Holy Trinity Roman Catholic Separate School Division # 22 ... · 80% of grade 1 students will be...

Holy Trinity Roman Catholic Separate School Division # 22

Annual Report 2013-14

“Christ Centered Life Long Learning”

Holy Trinity Roman Catholic Separate School Division #22 Board of Education Annual Report – 2013‐14 – Page i

TableofContentsLetterofTransmittal.....................................................................................................................................1

Highlights/Accomplishments....................................................................................................................2

Introduction.....................................................................................................................................................3

SchoolDivisionProfile.................................................................................................................................4

ProgramOverview…………………………………………………………………………………………………………..6

SchoolDivisionPlanning...........................................................................................................................11

TheSchoolDivisionintheCommunity.................................................................................................12

Governance.....................................................................................................................................................15

OurStudentsandStaff................................................................................................................................17

Indicators........................................................................................................................................................20

FacilitiesandTransportation..................................................................................................................24 FinancialOverview......................................................................................................................................26 AppendixA:ManagementReportandAuditedFinancialStatements.....................................28 AppendixB:OrganizationalChart,August31,2014......................................................................61

AppendixC:SchoolList.............................................................................................................................62

AppendixD:PayeeList..............................................................................................................................63

AppendixE:InfrastructureProjects.....................................................................................................67

HolyTrinityCatholicSchoolDivision#22“ChristCenteredLifeLongLearning”

502 6th Avenue NE, Moose Jaw, SK S6H 6B8

Phone:(306) 694‐5333 Fax:(306) 692‐2238

E‐mail: [email protected] Website: www.htcsd.ca

Letter of Transmittal

Honourable Don Morgan, Q.C. Minister of Education

Dear Minister Morgan:

The Board of Education of Holy Trinity Roman Catholic Separate School Division # 22 is pleased to provide you and the residents of the school division with the 2013-2014 annual report. This report outlines activities and accomplishments of the school division and provides audited financial statements for the fiscal year September 1, 2013 to August 31, 2014.

Respectfully submitted

Joann Blazieko Chairperson

Holy Trinity Roman Catholic Separate School Division #22 Board of Education Annual Report – 2013 – 14 – Page 1

Highlights/Accomplishments

Inter-professional Collaboration Holy Trinity Catholic School Division recognizes the value of inter-professional collaboration (IPC) as a key component of the service delivery model used for providing supports for student learning and achievement. The expectation in 2013-14 was to embed IPC in the school support personnel protocols to positively impact student learning. Holy Trinity Catholic School Division, under the guidance of an external facilitator, worked on developing an inter-professional collaboration process. This process included self-assessment, elaboration of roles, sharing of vision, and development of an integrated framework to response to student and classroom needs. Holy Trinity Catholic School division personnel look forward to implementing the integrated in 2014-15.

Reading Research indicates that literacy is connected to future success. If children at the age of nine are able to read they will be able to use this critical skill for future learning success. Holy Trinity Catholic School Division had a comprehensive responsive reading intervention process which supported every reader from prekindergarten to grade eight. The Division’s Reading Response Plan for Grades 1 to 3 included early collection of students’ reading levels, quality core classroom literacy experiences, Leveled Literacy Intervention for those needing short term extra reading support, and more intensive reading intervention for those requiring individual and targeted reading support. The June 2014 reading results surpassed the goal of 80% proficiency for grades 1-3 students.

Safe, Caring and Respectful Schools Many initiatives took place in the 2013-2014 school year to enrich our culture of safety and respect. At the early learning level, Roots of Empathy, an evidence-based program that raises social/ emotional competence, increases empathy and reduces aggression was implemented in a kindergarten classroom with great success. All teachers and educational assistants received in-service in responsive school practices. Also, more than fifty staff members were trained in non-violent crisis intervention and all administrators now have violent risk assessment training. As well, in the area of respectful schools, all staff and parents were provided workshops in anti-bullying strategies and a high school student team (Students 4 Action) was trained in Respect Ed. This team worked in all schools to raise awareness and promote acceptance of diversity. Four key support documents were updated/created: Administrative Procedures to address bullying; a common Parent-Student Handbook; a current Emergency Response Guide; and a Crisis Response Guide for schools. All support documents can be found on the division website.

