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Annual Report 2016/17

Prairie Spirit School Division No. 206

Prairie Spirit Board of Education Annual Report – 2016-17 – Page i

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

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

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

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

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

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

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

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

Demographics ............................................................................................................................... 27

School Division Infrastructure and Transportation ...................................................................... 30

Financial Overview ........................................................................................................................ 32

Summary of Revenue and Expenses ......................................................................................... 32

Budget to Actual Revenue, Expenses and Variances ................................................................ 33

Appendix A – Payee List ................................................................................................................ 34

Appendix B – Management Report and Audited Financial Statements ....................................... 46

Prairie Spirit Board of Education Annual Report – 2016-17 – Page ii

School Division Contact Information Prairie Spirit School Division No. 206 Box 809, 121 Klassen Street East, Warman, SK S0K 4S0 Phone: 306-683-2800 Fax: 306-934-8221 Website: www.spiritsd.ca Email: [email protected] An electronic version of this report is available at www.spiritsd.ca.

http://www.spiritsd.ca/

mailto:[email protected]

http://www.spiritsd.ca/

Prairie Spirit Board of Education Annual Report – 2016-17 – Page 1

Letter of Transmittal Honourable Bronwyn Eyre Minister of Education Dear Minister Eyre: The Board of Education of Prairie Spirit School Division No. 206 is pleased to provide you and the residents of the school division with the 2016-17 annual report. This report outlines activities and accomplishments of the school division and provides audited financial statements for the fiscal year September 1, 2016 to August 31, 2017.

Respectfully submitted,

Larry Pavloff, Chair


Introduction This annual report presents an overview of Prairie Spirit School Division’s goals, activities and results for the fiscal year September 1, 2016 to August 31, 2017. This report provides a snapshot of Prairie Spirit School Division, its governance structures, students, staff, programs and facilities.

In addition to detailing the school division’s goals, activities and performance, this report outlines how the division is deploying the Education Sector Strategic Plan in relation to its school division plan.

The report provides a financial overview and financial statements that have been audited by an independent auditor following the Canadian Generally Accepted Auditing Standards.


School Division Profile About Us Prairie Spirit School Division is the learning-focused rural and urban school division surrounding the City of Saskatoon.

Prairie Spirit covers a wide geographic area: north to Leask, south to Hanley, east to Colonsay and west to Perdue. The school division includes nine Hutterite and three First Nations communities.

Over 10,700 Prairie Spirit students are served by a team of over 1,200 dedicated professionals and support staff.

Prairie Spirit School Division is divided into 12 subdivisions for Board of Education elections and representation.

Division Philosophical Foundation Prairie Spirit is focusing on preparing students for the world after school, by exploring learning as it relates to a real world context.

Our mission and vision statements support and reflect the Division’s purpose and beliefs about learning. The mission statement captures the spirit of innovation, creativity and a global society.

Vision: Learners for Life Mission: Learning without limits in a world of possibilities


Prairie Spirit Guiding Principles Learning In Prairie Spirit, students and adults learn without limits in a world of possibilities. We create learning environments that are student centered, where higher order thinking is evident as students inquire, discover and apply their learning in the real world.

Teaching A Prairie Spirit teacher is a facilitator and a co-learner who inspires curiosity, instills confidence, nurtures student spirit and engages students to discover and present thoughtful responses to meaningful questions. Our teachers create collaborative learning environments where risk-taking, deep thinking and diversity are valued.

Assessment and Feedback In Prairie Spirit School Division, we are committed to assessment and feedback in a culture of collaboration with effective communication, a clear purpose and appropriate use of data. Our primary purpose for assessment and feedback is to support learning, inform next steps for growth and collect evidence needed to account for learning.

Engagement As engaged members of the Prairie Spirit learning community, we have a clear purpose, personal autonomy and opportunities to achieve to a high level. Engagement is evident in our passion for learning, our excitement to share with others and our belief that our learning will make a difference.


Program Overview Prairie Spirit School Division believes every student is capable of learning and achieving to a high standard when the appropriate supports are in place. As a school division, we value learning together to develop the whole person and inspire lifelong learning.

Prairie Spirit students are diverse in terms of needs and abilities. They vary in age, personal circumstances, learning styles, interests and individual strengths and needs. In order to provide the best educational opportunities possible for all students, Prairie Spirit School Division offers a wide range of programs in the 47 schools in the Division.

Central to the program in every school is the provincially-mandated core curricula, broad areas of learning and cross-curricular competencies. Classroom instruction is designed to incorporate differentiated instruction, the adaptive dimension and First Nations and Métis perspectives and ways of knowing.

Prairie Spirit is committed to ensuring that all learners achieve to their fullest potential. The goal of our Student Success model is to meet the needs of all students—as much as possible—in the classroom.

In addition, schools in Prairie Spirit offer specialized programming that responds to the needs of students, including, for example:

• English as Additional Language (EAL) programming • Practical skills training in collaboration with curricular requirements • Credit retrieval strategies to support students to complete high school


Governance The Board of Education Prairie Spirit School Division is governed by the Board of Education, which is comprised of trustees from 12 subdivisions. The Education Act, 1995 gives the Board of Education the authority to “administer and manage the educational affairs of the school division” and to “exercise general supervision and control over the schools in the school division.” The trustees represent voters and ratepayers across the school division.

The Board meets regularly to oversee and govern the work of the school division. In addition, the Board actively advocates to local and provincial levels of government on behalf of the school division.

The Board of Education was elected in October 2016 for a four-year term, ending in October 2020.

The remuneration paid to all Board members in 2016/17 is provided in Appendix A.

The following list includes all the Board Trustees as of August 31, 2017:

Subdivision Trustee

Subdivision 1 Pam Wieler

Subdivision 2 Trina Miller

Subdivision 3 Ken Crush

Subdivision 4 George Janzen

Subdivision 5 Larry Pavloff

Subdivision 6 Bernard Howe

Subdivision 7 Dawne Badrock

Subdivision 8 Garth Hetterly

Subdivision 9 Bonnie Hope

Subdivision 10 Sam Dyck

Subdivision 11 Kimberly Greyeyes

Subdivision 12 William Badger


School Community Councils The purpose of the School Community Council is to:

• Support student learning success and well-being; and • Encourage parent and community involvement and engagement in the school.

The Board of Education has established a School Community Council (SCC) for each of the non-Hutterian schools in Prairie Spirit School Division. The one Associate school in the school division is not required to form an SCC.

Prairie Spirit provides equal funding of $2,000 to each SCC in the Division. SCCs use this funding in a variety of ways, for example: supporting meeting expenses, sponsoring a survey of school parents to gain insight into school level activities, supporting guest speakers at school-level events for parents, etc.

The Education Regulations, 2015 require each school division to undertake orientation, training, development and networking opportunities for their SCC members. In 2016/17, Prairie Spirit School Division conducted a fall orientation for new SCC members and a spring meeting for all SCC members.


Prairie Spirit offers the following opportunities to School Community Councils:

Division-wide: • SCC Fall Orientation • SCC Spring Assembly held at Division Office, focusing on Safe and Caring Schools • Each May, Prairie Spirit schools make learning presentations to Division leadership and to

other schools. Many schools include their SCC in their preparation and presentations. School level:

• Regular SCC meetings • Sharing of goals • Partnering on Literacy projects • Hosting parent evenings

Challenges for School Community Councils include:

• Engaging community and parents in the work of the SCC • Recruitment/expanding representation on SCC • Recruiting more male SCC members • Engaging middle years/high school parents with schools


School Division in the Community Community Involvement Research has shown that students achieve at higher levels in school when their parents/guardians and other community members are involved in their learning. All Prairie Spirit schools have programs and initiatives in place to encourage community and parent involvement. These programs vary from school to school and are unique to each community.

Community Partnerships Prairie Spirit places a high priority on developing relationships that are built on genuine understandings and shared knowledge that demonstrate mutual respect. This includes a commitment to strong partnerships among and between educators, parents, students, communities and human service providers. These partnerships help to support students in achieving the knowledge, skills and attitudes necessary for success in school and in life.

Community Threat Assessment and Support Protocol (CTASP) Prairie Spirit joined the Community Threat Assessment and Support Protocol (CTASP) in November 2013, as part of a group of 18 community organizations, including education, human services and police services. Each of the community organizations that signed the protocol has committed to ensuring their leaders are fully trained in violence threat risk assessment. All administrators in Prairie Spirit School Division are being trained in assessing violence threat risks in their schools. Since all community partners receive the same training, they benefit from a shared understanding and common language in assessing possible violence.

