Support (Non-Teacher Contract) Benefits 2,395,142 2,336,969 2,204,975 Instructional Aids 1,440,587 1,106,935 1,198,172 Supplies & Services 1,344,697 1,259,537 1,217,427 Non-Capital Furniture & Equipment 411,550 359,798 465,333 Communications 212,599 176,521 208,583 Travel 349,420 340,494 366,933 Professional Development 656,709 529,620 508,026 Student Related Expense 697,876 643,086 679,813 Amortization of Tangible Capital Assets 2,080,245 2,396,277 2,659,486

Total Instruction Expense 73,617,691 72,847,516 71,381,967

Prairie Valley School Division No. 208Schedule B: Supplementary Details of Expenses


B-2


$ $ $Plant Operation & Maintenance Expense

Salaries 3,367,180 3,454,199 3,388,791 Benefits 715,513 721,216 707,309 Supplies & Services 9,500 13,544 21,410 Non-Capital Furniture & Equipment 15,000 12,368 16,538 Building Operating Expenses 4,647,918 5,237,080 5,155,997 Communications 5,903 6,099 6,737 Travel 119,000 101,607 103,330 Professional Development 14,500 6,259 6,866 Amortization of Tangible Capital Assets 2,933,716 2,988,210 3,257,406

Total Plant Operation & Maintenance Expense 11,828,230 12,540,582 12,664,384

Student Transportation Expense

Salaries 4,278,375 4,294,383 4,161,437 Benefits 955,757 951,678 897,910 Supplies & Services 1,911,436 1,512,256 1,441,875 Non-Capital Furniture & Equipment 564,000 610,193 552,771 Building Operating Expenses 17,901 26,342 27,609 Communications 63,800 72,493 73,419 Travel 29,029 46,141 37,197 Professional Development 6,500 4,752 4,535 Contracted Transportation 453,200 337,724 378,850 Amortization of Tangible Capital Assets 1,216,647 1,475,733 1,428,260

Total Student Transportation Expense 9,496,645 9,331,695 9,003,863

Tuition and Related Fees Expense

Tuition Fees 62,000 217,266 65,417

Total Tuition and Related Fees Expense 62,000 217,266 65,417

School Generated Funds Expense

Academic Supplies & Services 232,266 163,956 174,678 Cost of Sales 741,468 693,055 714,300 Non-Capital Furniture & Equipment 35,635 5,764 31,738 School Fund Expenses 1,661,206 1,670,066 1,800,546

Total School Generated Funds Expense 2,670,575 2,532,841 2,721,262

Prairie Valley School Division No. 208Schedule B: Supplementary Details of Expenses


B-3


$ $ $Complementary Services Expense

Tuition Fees 26,000 9,883 27,890 Instructional (Teacher Contract) Salaries & Benefits 416,261 414,915 396,291 Program Support (Non-Teacher Contract) Salaries & Benefits 1,984,587 1,922,988 1,901,787 Instructional Aids 46,180 47,905 40,628 Supplies & Services 32,450 17,931 3,624 Non-Capital Furniture & Equipment - 989 - Communications - 2,766 2,824 Travel 42,400 36,379 39,782 Professional Development (Non-Salary Costs) - 4,558 2,554 Student Related Expenses 63,930 113,879 110,933

Total Complementary Services Expense 2,611,808 2,572,193 2,526,313

External Service ExpenseGrant Transfers - 150,000 150,000

Total External Services Expense - 150,000 150,000

Other Expense

Interest and Bank ChargesCurrent Interest and Bank Charges 45,200 92,400 77,302 Interest on Debentures 235,171 232,018 249,828 Interest on Capital Loans 419,770 423,565 400,943 Total Interest and Bank Charges 700,141 747,983 728,073

Provision for Uncollectable Accounts - 97,921 -

Total Other Expense 700,141 845,904 728,073

TOTAL EXPENSES FOR THE YEAR 106,076,782 106,107,216 104,305,646

for the year ended August 31, 2017Schedule B: Supplementary Details of ExpensesPrairie Valley School Division No. 208