Reading Data Wall


http://www.education.gov.sk.ca/IPC

Introduction

This annual report presents an overview of Holy Trinity Catholic School Division’s activities and results for the fiscal year September 1, 2013 to August 31, 2014

It provides a snapshot of Holy Trinity Catholic School Division’s governance structures, students, staff, programs and facilities. It also includes results and analysis of a number of indicators that contribute to student success.

In addition to detailing the School Division’s activities and performance, this report outlines how Holy Trinity is implementing its strategic plan, provides a financial overview and audited financial statements, and includes appendices such as an organizational chart, school list, and payee list.

Financial statements included in this report have been audited by an independent auditor following the Canadian Generally Accepted Auditing Standards.


School Division Profile

About Us

Holy Trinity Catholic School Division is proud to include ten schools in the three southwestern communities of Moose Jaw, Swift Current and Shaunavon, with an enrolment of just under 2200 students from Prekindergarten through Grade 12.

Holy Trinity Catholic School Division is governed by eight board members: one from Shaunavon, two from Swift Current and five from Moose Jaw.

Holy Trinity Schools provide a wide variety of educational, co-curricular and extra-curricular programs within a faith based Catholic environment.

Partnerships with local communities and parishes strengthen and enhance the learning outcomes for Holy Trinity students and provide a vehicle for students to participate in service projects and community volunteerism.

Division Philosophical Foundation

Division Mission Statement

Our Mission is to Create Hope by Fostering Learning and Honouring Diversity in a Catholic Environment.

Division Vision Statement

Christ Centred Life Long Learning.

Figure 1: Location of Holy Trinity Catholic School Division


Board Guiding Principles

Catholicity We value our Catholic identity and faith as expressed in word, sacrament, individual behaviour and interpersonal relationships.

Learning We value holistic teaching and learning environments that are spiritual, emotionally, academically and physically safe, secure, and positive - where all students can achieve their full academic potential.

Stewardship We value Christian stewardship as a pillar of our Catholic faith which guides us as servant leaders to be accountable for all persons and things that have been entrusted to us.

Inclusiveness We value inclusiveness as a Gospel mandate to accept and embrace all people. We value cultural diversity and the rich array of people in our communities and the contributions they can make.

Empowerment We value the Christian principle of empowering others to utilize their gifts in creating environments where all are enabled to contribute and learn to the fullest extent.

Communication We value open, reasoned and honest communication between the Board and all Stakeholders.

Celebration We value celebrating our successes as a welcoming, hope-filled Christian community committed to lifelong learning, evangelization and respect for the dignity of each individual.

Father Richard Celebrating Eucharist with Board Members at All Saints Catholic School


Program Overview

Holy Trinity Catholic School Division included 2023 students from Kindergarten to Grade 12, plus 166 Prekindergarten learners. Students came to our ten schools from a variety of homes and with a variety of backgrounds. We took their choice to attend our schools seriously and strove to respond to their academic needs in a proactive and relevant fashion. All classrooms in Holy Trinity Catholic School Division provided, in a transparent and dynamic way, the provincially-mandated curricula. Teachers have been encouraged and supported through ongoing professional development to provide engaging classroom instruction delivered through effective strategies and differentiation. In addition, each school in the Division offered specialized programming that responds to the needs of its students. The following list identifies programs that were in operation at one or more of the Division’s schools:

Alternate high school programming for “at risk” students

Core French instruction

Embedded technology

English as an Additional Language programming

French Immersion programming

InMotion programming

Leveled Literacy Intervention programming

Music/band programming

Nutrition programs

Prekindergarten programs

Technology-enhanced learning

Additional services and support were offered to students and teachers by specialized School Division staff including:

Counsellors

Curriculum assessment technology consultant

Curriculum, instruction and assessment consultants

Psychologist

Registered nurses

Speech and language pathologists

Social worker

Programming highlights for 2013-2014 included:

Grade 3 Reading Holy Trinity Catholic School Division has a Reading Response to Intervention Plan which include students reading levels being assessed three times a year. Results are then used to determine plans for reading supports.