Habitat for Humanity High school students in both Langham and Duck Lake are constructing houses in partnership with Habitat for Humanity. In addition to the valuable work experience they are gaining, students will also earn high school credits (Construction 10/20/30 and Career and Work Experience 20/30), as well as apprenticeship hours for future journeyperson work.

Joint use agreements Prairie Spirit has formal joint use agreements with local cities, towns and villages to ensure school facilities are available to the community after school hours. In the City of Warman, the regional library is housed in Warman Community Middle School. In this unique partnership, the City of Warman, the Wheatland Library Board and Prairie Spirit School Division partnered together to provide a library that is available to the community and to the school.

Ministry of Social Services Prairie Spirit has an established partnership with the provincial Ministry of Social Services in the area of supports to in-care students. The Division continues to follow the protocol that was developed with the Ministry to ensure the work between the Ministry and the Division is efficient and effective. This protocol has been adopted provincially.


Prairie Spirit Schools Foundation With its mandate to support innovation in public education by funding a range of experiences that help students realize their potential, the Prairie Spirit Schools Foundation provides donation and investment opportunities for projects and partnerships which would not otherwise be possible and which will enrich learning opportunities for students in Prairie Spirit School Division.

Saskatoon Industry-Education Council (SIEC) The Saskatoon Industry-Education Council (SIEC) is a partnership between three local school divisions (Prairie Spirit, Saskatoon Public, Greater Saskatoon Catholic) and the regional business/industry sector. A board of directors representing industry, education and business organizations governs the SIEC. The partnership’s vision is to create a community of shared responsibility preparing youth for quality careers. The SIEC offers projects such as Career Spotlight days as well as boot camps on topics such as automotive, commercial cooking and construction.

Early Childhood Intervention Program The Early Childhood Intervention Program (ECIP) has representation from four school divisions, including Prairie Spirit, along with representation from the Saskatoon Health Region. ECIP meets several times throughout the year to plan effective student supports for preschool children.

Cognitive Disability Strategy The Cognitive Disability Strategy (CDS) is an interministerial group that allocates funding for student supports that may extend outside the school day, e.g., respite care. This group has representation from health, justice, social services and education, including Prairie Spirit.

University of Saskatchewan Prairie Spirit works with the University of Saskatchewan in various established ways, including student internships, the teacher candidate process and a variety of research projects.


Strategic Direction and Reporting The Education Sector Strategic Plan Members of the education sector have worked together to develop an Education Sector Strategic Plan (ESSP) for 2014-2020. The ESSP describes the strategic direction of the education sector and its priorities and outcomes align the work of school divisions and the Ministry of Education. The plan is expected to shape a new direction in education for the benefit of all Saskatchewan students. 2016-17 was the third year of deployment of the 2014-2020 ESSP. Enduring Strategies The Enduring Strategies in the ESSP are: • Culturally relevant and engaging curriculum; • Differentiated, high quality instruction; • Culturally appropriate and authentic assessment; • Targeted and relevant professional learning; • Strong family, school and community partnerships; • Alignment of human, physical and fiscal resources.


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

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

Our aim is to prepare individuals who appreciate mathematics and its role in society and who understand and appreciate language and to use it confidently and competently in a variety of settings for a variety of reasons. Our intent is to stimulate the spirit of inquiry within the context of reasoning.

(adapted from K-12 Mathematics and English Language Arts curriculums)

Research indicates a high correlation between Grade 3 reading rates and graduation levels. Our goals for all readers are:

Comprehension - their ability to interact with the text to extract and construct meaning for themselves

Fluency - their ability to read with automaticity and prosody (phrasing, pausing, rate, stress, intonation and integration of these factors) while still comprehending the text

Engagement - their belief that they are capable to read and will choose to read for a variety of purposes

We believe improvements in the following key areas will contribute to an increase in mathematical understanding: • Mathematical reasoning • Number sense • Spatial competency • Positive attitude towards mathematics • Ability to communicate mathematical ideas

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

Strategies:

• Prairie Spirit School Division has been using levelled reading assessments to track student reading achievement for students in Grades 1 - 3 for the past several years.

• Reading data is collected by the school division twice a year: once in January and again in May.

• Prairie Spirit follows recommendations from the Ministry regarding the identification of students eligible for assessment and encourages a team approach when a school is in doubt about whether to include a student.

• Prairie Spirit provided Professional Development opportunities for teachers to strengthen understanding about students based on the assessment, conducting miscue analysis, and using this information to identify student needs.


• Professional Development was also offered on conferring to help teachers better understand their students as readers and to set goals for students based on their needs.

Measures for Reading, Writing and Math at Grade Level

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

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


Analysis of results

Prairie Spirit’s results in this area are at 73% for 2017. This is just slightly below the provincial results of 74% for 2017 and 7% below the provincial goal for this indicator. For Prairie Spirit’s FNMI students, 52.8% of grade 3 students are reading at grade level. Prairie Spirit classrooms have a strong focus on literacy and reading.


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

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

In Prairie Spirit, we believe that learning is rooted in authentic and respectful relationships, providing relevant learning experiences with high expectations.

We are committed to improving achievement among First Nations and Métis and Inuit (FNMI) students and to closing the gap between Aboriginal and non-Aboriginal students in the areas of literacy and numeracy, retention in schools, graduation rates and advancement to post-secondary studies and employment.

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

Strategies: • Prairie Spirit engaged with the Ministry of Education for the Following Their Voices

(FTV) initiative. Blaine Lake Composite School (BLCS) participated in the pilot year of this initiative in 2014/15 and as a “Phase 1 school” throughout 2015/16 and 2016/17.

• Stobart Community School in Duck Lake will be a FTV school for the 2017/18 school year.

• Following Their Voices is designed to engage and support students through improved relationships with their teachers that will result in increased First Nations and Métis achievement and higher rates of Grade 12 graduation.

• Following Their Voices uses a model with in-school facilitators working with teachers in classrooms to:

o support the development of positive relationships with First Nations and Métis students,

o set goals to support teacher growth; and o develop structures to support First Nations and Métis student

achievement.

• Blaine Lake Composite School describes this program as: “Education that promotes accelerated learning for First Nations and Métis students, where learning is joyful, culture is affirmed and students are given real choice for their future.” FTV has a focus on responsive instruction and less teacher talk. Although FTV is designed for First Nations and Métis students, all students are positively impacted.


Following Their Voices reflects Prairie Spirit’s learning philosophy and, as a result, we are building capacity across the Division to ensure the work of this initiative in sustainable for years to come.

• Prairie Spirit received two provincial government grants designed to support partnership work between school divisions and local First Nations communities. These Invitational Shared Services Initiative (ISSI) grants recognize and provide financial support for the collaborative work that is already underway between Prairie Spirit School Division and two neighbouring First Nations. The two grant applications were made jointly by Prairie Spirit School Division and two neighbouring First Nations: Muskeg Lake Cree Nation and Beardy’s and Okemasis First Nation. The applications articulate the desire that everyone will have access to an education where “the student is the center and the learning experience is welcoming, relevant and demanding.” Teachers from Prairie Spirit and both First Nations collaborate to share instructional practices and monitor student achievement results. As part of this partnership work, goals have been established for on-reserve students in the areas of literacy, numeracy and graduation rates. The funding provided by the grants was used for instructional supplies, salaries and professional development costs.

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

Average Final Marks Teacher-assigned marks are important indicators of student performance in school. Classroom marks are used for grade promotion and graduation decisions, to meet entrance requirements for post-secondary education, to determine eligibility for scholarships and awards and by some employers when hiring.

The following displays average final marks in selected secondary-level courses for all students, and by non-FNMI and FNMI student subpopulations in the division, along with provincial results for each category.