Prairie Valley School Division No. 208Schedule C - Supplementary Details of Tangible Capital Assetsfor the year ended August 31, 2017

Furniture ComputerLand Buildings School Other and Hardware and Assets

Land Improvements Buildings Short-Term Buses Vehicles EquipmentAudio Visual Equipment

Under Construction 2017 2016

$ $ $ $ $ $ $ $ $ $ $Tangible Capital Assets - at Cost

Opening Balance as of September 1 3,046,843 3,579,780 153,510,219 244,106 15,485,149 654,430 11,288,793 10,718,071 245,836 198,773,227 194,940,503

Additions/Purchases - - 163,826 - 1,140,899 171,311 752,298 2,142,647 - 4,370,981 6,481,719 Disposals - (16,858) (4,395,400) (52,298) (219,138) - (254,187) (1,560,858) - (6,498,739) (2,648,995) Transfers to (from) - - 245,836 - - - - - (245,836) - -

Closing Balance as of August 31 3,046,843 3,562,922 149,524,481 191,808 16,406,910 825,741 11,786,904 11,299,860 - 196,645,469 198,773,227

Tangible Capital Assets - Amortization

Opening Balance as of September 1 - 1,763,179 56,029,234 196,028 8,245,517 367,740 4,828,521 6,220,626 - 77,650,845 72,814,716

Amortization of the Period - 167,752 2,787,541 5,893 1,298,930 100,220 1,178,690 1,452,767 - 6,991,793 7,485,124 Disposals - (16,858) (4,395,400) (52,298) (219,138) - (254,187) (1,560,858) - (6,498,739) (2,648,995)

Closing Balance as of August 31 N/A 1,914,073 54,421,375 149,623 9,325,309 467,960 5,753,024 6,112,535 N/A 78,143,899 77,650,845

Net Book ValueOpening Balance as of September 1 3,046,843 1,816,601 97,480,985 48,078 7,239,632 286,690 6,460,272 4,497,445 245,836 121,122,382 122,125,787 Closing Balance as of August 31 3,046,843 1,648,849 95,103,106 42,185 7,081,601 357,781 6,033,880 5,187,325 - 118,501,570 121,122,382 Change in Net Book Value - (167,752) (2,377,879) (5,893) (158,031) 71,091 (426,392) 689,880 (245,836) (2,620,812) (1,003,405)

DisposalsHistorical Cost - 16,858 4,395,400 52,298 219,138 - 254,187 1,560,858 - 6,498,739 2,648,995 Accumulated Amortization - 16,858 4,395,400 52,298 219,138 - 254,187 1,560,858 - 6,498,739 2,648,995 Net Cost - - - - - - - - - - - Price of Sale - - - - - - - - - - - Gain (Loss) on Disposal - - - - - - - - - - -

Sch C

2017 2016$ $

Non-Cash Items Included in Surplus / DeficitAmortization of Tangible Capital Assets (Schedule C) 6,991,793 7,485,124

Total Non-Cash Items Included in Surplus / Deficit 6,991,793 7,485,124

2017 2016$ $

Net Change in Non-Cash Operating Activities(Increase) Decrease in Accounts Receivable (4,404,672) 1,569,019 (Decrease) Increase in Accounts Payable and Accrued Liabilities (1,231,801) 1,224,635 Increase in Liability for Employee Future Benefits 164,700 107,700 (Decrease) Increase in Deferred Revenue (267,088) 696,745 (Increase) in Inventory of Supplies for Consumption (44,449) (62,340) Decrease in Prepaid Expenses 25,359 124,032

Total Net Change in Non-Cash Operating Activities (5,757,951) 3,659,791

Schedule E: Net Change in Non-Cash Operating Activitiesfor the year ended August 31, 2017

Prairie Valley School Division No. 208Schedule D: Non-Cash Items Included in Surplus / Deficit



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