The Division Reading Response to Intervention Plan has been evaluated as successful in supporting emergent readers.

Division reading goals for June 2014 were as follows:

80% of grade 1 students will be reading at grade level




June 2014 reading scores were:

85% of grade 1 students scored at or above grade level



June 2014 reading scores provide evidence that early, targeted and responsive reading interventions, both in the classroom and as augmentation, provide the opportunity for young readers to be successful.

Professional Growth Plans Teachers’ professional development was important to understand curricular outcomes and the criteria for proficient student work. Teachers who know and apply the effective strategies that improve student engagement and motivation have fostered improved student achievement. Holy Trinity Catholic School Division has developed a multi-leveled professional development plan to support teachers on their continued professional journey which included individual Professional Growth Plans comprised of:

a focus on assessment with options for teachers to work individually or with colleagues ontheir unit plans.

two meetings with In-school administrators to review and support Professional GrowthPlans.

Treaty and First Nations and Métis Education The highlights of Holy Trinity Catholic School Division’s First Nations and Métis Education Plan appear below.

Goal #1: Equitable Outcomes - The achievement rates of self-identified First Nations, Métis and Inuit (FNMI) students will improve year over year in reading, writing, oral language, and numeracy. Strategies to achieve this goal included instructional programs that focused on targeted academic skills, individual and group interventions, systematic measurement of students’ progress, and support for teachers. Holy Trinity Catholic School Division has a .2 FTE FNMI support teacher who collects FNMI data in reading, writing, math, attendance and graduation rates.

Goal #2: All learners to have knowledge and appreciation of the unique contributions of First Nations and Métis peoples - Holy Trinity Catholic School Division has had a FNMI Education Higher Literacy and Achievement plan for the past five years. Within this plan, a concerted effort has been made to assist educators in treaty teachings. Strategies to support this goal include incorporation of First Nations and Métis content, perspectives and ways of knowing in all units and lesson plans, and increasing the number of library resources with FNMI themes.

Board Chair, Joann Blazieko, listens to a student demonstrate improved reading skill


Goal #3: Data collection and reporting - The School Division will develop and implementation plans to disaggregate student achievement data in order to measure the growth of self-identified FNMI students. Strategies to achieve this goal include collection of data within the Pearson Inform database. Holy Trinity Catholic School Division believes in the value of early intervention and implemented Help Me Tell My Story, a culturally based early learning assessment at Sacred Heart School.

Digital Fluency and Improved Student Outcomes Technology is a motivator for students, increasing their engagement and, subsequently, their achievement. Holy Trinity Catholic School Division continued to show its progressive mandate to provide 21st Century learning opportunities for 21st Century students:

Professional Development was aligned to teacher expertise in both hardware and digitalresources.

The use of a variety of digital Mathematics supports such as Khan Academy Mathematicsvideo, Mathletics and Reflex Math was expanded.

A technology catalyst group prepared a multi-year HTCSD Technology Plan which providedtargets for the use of technology to achieve improved student outcomes.

8 teachers have been registered as Discovery Education Network Stars. Their roles are onesof leadership in the incorporation of Discovery Education digital resources to promoteengagement and improve learning outcomes.

Early Learning Holy Trinity Catholic School Division believes in the importance of quality early learning experiences and the positive impact these experiences have on future opportunities to learn. Holy Trinity Catholic School Division had a Prekindergarten program in every Moose Jaw and Swift Current elementary school with a total number of 166 children being provided a developmentally appropriate early learning experience. Five of Holy Trinity Catholic School Division’s Prekindergarten programs are funded by the Ministry while six are funded by the Division. The support for early learning extended to include:

Help Me Tell My Story

Engaging Activities in Early Learning


Prekindergarten teachers, instructional assistants and Kindergarten teachers engaged incollaborative continuous professional development. This included book studies in areas ofsocial and emotional development.