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

Province Prairie Spirit Province Prairie Spirit Province Prairie SpiritEnglish Language Arts A 10 (Eng & Fr equiv) 73.3 78.5 76.4 79.4 61.0 71.2

English Language Arts B 10 (Eng & Fr equiv) 73.0 78.9 76.0 79.9 61.0 70.6

Science 10 (Eng & Fr equiv) 72.3 75.7 75.6 77.5 59.5 62.4

Math: Workplace and Apprenticeship 10 (Eng & Fr equiv) 72.8 77.1 76.2 78.9 61.5 65.1

Math: Foundations and Pre-calculus 10 (Eng & Fr equiv) 72.9 75.5 74.9 76.6 61.9 64.9

English Language Arts 20 (Eng & Fr equiv) 74.7 76.4 76.7 77.8 64.9 66.2

Math: Workplace and Apprenticeship 20 (Eng & Fr equiv) 67.4 71.3 70.2 72.3 61.4 65.8

Math: Foundations 20 (Eng & Fr equiv) 73.8 75.8 75.6 77.4 63.7 64.4

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

SubjectAll Students Non-FNMI FNMI


Analysis of results

In 2016/17, the average final marks for “All Students” in Prairie Spirit were higher than the provincial average in all subject areas. The average final marks for FNMI students in Prairie Spirit were higher than the provincial FNMI average marks in all subject areas. The average final marks for “Non-FNMI” in Prairie Spirit were higher than the provincial “Non-FNMI” students in all subject areas.

In Prairie Spirit schools, we are encouraging students to enroll in core classes like Math: Workplace and Apprenticeship 20, instead of moving into modified courses. Students may take a longer period of time to complete the course, if necessary. These credits work towards graduation requirements and also meet the requirements of post-secondary institutions. Prairie Spirit School Division is proud to celebrate the academic achievement of its students. These strong results reflect the strong instruction and assessment by Prairie Spirit teachers.

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

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


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

Analysis of results

For each of the years displayed, Prairie Spirit’s results for credit attainment exceed the provincial average in every category. For 2016/17, 72% of Prairie Spirit secondary students achieved eight or more credits compared to 61% provincially. Although the “All Students” and “Non-FMNI” categories are lower than last year, the FNMI category has increased by 5% to 58% and is almost double the provincial results for 2016/17.


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

School Division goals aligned with the Graduation Rates outcome and priority

Graduation is a key step in helping young people realize healthy and fulfilling lives. Prairie Spirit graduates: • Have real choice after high school because they can collaborate, communicate

and be creative • Are confident to make choices for their future based on the Broad Areas of

Learning skills they have acquired

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

Strategies: • Prairie Spirit had representation on the SaskGraduates committee, with Division

personnel in attendance at the Grad Rate symposium. • Prairie Spirit focused on offering credit recovery, building student-teacher

relationships and providing a strong learning environment, all of which impact attendance and improve graduation rates. Administrators were asked to try a variety of approaches at the school level, with Division leadership offering support for innovative approaches.

• Transition workers/grad coaches have been hired by the local First Nations to work in Leask, Blaine Lake, Stobart and Beardy’s.

• Prairie Spirit continued to support schools in offering a variety of pathways to graduation (e.g., combined credits, dual credits).

• Prairie Spirit connected students to possible careers by offering authentic work experiences through a strong Career and Work Exploration program and through the Da Vinci Project, which gives students the opportunity to earn high school credits and journeyperson hours as they build houses with Habitat for Humanity.

• Prairie Spirit has expanded program offerings in music and band to build student engagement.

Measures for Graduation Rates

Grade 12 Graduation Rate: On-Time To graduate within the typical three-year period after beginning Grade 10, students must accumulate an average of eight credits per year to achieve the minimum requirement of 24 required secondary level credits at the end of Grade 12. On-time graduation rates are one measure of the efficiency of a school system. The following displays the percentage of students (all students, non-FNMI and FNMI) in the division who graduated within three years of entering Grade 10, along with provincial results in each of these categories.


Notes: On-time graduation rates are calculated as the percentage of students who complete Grade 12 within 3 years of ‘starting’ Grade 10. Results for populations of fewer than 10 students have not been reported to avoid identifying individuals or very small groups of students (nr). FNMI students are those who choose to self-identify as First Nations (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNMI students are those who do not identify as FNM or I, however, this category may include FNMI students who choose not to self-identify. Source: Ministry of Education, 2017

Analysis of results

At 85%, Prairie Spirit’s three-year graduation rate for 2016/17 for “All Students” is 9% higher than the provincial result and equal to the provincial outcome target for 2020. Prairie Spirit’s three-year graduation rate for “Non-FMNI” students is 5% higher than the provincial results while the Prairie Spirit FNMI graduation rate at 53% is 10% higher than the provincial results. Prairie Spirit’s three-year graduation rate has fallen by 1% for “All Students” and by 4% for FNMI students.

Grade 12 Graduation Rate: Extended-Time Some students need more time to complete all the courses necessary to graduate so they continue in school longer than the typical three years after beginning Grade 10. Extended-time graduation rates are one measure of the responsiveness of the school system.

The following displays the percentage of students (all students, non-FNMI and FNMI) in the division who graduated within five years of entering Grade 10, which includes those who graduated on-time, along with provincial results in each of these categories.


Notes: Extended-time graduation rates are calculated as the percentage of students who complete Grade 12 within 5 years of “starting” Grade 10 (and include those who graduate on-time). Results for populations of fewer than 10 students have not been reported to avoid identifying individuals or very small groups of students (nr). FNMI students are those who choose to self-identify as First Nations (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNMI students are those who do not identify as FNM or I, however, this category may include FNMI students who choose not to self-identify. Source: Ministry of Education, 2017

Analysis of results

Prairie Spirit’s extended-time graduation rates are higher than the provincial rates in every category again in 2016/17. At 91%, Prairie Spirit’s extended-time graduation rate for “All Students” is 7% higher than the provincial results. The Division’s “Non-FNMI” extended-time graduation rate is 2% higher than the provincial rate. At 82%, the extended-time graduation rate for FNMI students in Prairie Spirit is 22% higher than the provincial FNMI rate of 60%. The FNMI extended-time graduation rate has increased by 8% over last year. Prairie Spirit’s extended-time graduation rate declined slightly for “All Students” and “Non-FNMI” students over last year.

Grade 9 to 10 Transition The transition from Grades 9 to 10 can be difficult for some students for many different reasons, including not having reached all outcomes from each subject area in the elementary grades. This measure is intended to show how well Grade 9 students adjust in the transition to Grade 10. Achieving eight or more credits a year is important for steady progress towards graduating on-time.


The following displays the percentage of Grade 9 students (all students and the FNMI subpopulation) in the division who achieved eight or more credits the following school year, along with provincial results for the past eight years and the eight year average.

Notes: Percentages are calculated as the number of students attaining eight or more credits in the year immediately following their Grade 9 year divided by the number of students in the Grade 9 cohort. Results for populations of fewer than five have not been reported to avoid identifying individuals or very small groups of students. FNMI students are those who choose to self-identify as First Nations (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNMI students are those who do not identify as FNM or I, however, this category may include FNMI students who choose not to self-identify. Source: Ministry of Education, 2017

Analysis of results

Overall, 86.9% of all Prairie Spirit students—and 63.6% of FNMI students—enrolled in Grade 10 for the first time in 2016/17 achieved eight or more credits. For the category “All Students”, Prairie Spirit exceeded the provincial results by over 10%. For the FNMI category, Prairie Spirit students exceeded the provincial results by over 23%. In terms of the eight-year average, Prairie Spirit exceeds provincial results in both categories. Prairie Spirit results in both areas declined slightly over the previous year.


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

School division goals aligned with the Sector-Wide Efficiencies outcome

Prairie Spirit continuously reviews expenditures to find efficiencies.

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

GPS units have been installed in every Prairie Spirit bus to increase route efficiency for drivers and safety for both staff and students.

Prairie Spirit has increased safety and decreased disposal costs for science labs. A chemical safety program has been planned that includes best practices for disposal, hazardous waste minimization, labelling, inventory and storage. This program will reduce the creation of hazardous waste and limit excess or unlabeled chemicals that will require costly disposal in the future. The estimated annual savings in this area could be up to $10,000.

Prairie Spirit has focused on making claims for INAC funding for targeted behaviour, as appropriate.

The school division claims administrative expenses for Driver Education from SGI.

The school division’s annual leadership seminar for all Principals and Vice-Principals was held at a local venue to avoid associated costs of travel and accommodations for an out of town location. This represents a savings of over $30,000 over two years.

Prairie Spirit’s Human Resources practices have been moved to an online process to provide an efficient system for attracting and hiring new staff members.