Administrators provided Play and Exploration professional development.

Every Prekindergarten and Kindergarten classroom took part in the Early Years Evaluation(EYE) Assessment in April, 2014. The results were shared with parents and then used tosupport children’s developmental needs.

The Help Me Tell My Story assessment was added to Prekindergarten and Kindergartenclassrooms at Sacred Heart Community School.

The Roots of Empathy program to raise social/emotional competence, increases empathyand reduce aggression was implemented in a kindergarten classroom with great success.

Programming for Medically Fragile Students The Raphael Centre, a program for medically fragile students, is situated within the St. Michael Elementary School facility. Its purpose is to promote independence in children with significant physical and/or cognitive disabilities. The centre is equipped to address the complex needs of children with disabilities in a caring competent setting. Holy Trinity has a contractual arrangement with Prairie South School Division (PSS210) whereby PSS210 students who are medically fragile are able to attend the Raphael Centre.

The Raphael Centre wing includes a multi-purpose gathering room and an eat-in kitchen for meals and domestic arts. A large physiotherapy room is equipped with two plinths, a Hoyer lift and student-specific therapy equipment including bikes and standing frames. Adjacent rooms include two sensory spaces and a small classroom with touch-screen computers. The bathrooms are outfitted with regular toilets, wheelchair accessible toilets, training toilets, change tables and a wheelchair accessible bathing facility. Students are able to play safely and independently in a fully-enclosed, partially sheltered courtyard in an alcove of St. Michael’s School. In the 2013-2014 school year eighteen students (12 from Holy Trinity and 6 from PSS210) are registered in the program.

In the 2013-2014 school year, the Raphael Centre went through a process to identify critical steps to provide quality programming for students with intensive developmental needs. Assessment, resources and learning templates were identified as essential to ensure students receive high quality service.

By June 2014, the Assessment of Basic Language and Learning Skills (ABLLS-R) was successfully implemented with 13 students at the Raphael Center and 5 students currently in regular classroom settings. ABLLS-R is a resource that provides assessment, curriculum guide, and a skills tracking system for children with delays. It gives both parents and professionals information regarding a child’s current skills in academic, self-help and motor skills. Teaching resources and lesson outlines were aligned to meet the Raphael team’s goal for providing high quality programming to students with developmental disabilities.

Inter-professional Collaboration Curriculum and Student Services Consultants and Specialists spent the year engaging in an Inter-professional Collaboration initiative with the goal of improving integration of services to schools and students.

The targeted outcomes for the year long process included: a) Coordination of support to positively impact student learning and achievementb) Development of a Student Support School Team Processc) Embedding of IPC teamwork in the development of school support personnel protocols


There were two midyear monitoring reports that provided essential feedback that helped to frame the ongoing work of the Inter-professional Collaboration group. A final integrated framework to respond more effectively to student and classroom needs is now complete and ready for implementation.

High School Special Programs/Achievements Vanier Collegiate provides a quality Catholic high school program for grades 9 to 12 students in Moose Jaw. There are many highlights but two will be noted here: the Pre-Health Professions Club and the Vanier Collegiate Chamber Choir achievement. Vanier is the only high school in Moose Jaw to offer the Pre-Health Professions Club which provides students unique opportunities to network, mentor and explore health care professions in medicine, nursing, pharmacy and nutrition. The club is a partnership between Saskatchewan school divisions, post-secondary institutions and regional health authorities. Since 2008, students at Vanier Collegiate have greatly benefited from this unique, exciting and informative program. Also the Vanier Collegiate Chamber Choir and conductor Valerie McWilliams have been invited to perform at the Heritage Carnegie Hall Festival in New York City next spring. The group earned a Gold rating for its performance at the Heritage New York Festival in April 2014, and that Gold rating resulted in an invitation for the Chamber Choir to perform at Carnegie Hall as part of a National Youth Choir.

Vanier Chamber Choir


School Division Planning

Holy Trinity Catholic School Division has a well-established planning, implementation and monitoring process. School Division priorities align with Provincial targets.

Strategic Plan

In 2013 the Board of Education of Holy Trinity Catholic School Division developed a strategic plan which provides overall direction for everything the division does and serves as an anchor to ensure that all division planning processes are in alignment with each other.

The strategic plan defines Holy Trinity Catholic School Division’s mission, vision, and guiding principles – provided earlier in this annual report. In addition to these foundational elements, the strategic plan includes strategic directions, board priorities, and key strategies to achieve board priorities.

The Holy Trinity Catholic School Division’s strategic directions include:

Direction #1: Faith Development

Direction #2: Early Learning

Direction #3: Reading

Direction #4: Infrastructure

A copy of the 2013-14 strategic plan is available at http://www.htcsd.ca/public/pdf/board/BoardPriorities2014.pdf

Throughout 2013-14, Holy Trinity Catholic School Division collaborated with all other school divisions and the Ministry of Education to develop, for the first time, an Education Sector Strategic Plan (ESSP) for 2014-2020. This plan will align the work of all school divisions and the Ministry in working toward improving education outcomes of Saskatchewan students. The ESSP includes strategies, outcomes and measures to ensure that the targets identified in the Saskatchewan Plan for Growth are achieved. This plan will be deployed in 2014-15.

Division Office ESSP Data Wall


http://www.htcsd.ca/public/pdf/board/BoardPriorities2014.pdf

The School Division in the Community

Community and Parent Involvement

All schools in Holy Trinity School Division recognize the significant impact parent engagement has on increased student learning. There are many ways that Holy Trinity schools involved their communities in the life of learning. Schools regularly communicated with parents through newsletters, email, twitter, HTCSD App and PowerSchool. At the beginning of the school year, each school held an open house for parents and the community that was coupled with a snack, breakfast or BBQ supper. Events regularly occurred at the school to draw the community into the building. Many schools celebrated Shrove Tuesday with a breakfast and all elementary schools have literacy, science and/or math evenings. All schools held a Mission Fair to raise money for charities—a tradition which parents, grandparents and extended family regularly attend. In 2013-1014, student-led conferences were implemented, with great success, in all schools and parents had the opportunity to listen as students demonstrated their achievement. Local media highlighted many of the special events that happened in Holy Trinity Schools. Of note was the Moose Jaw elementary schools promotion and celebration of reading that occurred during Reading Town Week 2014.

Community Partnerships

Holy Trinity Catholic School Division has established a wide range of formal and informal community partnerships in order to provide a variety of student learning opportunities that will be positive and successful for students.

Integrated Services Model: Holy Trinity Catholic School Division is dedicated to responsive education. To this end, all schools in the Division have adopted an integrated services model in which they partner with agencies and local community-based organizations in order to address the needs of students. The School Division psychologist partners with the Autism Spectrum Disorder (ASD) Program psychologist and together they assess, create common reports and programs for students who are designated with ASD. The School Support Consultant worked with numerous agencies, such as mental health, Family Outreach, Cognitive Disability, YMCA and Community Living and other social services agencies in order to ensure that students’ physical, social, and psychological needs are met.

Family Outreach, Mentors, and Adolescent School-based Team: The School Division has partnered with the Ministry of Social Services in funding a Family Outreach Program to support families who require assistance to access services in areas such as mental health care, parenting, recreation, or grief counselling. Holy Trinity has also partnered with Five Hills Health Region (FHHR), Mental Health and Addiction Services, Ministry of Social Services, and Prairie South School Division to form the Adolescent School-based Team which provides individual and group intervention services in the high schools for children and high risk youth.

Regional Intersectoral Committees: Holy Trinity is an active supporting member of the Moose Jaw South Central and the South West Regional Intersectoral Committees whose purpose is to promote collaboration, integration and partnerships among government, non-government and community agencies. We worked together to improve the well-being of children, youth, families and communities. Through shared processes and resources we better supported and facilitated the combined work of our departments, agencies and communities to provide a seamless service support to children and families.