Prairie Spirit moved to a new finance and Human Resources system which has increased efficiencies and eliminated duplication of data entry.

Trips for Career and Work-placement students have been decreased for greater efficiencies and reduced costs.

Changes to the Division’s Band program decreased travel time and associated travel costs for band students.

Facilities installed LED lighting in the Bus Garage and cost savings have been realized.

Prairie Spirit continues to contract a part-time LEAN consultant for the school division. This position is shared by Prairie Spirit and two other school divisions.


Early Years Outcome: By June 30, 2020, children aged 0-6 years will be supported in their development to ensure that 90% of students exiting Kindergarten are ready for learning in the primary grades.

School division goals aligned with the Early Years outcome

Prairie Spirit does not have a specific school division goal aligned with the Early Years outcome.

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

Strategies: • During 2016/17, Prairie Spirit had a .4 FTE early learning consultant to

assist with Pre-Kindergarten and Kindergarten programming.

• Prairie Spirit had a coordinated plan to ensure the Early Years Evaluation-Teacher Assessment (EYE-TA) was used with all eligible Kindergarten students (not including Pre-Kindergarten students).

• Learning Support Services staff (Speech Language Pathologists, Occupational Therapists, Educational Psychologists, etc.) provided strong support to classroom teachers.

• Speech Language Pathologists conducted hearing screenings for Kindergarten students.

• Professional development opportunities were offered for Pre-Kindergarten and Kindergarten teachers in regards to play and exploration, documentation and supporting language development.

Measures for Early Years

Early Years Evaluation The Early Years Evaluation-Teacher Assessment (EYE-TA) is a readiness screening tool that provides information about each child’s development and learning with a focus on reading readiness skills. Results from the EYE-TA allow educators and school-based interdisciplinary teams to quickly identify children most likely to require extra support during the Kindergarten year, based on their levels of skill development in five key domains at school entry.

In addition to results for specific domains, children are also assigned a comprehensive score known as a Responsive Tiered Instruction (RTI) level. Responsive Tiered Instruction (RTI) is a preventive approach that allows educators, school teams and divisions to allocate resources early and continuously, rather than waiting until after children have experienced failure before responding.

The following displays the percentage of children (all children, non-FNMI and FNMI) in the division assessed as Tier I at Kindergarten entry and after the Kindergarten year at exit, for the 2014-15 (baseline) year and the two years following, as well as the provincial results for each category.


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 provincial 2020 goal is 90% of students exiting Kindergarten ready for learning. Prairie Spirit’s results in this area have declined slightly since last year but, at 84%, remain close to the provincial overall target.

For both Kindergarten entry and exit, Prairie Spirit’s results are above provincial results. For the “All Students” category, Prairie Spirit’s exit results for 2016/17 are at 84%, compared to the provincial results at 80%. For FNMI students, Prairie Spirit’s exit results for 2016/17 are at 62%, while the provincial results for FNMI students are 58%.

Prairie Spirit has a strong focus on early learning to ensure students have the best possible start in their education.


Demographics Students

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

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

2014-15 2015-16 2016-17Kindergarten 882 927 880

1 897 917 969 2 900 911 933 3 810 947 924 4 813 819 965 5 844 857 826 6 802 865 863 7 781 810 861 8 762 777 812 9 776 754 766 10 739 762 715 11 715 695 715 12 674 718 711

Total 10,395 10,759 10,940

PreK 212 199 205

Grade

2014-15 2015-16 2016-17K to 3 247 248 251 4 to 6 243 254 284 7 to 9 256 248 257

10 to 12 247 272 265 Total 993 1,022 1,057 1 to 3 193 175 181 4 to 6 188 201 211 7 to 9 163 167 182

10 to 12 90 94 101 Total 634 637 675

Self-IdentifiedFNMI

English as anAdditionalLanguage

SubpopulationEnrolments

Grades


Staff

Job Category FTEs Classroom teachers 597.68

Principals, vice-principals 40.95

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

269.13

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

71.52

Plant operations and maintenance – e.g., caretakers, handypersons, carpenters, plumbers, electricians, gardeners, supervisors, managers 82.78

Transportation – e.g., bus drivers, mechanics, parts persons, bus cleaners, supervisors, managers 144.82

League of Educational Administrators, Directors and Superintendents (LEADS) – e.g., director of education, superintendents 10

Total Full-Time Equivalent (FTE) Staff 1216.88 Notes: • The numbers shown above represent full-time equivalents (FTEs). The number of employees may be greater because some people work part-time or seasonally. • Some individuals are counted in more than one category. For example, a teaching principal might be counted as 0.4 as a classroom teacher and 0.6 as a principal. Source: Prairie Spirit Human Resources, 2017


Senior Management Team

Position

Director of Education* Lori Jeschke Chief Financial Officer Lionel Diederichs Superintendent of Human Resources Bob Bayles Learning Superintendents Kim Beaulieu Fay Cassidy Brad Nichol Clint Reddekopp Noel Roche Jon Yellowlees Tracey Young

*John Kuzbik was Director of Education until July 31, 2017. Lori Jeschke began her work as Director of Education on August 1, 2017.

The Communications Consultant (Brenda Erickson) and the Assistant to the Director (Nadine Meister) also report directly to the Director of Education.


School Division Infrastructure and Transportation School List 2016/17


Infrastructure Projects

Source: Prairie Spirit Facilities Department, 2017 Transportation Every school day, Prairie Spirit bus drivers transport almost 5,300 students to school and back home safely again. Our 141 route buses travel over 20,000 kilometres every day.

Prairie Spirit provides excellent bus service with safe equipment at a reduced cost to our ratepayers. Prairie Spirit has its own bus shop facility on the east side of Saskatoon. This facility is a modern five bay shop with all the appropriate equipment needed to properly maintain and service a fleet of over 180 buses. The school division has highly qualified technicians who are experts in school bus maintenance. Operating our own fleet of buses and using our own drivers has helped us to lower costs for charters and field trips, a very important consideration for managing limited school-based budgets.