A community Mobilization HUB model has been running successfully in Moose Jaw since January, 2013. As of January, 2014, The HUB model is now established in Swift Current and Shaunavon. The HUB was established to bring government, human service agencies, police and community organizations together to focus on community safety and wellness and on long-term community goals. Holy Trinity has referred a number of situations involving its students to the HUB for intervention, and most of these students are now back in school.

Newcomers’ Protocol: In recent years, the schools in Swift Current and Moose Jaw have welcomed many students who are newcomers to Canada. Holy Trinity School Division works closely with the Multicultural Office in Moose Jaw and the Welcome Centre in Swift Current to connect with and get to know these families. All of our newcomer students were assessed with the Common Framework of Reference (CFR) and received appropriate programming within two weeks of arrival. In 2013-2014, fifteen teachers and consultants received two days of specialized training in order to become more knowledgeable in planning and delivering lessons to help develop English language proficiency. In the 2013-2014, Holy Trinity welcomed 15 newcomer families to our school communities.

YMCA Mentorship Program: The Shared Services Mentor Program is a Mentorship Program derived from a partnership between Holy Trinity Catholic School Division, FHHR Mental Health and Addiction Services, Prairie South School Division, and the Ministry of Social Services. Mentors are trained adults who are partnered with youths (mentees) in need of extra support from an adult and/or opportunities for more participation in the community and in activities. A mentor spends at least 10 hours per month with a school-aged youth doing one-on-one or small group activities. Activities are designed to meet the needs and interests of the mentee, and to help develop self-confidence, community connectedness, and life skills in the mentee. In 2013-2014 ten Holy Trinity elementary students received mentorship support through this program.

Parishes: Holy Trinity schools partner with four parishes: Christ the King in Shaunavon, Christ the Redeemer in Swift Current, and Church of Our Lady and St. Joseph in Moose Jaw. All parishes generously supported literacy and nutrition programs in our schools. The Moose Jaw parishes have also financially supported some of the material needs of our most vulnerable students. All parishes have participated in our programs to provide a safe and caring environment for our students.

Archbishop Bohan with students from Vanier Collegiate


Hunger in Moose Jaw: The Hunger in Moose Jaw program provides free lunches for students in our schools in Moose Jaw who live in poverty. In addition, Parish organizations and committees and several businesses in Moose Jaw, Swift Current and Shaunavon offer financial support to our breakfast programs for students.

High School Partners: Phoenix Academy has had an effective partnership with the YMCA. The students have use of the YMCA facilities four days a week for eight months. The YMCA also provides an alternative to suspension program for students who do not choose to comply with expectations. Parishes as well as businesses donate money for gifts and acknowledgement of students who do well in completing their courses or giving back to the community in some way. Students are also connected thorough volunteer work at Riverside Mission. A group of businesses and the YMCA have informally partnered with Vanier Collegiate in Moose Jaw to renovate and provide equipment for the school’s fitness room. Strictly Fences, a local business, has supported physical fitness by donating time, resources, expertise to the Vanier gym and weight equipment room. Businesses in Moose Jaw have been very generous in supporting both Vanier Collegiate and Phoenix Academy students in Career Work Experience opportunities. As well, the Ministry of Health (Mental Health and Addictions) provides on-site counselling for students at both Vanier Collegiate and Phoenix Academy.

June 2014 Phoenix Academy Graduates


Governance

The Board of Education

Holy Trinity Catholic School Division # 22 is governed by an eight-person elected Board of Education. The Education Act, 1995 gives the Board of Education the authority to “administer and manage the educational affairs of the school division” and to “exercise general supervision and control over the schools in the school division”.

The current Board was elected on October 24, 2012 to serve a four-year term. Board of Education members at August 31, 2014 are:

Moose Jaw ...................................... Joann Blazieko (Board Chair)

Moose Jaw .......................................................... Hélène Chenard

Moose Jaw ........................................................ Patricia Gottselig

Moose Jaw ............................................................ Gisele Perrault

Moose Jaw ................................................... Joan Schwinghamer Shaunavon ............................................................ Debbie Olesen

Swift Current ................................ Mary Jane Benesh (Vice Chair)

Swift Current ................................................................. Lucy Gehl

A List of remuneration paid to all board members in 2013-2014 is provided in Appendix D.