Financial Overview Summary of Revenue and Expenses

Property Taxation

28%

Grants67%

Other5%

Revenue 2016-17

Instruction69%Gov & Adm

4%

Transportation7%

Other5%

Plant15%

Expense 2016-17


Budget to Actual Revenue, Expenses and Variances


Appendix A – Payee List Board Remuneration


Personal Services ABERCROMBIE, LANA $85,896

ABLASS, CARA C 52,860

ADAMS-BEAVEREYE, DELANIE R 55,722

ADDLEY, KAREN 95,208

ANDERSON, DENNIS JAMES 71,949

ANDERSON, JOLYN 87,473

ANDERSON, JUANITA 73,725

ANDERSON, MARK 100,420

ANDERSON, WHITNEY L 69,915

ANDRE, AMI KRISTEL 69,208

ANTYMNIUK, MARK ANDREW PAU 70,571

ARTHUR, EDITH 87,135

ATKINGS, JOAN 95,208

BACHMEIER, MELISSA GLADYS 75,507

BACHMEIER, SHANE 85,896

BADER, GINA L 72,807

BAERGEN, HEATHER 95,433

BAIN, NICOLE 85,896

BAKER, JODY D 89,532

BALAS, KYLIE A 93,672

BALON-SMITH, LINDA L 87,429

BARANIESKI, BRITA 84,588

BARARUK, KELLY 85,896

BARDAL, GREGORY K 90,076

BARDAL, JENNIFER 90,076

BARRINGTON, JESSICA NADINE 74,894

BARTSCH, HALEY 75,854

BATES, AARON DAWN 71,549

BATTERSBY, MARY L 73,695

BAUDAIS, AMANDA MARIAN 87,947

BAYLES, BOB 173,881

BAYNE, SUSAN 85,896

BEAULIEU, KIM 170,422

BEAUMONT-BECKER, JENNIFER 85,700

BECK, MARY LOU 91,428

BELYK, TREVOR 90,076

BENNETT, DAVID PATRICK 57,134

BERG, RHONDA 90,076

BERGERMANN, RORY D 86,347

BERNESKY, AMANDA 74,691

BERRY, BRETT 98,812

BIBERDORF, RON 119,998

BIHUN, ELSIE JANE 86,058

BILL, TANYA 90,076

BISHOP MOISAN, SANDRA DAWN 78,928

BITNER, ROXANNE 95,643

BITTNER, DEBRA 90,712

BLAIR, THERESA 85,896

BLAKE, KATHERINE 92,139

BLOCK, CARTER R 64,437

BLOCK, JAMIE LYNN 59,753

BLOCK, JENSEN T 57,952

BLOCK, KRISTEN 64,573

BLOCK, TRACE J 86,692

BLUM, DANAE 69,609

BODNAR, PATRICIA 85,024

BOLTON, HEATHER C 62,802

BOND, ALISON 85,896

BOND, MARCI L 66,216

BORDENAVE, LES 68,792

BOWERING, JADE TASHA 91,466

BOYD-BELLINA, JULIE 61,355

BOYLE, ERIN LEIGH 79,322

BRADY, DORA 70,514

BRANDT, JASON HARVEY 62,649

BRANDT, SEAN R 73,432

BRAUN, GLEN W 69,253

BRAUN, HEATHER JOANNE 93,921

BRAUN, JESSICA 64,789

BRAUN, TREVOR 52,008

BRECKNER, NADIA 105,413

BRICKNER, JESSALYN M 65,565

BROCHU, MICHELLE MARIETTE 89,586

BROSE, JASON 90,390

BROUGHTON, DEAN 127,228

BROWN, JARID DOUGLAS 96,400

BROWN, KIMBERLEY 85,024

BROWN, SHERRY 77,810

BUCHINSKI, JANINE M 52,333

BUIKEMA, HEATHER 82,885

BULA, KRISTA 85,896

BULL, LESLIE MAUREEN 80,813

BURGESS, PARIS 85,896

BURNETT, KURTIS FRANK 90,245


BURYM, LINDSEY 107,479

BUZTYNSKI, KEITH 67,328

BYERS, KENNETH 95,208

BYMOEN, CLARK E 89,459

BYMOEN, SHANNON 85,941

CALOW, JANET 67,257

CAMERON, DAVID N 75,188

CAMPBELL, BRENT J 91,277

CARTER, DAVID 122,547

CARTER, JANET 85,879

CARTER, NICOLE JO ANNE 60,269

CASSIDY, FAY D 159,235

CATOR, APRIL A 69,029

CATTON, DESRAE 85,896

CHAHLEY, DUSTIN J 70,816

CHALIFOUR, TERRY 87,522

CHAPLIN, CURT 87,135

CHAPMAN, CARLY J. 62,367

CHASE, CRAIG 83,335

CHIESA, JULIE 85,460

CHILIBECK, JEFFREY 103,893

CHORNEYKO, ORRIN PATRICK 90,076

CILIMDZIC, ZLATAN 64,009

CLARK, DIANE 63,087

CLARKE, BRIAN 84,945

CLARKE, CYNTHIA 67,177

CLINE, ELLIS RANDAL 95,208

COATES, LEE E 79,549

COLES, BREANNE B 77,851

COLLIN, BREANNE R 72,983

COMBRES, RYAN 59,287

COMERFORD, AMANDA 67,162

CONSTANTINOFF, MICHAEL 68,312

CONWAY, DARCIE 82,248

COOMBS, IAN DAVID 59,812

COOPER, BREANNE L 65,580

COOPER, KIMBERLY D 89,318

CORRIGAN, MARK 91,755

CORY, SCOTT 90,076

COTE, BONNIE 72,309

COX, CORY G 86,047

COX, MICHAEL 107,271

CRAWFORD, GREGORY DEAN 90,192

CRAWFORD, WENDY 90,154

CRITTENDEN, MEGAN 82,220

CROSSON, DONALD 86,369

CUMMING, BLAKE W 61,459

CUMMING, KEVIN 95,783

CURTIS, KATELYNN B 55,504

DABGHI, AMY 67,246

DAHL, BONITA 85,024

DAHL, KELSEY 60,715

DAHL, REEGAN W 76,020

DAKU, JANELLE B 84,508

DAMENT, D. MICHELLE 90,436

D'AMORE, CASSANDRA 81,766

DANIELSON, NATHANIEL 90,483

DARLING, SHANNON MAY 85,896

DAVIS, JOHN 98,666

DAWE, KENNETH 78,022

DELPARTE, ROBERT 93,597

DEMCHUK-KOSOLOFSKI, CAROL 90,076

DERDALL, KEVIN 107,892

DERKSEN, DANETTE 85,896

DIEDERICHS, LIONEL JOHN 167,799

DINNELL, BEVERLEY 54,496

DOELL, ALICIA M 66,338

DOELL, SELENA FAY 51,538

DOLEZSAR-GLARVIN, TRACY L 116,464

DONAUER, BLAINE 87,496

DONST, KERRY 150,227

DONST, RHODA 50,223

DORATTI, JENNIFER 68,049

DOUPE, LAUREN J 60,814

DOVGYY, TARA 89,436

DOYSCHER, RENEE C 50,023

DOZLAW, VONDA L 86,024

DRENNAN, HEITH 90,076

DRIEDGER, JOEL 77,179

DRIEDGER-ENNS, LYNNE 94,241

DUECK, KEN 54,612

DUECK, TYLER PATRICK 87,509

DUMONT, LEAH 75,336

DUNVILLE, BEN 59,168

DURANT, LEAH M 87,607

DURIEZ, DONNA 115,368


DUTKA, CORINNE 98,440

DYCK, APRIL J 69,248

DYCK, KIRSTEN 85,896

DYCK, RUSSELL 108,204

DYCK, SCOTT 119,265

DYCK, SHAUN 74,356

DYCK, VALERIE 85,896

EAGLESHAM, TYLER WILLIAM 58,205

ELDER, CHAR L 105,351

ENGEL, RAELEEN MARIE 71,559

ENS, CAROLYN GAIL 73,492

ENS, MELISSA M 51,014

EPP, BRENDA 95,996

EPP, RALPH 108,004

ERICKSON, BRENDA L 84,735

ETHIER, SHARLENE 90,326

EVANISKY, LYLE JOHN M 86,627

EVANS, DERRICK A 87,038

FARQUHARSON, H SCOTT 90,076

FARQUHARSON, R. GUY 85,896

FARQUHARSON, SHELLEY A 90,754

FAST, COREY W 90,752

FEATHERSTONE, BREE AMBER 66,487

FEDOROWICH, LISA 89,697

FEHR, DEBBI 91,428

FEHR, DELPHINE 85,896

FEHR, JESSICA 50,925

FICHTNER, ASHLYNN B 60,543

FIEDELLECK, ROCHELLE 86,125

FISCHER, DAVIN 63,307

FISHER, MACKENZIE A 60,236

FISHER, ZELDA R 90,049

FISHLEY, TENNILLE 86,932

FITZSIMMONS, TRACY 90,076

FLETT, SHAWN 90,899

FOLDEN, CRAIG D 90,515

FOLDEN, EVAN ROBERT 79,340

FONG, MICHELLE C 71,349

FOSS, KEVIN 90,648