Patricia Gottselig Debbie Olesen Gisele Perrault Joan Schwinghamer

Joann Blazieko Mary Jane Benesh Hélène Chenard Lucy Gehl


School Community Councils

The Board of Education has established School Community Councils (SCC) to support our schools. All nine School Community Councils in Holy Trinity School Division are made up of the required number of elected and appointed members, as outlined in The Education Regulations, 1986. One School Community Council served both St. Patrick Elementary and St. Joseph Middle School in Swift Current. The actual number of School Community Council members varies from school to school. St. Michael School has representation from parents who have children with disabilities; Vanier Collegiate and Phoenix Academy have student representatives on their Councils.

School Community Councils (SCCs) continue to play a key role in all schools. All School Community Councils were a part of creating and supporting the goals of their schools. School Community Councils were involved in the math, science and literacy nights. They supported the schools with such things as book exchanges, bike rodeos, InMotion activity days, dances and play days. They also supported financially to supply the schools with items such as playground equipment, sports uniforms, SMART boards and Chromebooks. They have been strong advocates with all parents and with the community.

Holy Trinity Board of Education met with all School Community Councils at least once each year in each of our three communities. This meeting was used as an opportunity for the community to participate in shared planning, provide advice to the Board and share highlights of the past year. Some highlights included the promotion of citizenship and community building through such events as caroling, community clean-up, volunteering at Riverside Mission, adopting third world children and families, donating to Habitat for Humanity and connecting with families who are part of this program and donating to the food bank. Other highlights included the supporting of literacy, science and math through activity evenings, book exchanges, contests, dress up days and the purchase of technological devices and programs such as Chromebooks and Mathletics. Physical activity has also been strongly supported by our SCCs through the InMotion events and activities, playground improvements, purchasing of sports and fitness equipment, score clocks and school sports uniforms.

Phoenix students and a member of their SCC learning about the life of settlers and First Nation people during a school camping trip.


Our Students and Staff

Students

In 2013-2014, 2023 Kindergarten to Grade 12 students were enrolled with Holy Trinity Catholic School Division, reflecting a relatively stable trend. In addition to the Kindergarten to Grade 12 programming, Holy Trinity operates 11 Prekindergarten programs throughout the Division, 5 funded by the Ministry and 6 funded by the Board.

The total number of Prekindergarten students was 166 (91 Division funded and 75 Ministry funded) in 2013-2014; 185 (108 Division funded and 77 Ministry funded) in 2012-2013; and 188 (101 Division funded and 87 Ministry funded) in 2011-2012.

Total head count of all Prekindergarten to Grade 12 students was: 2,189 in 2013-2014, 2,252 in 2012-2013, and 2,305 in 2011-2012.

Figure 2: Enrolment by Grade – September 30th Kindergarten - Grade 12

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, 2014

The subpopulation enrolments in Holy Trinity Catholic School Division over the past three years show some interesting trends. There has been an increase in the number of self-declared FNMI students since 2011-2012 and relatively similar results between 2012-2013 and 2013-2014 self-identified numbers. French Immersion numbers remain relatively stable. English as an Additional Language (EAL) students make up 8% of Holy Trinity’s grade 1-9 student population.

2011-12 2012-13 2013-14

Kindergarten 165 178 1861 182 157 1732 177 180 1683 172 172 1694 190 175 1745 189 190 1686 161 171 1887 189 153 1738 153 174 1429 120 108 84

10 100 128 11811 134 107 13712 185 174 143

Total 2117 2067 2023

PreK 188 185 166

GradeSchool Year


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, 2014

Students at École St. Margaret show their support for World Suicide Prevention Day

Staff

Holy Trinity Catholic School Division covers a very large geographical area and makes significant contributions to the regional economy. The Division employed the full-time equivalent of 264.95 people in the 2013-2014 school year. Approximately 60.28% of these employees were teachers; the other 39.72% represented a wide range of occupations. The School Division employs educational assistants, clerical staff, information technology (IT) people, caretakers, bus drivers, accountants and other staff in order to provide a quality education for students of the Division.