FOSSUM, DAVID 89,385

FOSTER, ANDREA 84,537

FOTH, HEIDI D 57,569

FREEDEN, CHAD 58,177

FRIE, SHIRLEY 85,896

FRIESEN, CHRISTOPHER 86,572

FRIESEN, GLEN 90,076

FRITZ, BRIE 64,944

FROESE, BRIEANNE 68,607

GABORA, BAYLEE J 68,554

GABRYSH, MELANIE S 68,717

GAMBLE, MAXINE 85,896

GARDNER, LINDSEY ELAN 75,648

GARDYPIE, REBECCA 78,030

GARNER, PAMELA 86,256

GARNER, SHANE 87,148

GARTNER, CLAYTON PAUL 80,041

GAVLAS, AUDREY 86,181

GEE, MITCHELL 59,572

GENTLES, TAHNEE M 68,942

GEORGACACOS, KAREN 85,700

GERARD, GENEVIEVE 71,071

GERRARD, SARAH 70,465

GIANNIOS, MEAGEN C 65,174

GIROUX, NICOLE R 66,277

GOLDING, TYLER D 66,075

GORAN, KIMBERLY 60,721

GRANATIER-SABIN, MELISSA 90,642

GRANT, JANET 94,531

GREEN, JENNIFER ANNE 85,919

GRIMSON, CHELSEA 84,099

GRUENDING, LEANNE SOPHIA 104,991

GUENTHER, BRENT 103,050

GUENTHER, MARIE 70,879

GUNVILLE, CELENA L 86,572

GUNVILLE, TREVOR EUGENE 90,608

HAAS, BLAIR M 85,024

HAGAN, ALETA DIANE 80,813

HALBACH, SUSAN L 66,951

HALL, COURTNEY S 64,437

HALLGRIMSON, G. MICHAEL 85,896

HAMEL, HALI 88,639

HAMEL, SARAH L 50,925

HAMILTON, ROSEMARIE 90,076

HAMM, MOIRA 90,076

HAMP, SANDRA M 75,376

HAND, SHELDON T 64,662


HANDWORK, MARNI 86,910

HANNAY, BREN GORDON 102,237

HARDY, LEAH 85,896

HARLAND, JENNIFER 90,076

HARRIS, CHRISTOPHER GUY 82,737

HARRISON, ELIZABETH A 85,896

HARRISON, GARTH R 122,212

HARTERY, EMILY J 57,616

HARTL, EMILY R 62,707

HARTMANN PROCTOR, JILL ANNE 74,259

HEATH, LESA 106,010

HEIDT, DWAYNE 90,132

HEINRICHS, JENNIFER 103,350

HEIT, KAREN L 68,143

HENDERSON, TRACY A 90,186

HENKELMAN, KELLEY 51,628

HERMAN, RYAN 90,291

HERMES, KRISTY 50,538

HEROUX, KRISTIN 85,896

HICKSON, JOSEPH 90,548

HIGNETT, DEAN 106,960

HILDEBRAND, SANDI 85,898

HILDEBRANDT, SANDRA 50,925

HILL, ERIN 85,896

HINDMARSH, JOSH DAVID 75,854

HOFFMAN, ERIN 75,673

HOLMES, KIRK 90,076

HOLOWACHUK, COREY 86,099

HOLUBETZ, TAYLOR P 64,535

HOWIE, DANIEL BLAIR 86,874

HRYCUIK, LISA 72,061

HRYNEWICH, FARON L 91,090

HUBER, SHAWN 79,135

HUCKERBY, KYLA C 85,595

HUNDEBY, SUSAN 86,347

HUTCHINSON, BRANDON D 60,543

HUTCHINSON, RYAN 70,054

HYSHKA, LYNN 90,168

IMPEY, SHERI L 90,076

IPPOLITO, PATSY 90,076

IRWIN-BURANT, H. DAWN 51,538

ISSITT, CARI 74,564

IVEY, SHANNON 86,445

JACKSON, JANET 110,274

JACOBSON, CHELSIE 65,241

JANZEN, JENNIFER A 68,717

JANZEN, JOSH C 104,308

JARDINE, ROBERT 95,546

JEFFRIES, JANET 90,076

JEFFRIES, LEONARD 95,384

JEMIEFF, DIANA 102,932

JESCHKE, LORI 173,054

JOANETTE, JEFFREY 86,797

JOHNSON, ANNE 90,301

JOHNSON, MARTIN J 115,553

JOHNSTON, WENDY M 90,076

JOYNT-BARANIUK, SHAUNA 85,896

KAKOSKE, JILLIAN L 50,323

KAMPEN, AUDREY 118,182

KARRAS, MICHAEL T 97,330

KARY, COURTNEY D 54,206

KASAHOFF, TARYN DARLENE 85,896

KAVANAGH, MICHELLE 87,158

KAWESKI, MIKE 90,527

KELSIE, BRANDI 95,208

KEMP, STACEY L 69,029

KENASCHUK, KELCI S 62,166

KENDALL, DIANE 122,213

KENNEDY-REID, TANYA M 95,208

KEY, GLENN 101,721

KEY, JANICE 107,725

KIELO, BARBARA 90,787

KING, ANITA 85,604

KINGSBURY, CARMEN 90,283

KIRBY, CLAY 113,688

KIRK, BRETT 90,301

KITCHEN, STEPHEN 91,596

KLASSEN, GERALD 53,389

KLEBECK, DANIEL JAMES 90,076

KLUK, KIRSTEE N 85,024

KNOWLES, BRIAN 76,167

KOBUSSEN, JULIE L 86,091

KOBYLKA, LISA CHARLENE 90,189

KOOP-HUNTER, TERESA 86,617

KORNELSON, NICOLE ANNE 90,076

KORVER, AMY L 84,111


KOSKI, TRACY 78,256

KOWALCHUK, STEPHEN COLE 72,258

KOZUN, JANICE 95,636

KRAFT, ROBYN 50,925

KRAUS, AMBER 84,518

KROEGER, BRENDEN JAMES 66,567

KRUEGER, CINDY 88,878

KRUGER, HOLLY 91,059

KUCHERHAN, BRENDA 73,402

KUCHLER, LISA MICHELLE 86,219

KUZBIK, JOHN 201,385

KWONG, CHRISTOPHER 58,134

LABRECQUE, SANDRA 85,896

LACOURSIERE, NICOLE 104,112

LAHTI, MICHELLE 85,896

LANDRY, EDLA 90,322

LANE, MICHELLE A 85,896

LANSFORD, SHANNON E 76,745

LAPIERRE, JOANNE 89,619

LAROQUE, CHARMAIN 83,602

LASKOWSKI, SYDNEY M 114,132

LAUGHREN, CARISSA D 64,123

LAVALLEE, NICOLE 100,175

LEBISZCZAK, CARMEN 95,208

LEGGE, KENNETH 104,087

LEHMANN, AMBER 51,310

LEHMANN, BRITTNEY D 60,419

LEIDL, KELLY 76,346

LEIER, LEA 72,061

LEPP, VERN 103,855

LESTER, LISA ANN 71,791

LEWANS, KARI 81,744

LEWCHUK, BRIAN CLINTON 85,872

LEWIS, CORY R 85,722

LIDDICOAT, KIMBERLY JILL 53,037

LINNER, JOELENE JOSEPHINE 82,955

LINNER, MATTHEW LEO 90,211

LITTLE, DAVID 97,348

LLOYD, BRITTANY 65,278

LLOYD, EVAN 69,241

LOBERG, KRISTIN HALEY 50,312

LOBODA, JESSE M 51,289

LOCKE, JACQUELINE R 63,125

LOCKINGER, MICHELLE M 86,009

LOEFFLER, MYLES 92,011

LOEWEN, JARED D 61,728

LOGAN, LINDSEY DAWN 78,995

LUCIUK, TASHA RAE 88,561

LUDBA, BARBARA 68,717

LUITEN, MITCH 92,465

LUNGULL, KELLY WENDELL 90,320

MACDONALD, CHRISTINE M 90,076

MACKAY, HEIDI E 89,918

MACKENZIE, ANDREW D 90,448

MACKENZIE, MONIKA 90,414

MACKENZIE, SHAWNA LEANNE 85,896

MAIER, MICHAEL PAUL 96,334

MAILLOUX, ASHLEY D 79,225

MALAINEY, JAMES 85,896

MALES, KYLE R 65,278

MALLORY, LEAH LYNN 88,561

MANN, HEATHER RUTH 85,499

MANSUY, LENY C 68,730

MARSHALL, ANDREA 86,175

MARSH-HOGAN, KAREN L 85,896

MARTIN GRAY, L. DEANE 99,105

MARTIN, TERRY 85,896

MARTIN, TIM J 87,699

MARTIN, WILLIAM EDWARD 68,595

MARTIN-FITZGERALD, LORRAINE 113,300

MASON, CHRISTOPHER 113,838

MASON, JENNIFER 75,774

MASON, KRISTAL 94,275

MASON, LISA RAE 105,011

MATECHUK, NANCY 57,108

MATISZ, BRIAN 124,707

MATTILA-BAINS, MARGARET 103,889

MAYOR, TARA ELIZABETH 66,497

MCAVOY, ALEKCEI 72,810

MCCUBBING, SABRINA W 55,220

MCGURK, KRISTIN D 88,735

MCHANSON, SHANNON 90,076

MCKAY, BOBBY-JO C 71,188

MCKAY, DARIN 94,799

MCKAY, NICOLE L 90,076

MCKINLEY, LIANA C 88,562


MCKINNON, KATE 69,862

MCKONE-KIRKPATRICK, ARLEEN 85,896

MCLAREN, DANIELLE P 59,248

MCLEAN, CORI L 50,925

MCLEAN, GAIL 85,896

MCLEOD, SHANNON MARIE 88,274

MCNEIL, TWYLA D 75,673

MCQUEEN, SUSAN 95,659

MCTAVISH, PAUL 106,046

MEISTER, NADINE 84,859

MELLESMOEN, BRUCE RUSSEL 107,868

MERRYWEATHER, ANDREW 116,494

MESZAROS, PATRICIA 86,572

MICHALCHUK, SARA 64,863

MICHEL, JESSICA 87,676

MIEVRE, NICOLE R 80,785

MILLER, ALLISON L 74,710

MILLER, REBECCA A 89,663

MILNTHORP, TAMARA L 69,116

MOAR, AMBER 84,975

MOEN, SANDRA 98,061

MOJELSKI, SHELDON 89,893

MOODY, NICOL C 75,386

MORROW, LARA MARIE 82,588

MUENCH, DELLA 90,076

MUI, TAYLOR 81,616

MULLIGAN, ROCHELLE 84,058

MUNDAY, TYLER 94,165

MUTCH, JULIE 83,781

MYRAH, SCOTT M 60,419

NADEAU, SHERRY L 95,208

NELSON, AMANDA 56,150

NELSON, LORNA 86,482

NEUDORF, MURRAY KELLY 79,492

NEUFELD, MICHAEL 114,666

NEUFELDT, ANDREW ROBERT 80,899

NICHOL, BRADLEY CHARLES 134,624

NICHOL, CATHY 86,970

NICKEL, FLORIANNE 86,154

NICKEL, JO-ANNE 90,076

NICKEL, JONATHAN 90,211

NICOLAS, ERIN 66,625

NIEDERMAIER, TERENCE C 65,450

NOKINSKY, JESSE D 68,801

NORBERG, MELANY D 90,414

NORMAND, MARC FRANCOIS 99,582

NYLAND, CARMEN 90,752

OBERHOFER, CAMILLE R 52,548

OJUKWU, OLIVIA A 96,560

OLAFSON, BREANNE 62,166

OLEKSYN, SHAWN 85,896

OLIVER, QUELSA-AN E 74,635

OLNHOFF, JUSTIN K 71,748

OLSON, DANIELLE 101,082

OLSON, JAMIE 76,783

OLSON, SHAWN 69,253

OLVER, HAYLEE P 62,927

O'REILLY, BRENDAN 90,825

ORTH, AMY J 67,257

OSIKA, BRIDGET 63,975

OTSIG, ROCHELLE 85,955

OVIATT, ANN 86,172

PAQUETTE, SARAH D 61,331

PARADIS, CHARLENE R 50,598

PARKINSON, AMY 90,076

PATTERSON, JOANNE MARGARET 87,591

PAULS, ORLANDO 108,206

PAULSEN, JILLIAN 84,914

PAVLOFF, MIKEAL 85,896

PEALO, NORMA 86,166

PEDERSEN, JONATHAN 86,797

PEECH, PATRICIA 99,084

PELLERIN, CYNTHIA 57,125

PELLERIN, GLENNA L 90,076

PEPPER-MARTENS, CARY 85,896

PEROZUK, MICHAELA DANIELLE 57,456

PERRIN, ALISA MARTINE 91,562

PERRY, MARK 89,697

PETERS, ANDREA SUZANNE 81,964

PETERS, SHEILA 75,196

PETERS, WESLEY JOHN 86,087

PETRIEW, DAVID GEORGE 86,959

PHILIPCHUK, GARY R 113,696

PIPER, JEFF 99,616

PLOSZ, KRYSTEN A 60,025

PLUMMER, TERRY 90,076


POMARENSKI, CORRIE L 52,337

POSTLETHWAITE, AARON A 60,934

POTTER, COLIN 53,294

PRAKASH, SARA 90,076

PREFONTAINE, LAURA 107,727

PRESCESKY, CURTIS M 60,676

PRICE, ROBERT W 90,977

PRIDDLE-MACNAB, CARI 85,896

PRIEBE, BARBARA 68,717

PRIEBE, RANDY 86,206

PRIEL, CHERIE N 86,910

PRIEL, SHAUN 90,076

PRINTZ, MEGAN 55,480

PROCTOR, BRENDAN 86,234

PROCYSHYN, CRYSTAL L 65,190

PROTZ, SUSAN 122,213

PULLES, LAURA D 55,722

QUANCE, OWEN W 65,000

QUIRT, BRENDA 81,924

RACICOT, MARCY 88,561

RAISON, ALANA 85,460

RAUCKMAN, MANDY 81,517

RAULT, ADRIA 85,995

READ, DAVID LOUIS 87,587

REDDEKOPP, CLINT W 170,422

REDEKOPP, CHERYL 63,053

REED, JOANNE 85,896

REESE, JESSIE-LEE E 56,927

REGIER, GLENNA M 90,094

REIGERT, JANICE C 64,461

REILKOFF, TIRZAH RAELYN 64,965

REIMER, WANNETTA 85,121

REINHARDT, CRAIG 104,825

REIS, BRETT SIMON 87,424

REIS, JESSE L 93,234

REMPEL, JOLAYNE 108,534

REPENDA, KATIE 74,093

REVET, BRIAN 67,440

REZEANU, KATHLEEN 80,462

RHINAS, JEFF 86,244

RHINAS, MEREDITH 52,490

RITZ, PAULA 86,459

ROBERTSON, TANYA A 62,256

ROBINSON, LISA DANIELLE 70,879

ROBINSON, MICAH B 87,790

ROBINSON, NICOLE D 52,141

ROBINSON, SHAUNNA 83,716

ROBSON, EVAN RUTTAN 75,673

ROCHE, MICHAEL NOEL 170,422

ROESLER, AMANDA 62,424

ROTH, RONALEE 86,291

ROWLAND, BRETT O 78,780

ROWLEY, COLLEEN 85,700

ROZDILSKY, KATHRYN 95,749

RUSSELL, AUDREY 90,385

RYAN, VALERIE 84,850

RYDE, REBECCA 75,690

SALZL, JACQUELINE CHRISTINE 72,767

SARETSKY-PERKINS, NICOLE J 90,076

SAUER, JUSTIN 52,499

SAUNDERS, KATHRYN 86,031

SAUNDERS, PAMELA 85,896

SAWATZKY, CHRISTIE 83,273

SAWATZKY, LINDA 85,896

SAWATZKY, MICHAEL JOHN 67,131

SAX, ASHLEY 77,303

SCHAFF, MICHELLE 95,208

SCHAFHAUSER, AARON 86,547

SCHAFHAUSER, AMANDA 86,072

SCHARBACK, CONNIE 85,896

SCHATZ, SANDRA 89,893

SCHEIDT, TYLER D 85,896

SCHLOSSER, KIRK 110,428

SCHMIDT, PETER BRUCE 82,977

SCHMIEDGE, KARI DAWN 59,450

SCHNEIDER, JACQUELINE MARIE 87,591

SCHNEIDER, JENNIFER 85,896

SCHREINER, BRYANNE 59,450

SCOTT, CHRISTINA 66,512

SCOTT, KIMBERLY 82,127

SELVIG, TAMARA MARIE DORA 65,641

SESULA, AARON 94,354

SHABATOSKI, JACALYN 85,896

SHANNON-WOBESER, BRIDGET 72,605

SHAW-BERGEN, JULIE A 63,653

SHEPHERD, SARAH N 71,391


SHERVEN, JOHN SCOTT 90,158

SHIELDS, CHERYL 107,447

SIELSKI, DENISE 53,886

SIGSTAD, RONALD 112,403

SIMMS, MICHELLE L 85,460

SIMONSON, REBECCA 93,848

SIROIS, SHANNON 64,264

SMITH, GAYLE MARIE 57,124

SMITH, JULIAN 81,835

SMITH, LOIS 86,436

SMITH, RUTH GRACE 90,076

SMITH, SHARLENE DENISE 78,091

SNELL, JODI 89,619

SOKUL, MARNYA ANNE 96,804

SOPARLO, GARETT JOHN 82,659

SOROKAN, JOANNE 90,076

SPARK, CAROL R 73,457

SPENCE, KATHY 72,053

SPETZ, WILLIAM 68,847

SPROULE, MARK A 72,255

STACK, GALE 89,162

STEBANUK, GRAYDON J 63,660

STECKLER, WILLIAM 92,114

STEELE, DEBBIE 67,257

STEHR, MARILYN 89,714

STEWART, CRAIG D 95,884

STODDART, KELLY R 69,149

STOICESCU, RENELLE 74,767

STRASKY, SHANTEL R 61,172

STRATTON, AMANDA R 64,717

STREISEL, ADAM 71,325

SUBCHYSHYN, RACHEL A 90,076

SUTHERLAND, CRISSY D 108,606

TEBAY, GREGORY R. 124,752

TEBAY, JERALYN 86,047

TELFER, KORY M 85,896

TEMPEL, ERIN L 85,896

TENEYCKE-DAY, KRISTIN 53,136

TEW, LISA JEANINE 85,896

THIBODEAU, BRENDA 130,653

THIESSEN, JACQUIE 85,896

THOMAS, DAWNE M 91,450

THORPE, KATHY 103,062

TIMM MCKENZIE, CARIE 78,758

TOKAR, KAREN LIN 81,964

TOTH, DAVID 64,822

TROUPE-LOGUE, TERRI 81,851

TUCKER, CHRISTOPHER 112,868

TUCKER, KIRSTEN 94,469

TURGEON, BRANDIE D 72,197

TURNER, BRETT 88,466

TYNDALL, HEATH 86,930

UKRAINETZ-BEGRAND, SHANNON L 61,639

ULLYOTT, TARALYN B 67,147

ULRICH, LORI 87,022

VAAGEN, CARLA DAWN 74,691

VEDRESS, MATHEW R 68,574

VERREAULT, DUSTIN SCOTT 90,166

VERREAULT, JAMIE LEANNE 85,896

VETTER, JAREN GRAHAM 91,785

VIKSE, DUSTIN D 60,284

VILLAFUERTE, CARLOS A 84,935

WALKER, CLIFT J 90,076

WALKER, ERIC KENTON 55,675

WALKER, JUDY 86,097

WALL, BRADLEY 90,752

WALL, CORINNE M 90,076

WANDLER, KELLY JAMES 99,835

WEATHERINGTON, COLLEEN 85,896

WEBER, RICHARD 85,916

WEGREN, HEATHER A 89,619

WEIPPERT, MEG K 56,157

WELLMAN, CHAD T 68,145

WENC, KARLA 85,896

WERLE, RHONDA J 85,896

WERNER, ALYSON JANETTE 61,997

WESSEL, LORI S 88,979

WESTLUND, KEVIN CHRISTOPHE 69,575

WHITE, BRANDY L 85,199

WHITE, KELLI ANN 85,528

WICKENDEN, NANCY 86,572

WIEBE, DALE 86,572

WIELER, HOWARD 90,074

WILLIAMS, BONITA 85,896

WILLIAMS, CHAD GEOFFREY 79,530

WILLICK, ELAINE 52,121


WILLMS, RANDY J. 90,448

WILSON, ALANA NICOLE 53,944

WILSON, JESLYN MARIE 62,978

WILSON, NEDA-LYN 104,174

WILTON, BRENDA M 90,438

WINTERS, KAYLEIGH 69,001

WIRZ, SHAWNA MARIA 79,128

WOELKE, LORRAINE R 87,090

WOLFE, HEATHER DAWN 85,958

WOOD-ENGLOT, PENNY L 51,538

WOODS-FEHR, SCOTT LEE 85,896

WORMAN, KENDRA 95,208

WRIGHT OHRYN, HEATHER 76,316

WRUCK, LEANNE 81,868

YEDERSBERGER, ANGELA J 67,559

YELLOWLEES, JONATHON 159,235

YEO, JULIAN DENTON 54,416

YOUNG, TRACEY 162,325

YOURKOWSKI, YVONNE 107,321

ZACHARIAS, LISA 69,413

ZDUNICH, RENAYE M 95,208

ZINTEL, MICHAEL P. 89,544

ZWAAN, JANET 70,454

ZWARICH, RICHARD $86,009


Supplier Payments Acrodex Inc $51,632

Action Office Interiors 213,332

Advanced Electronic Solutions Ltd. 276,325

Advantage Driving 77,387

Al Anderson Source For Sports 60,585

Alert Driver Training 136,448

Aodbt 61,576

Apple Canada Inc. C3120 234,158

Aquatemp Radiant Heating 729,469

Bersch Consulting Ltd. 145,856

Bridge City Electric Inc. 76,027

Campbell, Karen 117,282

Cashmere & Company Ent. Ltd. 63,000

Cdw Canada Inc. 55,624

Cg Equipment & Repair 52,715

Choice Electrical Supply Ltd. 52,139

City Of Martensville 124,018

City Of Warman 106,832

Clark's Supply and Service Ltd 75,846

Con-Tech General Contractors 1,891,795

Country Asphalt Corp 97,933

Custom Truck Sales 295,743

Dc Trenching Ltd. 102,669

Dell Canada Inc. 995,673

Domo Gasoline Corporation Ltd. 108,141

Don Heppner 75,441

Envirotec Services Inc 99,843

Evolution Presentation 114,143

Federated Co-Operatives Ltd 625,773

Fehr's Painting Ltd. 126,627

Finning (Canada) A Division Of 52,486

Flinn Scientific Canada Inc 87,797

Flynn Canada Inc. 537,706

Follett School Solutions, Inc. 86,337

Fundscrip/Fundstream 548,860

Good Spirit School Division 122,366

Grant Elke 62,660

Hague Service Center 76,808

Hbi Office Plus Inc. 232,501

Horizon Computer Solutions 61,719

Imperial Oil 82,747

Janet Wagner 97,500

Janzen's Excavating Ltd. 118,608

Kanuka Thuringer LLP 1,318,202

Kemsol Products Ltd. 294,451

Loraas Disposal Services Ltd 111,818

Marsh Canada Limited 593,629

Mary Newton 71,214

McNally Robinson 54,671

Microsoft Canada Inc. 51,838

Miscellaneous Vendor 155,581

Neimar's Custom Work 146,510

Northend Warehousing Ltd. 292,331

Parkland Industries 57,322

Pearson Canada Inc. T46254 68,429

Powerschool Group LLC 118,998

Prairie Mobile Communications 87,177

Pratts Food Service 89,805

Praxair Distribution 52,669

Precision Driving School 168,751

Pristine Kitchens & Millwork Inc 490,936

Quality Tire Service Ltd. 76,868

Quorex Construction Services Ltd. 1,610,014

R & D Drywall Inc. 165,407

Redbird Communications Inc. 94,837

Sask Tel Cmr 163,044

Saskatoon Fire & Flood 104,084

Saskatoon Health Region 81,000

Saskatoon Insurance Agencies 138,453

SaskEnergy 465,116

SaskPower 1,329,427

Scholastic Book Fairs 92,184

Sportfactor Inc. 96,670

St. John's Music 69,000

Sun West School Division 88,215

Supreme Office Products 351,597

Table Mountain Regional Park 75,291

Toshiba Business Solutions 278,858

Truckline Parts & Service 50,631

Tyler Technologies Inc 84,895

Valley Ford 129,118

Veritiv Canada, Inc. 188,006

Work Truck West $82,215


Transfers Beardy's & Okemasis First Nation $509,834

Muskeg Lake Cree Nation 152,200

North West College 50,000

Sask School Boards Association $170,174

Other payments CUPE 4254 $155,539 Municipal Empl. Pension Plan 3,066,415 PSTA Membership Fees 123,980 Receiver General Of Canada 21,893,351 Sask School Boards Association 1,186,905 Sask. Teachers' Federation 8,711,592 Sask Teachers' Superannuation 117,858 Sask Workers' Compensation Bd $236,603


Appendix B – Management Report and Audited Financial Statements

Consolidated Audited Financial Statements

Of the

School Division No. 2060500

For the Period Ending: August 31, 2017

Lionel DiederichsChief Financial Officer

Deloitte LLPAuditor

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

Prairie Spirit School Division No. 206

… page 2

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

… page 3


… page 4


… page 5


The Education Act, 1995

Income Tax Act.

Non-Profit Corporations Act, 1995

The Education Act, 1995.

The Education Property Tax Act

(includes interest)

Tangible Capital Assets - at Cost

Tangible Capital Assets - Amortization

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