2011-12 2012-13 2013-14

K to 6 24 51 507 to 9 14 29 22

10 to 12 27 43 45Total 65 123 117

K to 3 120 120 1264 to 6 70 74 727 to 9 61 50 40

10 to 12 25 28 31Total 276 272 269

1 to 3 − 30 444 to 6 − 29 457 to 9 − 23 19

10 to 12 − 0 3Total − 82 111

School Year

Self-Identified

FNMI

Subpopulation

EnrolmentsGrades

French

Immersion

English as an

Additional

Language


Psychologist Debbie MacDonald Presents to Teachers

Figure 3: School Division Staff – 2013-2014

Job Category FTEs

Classroom teachers 137.69

Principals, vice-principals 12.1

Other educational staff – e.g., psychologists, educational assistants, school community coordinators, speech language pathologists, counsellors

63.92

Administrative and financial staff – e.g., clerks, accountants, IT staff, administrative assistants

19.79

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

18.45

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

9.0

Senior management team – e.g., chief financial officer, director of education, superintendents

4.0

Total Full-Time Equivalents (FTE) Staff 264.95 Notes: The number of employees listed above represents full-time equivalents (FTEs). The actual number of employees is 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 0.4 as a classroom teacher and 0.6 as a principal. Information for all staff is at August 31, 2014. Source: Superintendent of Human Resources and Operations, Holy Trinity Catholic School Division

Senior Management Team – The Acting Director of Education, Geri Hall, reports directly to the Board of Education. Two Superintendents are responsible for supporting all schools within the division:

Dave DePape - Human Resources and Operations

Ward Strueby - Learning

Each team member below works with the school-based administrators as well as coordinators and consultants.

Gerry Gieni - Chief Financial Officer

Doug Sears - Supervisor of Facilities and Transportation

Ryan Stinn - Supervisor of Technology


Indicators

Holy Trinity Catholic School Division’s objective is to support priorities that align with those of the province in areas designated as having significant impact on academic achievement and future success. The following four indicators are relevant to this objective.

Grade 12 Graduation

Three-Year Graduation Rates – In June 2014, 89.3% of all Holy Trinity Catholic School Division students graduated within three years of entering Grade 10, an 8% increase from 2013. Data for self-identified FNMI students has been suppressed as there were fewer than 10 students in these cohorts. Holy Trinity Catholic School Division’s overall graduation rate is higher than provincial results for the past two years.

Figure 4: Grade 12 Graduation – Students Completing Grade 12 Within Three Years: Baseline Year with Two Most Recent Years

Holy Trinity RCSSD

Note: 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 10 or fewer have not been reported to avoid identifying individuals or very small groups of students. FNMI students are those who choose to self-identify as First Nations (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNMI students are those who do not identify themselves to be FNMI, and may include FNMI students who choose not to self-identify. Source: Ministry of Education, 2014

74.6

%

83.3

%

31.8

%

74.8

%

83.9

%

37.4

%

74.7

%

83.4

%

40.3

%

73.6%76.1%

81.4% 82.7%

89.3%91.4%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

All Non-FNMI FNMI All Non-FNMI FNMI All Non-FNMI FNMI

Province HTrnty

(Students Completing Grade 12 Within 3 Years of 'starting' Grade 10)On-time Graduation Rates, Province and Holy Trinity

Graduating by ... Graduating by ... Graduating by ...

(2006-2007 cohort) (2010-2011 cohort) (2011-2012 cohort)

2008-2009 2012-2013 2013-2014


Five-Year Graduation Rates – Some students need more time to complete all the courses necessary to graduate, and so they continue in school longer than three years after beginning Grade 10. The graduation rate increases when these extra years of schooling are considered. By June 2014, 91.5% of all Holy Trinity Catholic School Division students who had entered grade 10 five years previously had graduated. Holy Trinity Catholic School Division’s five-year graduation rate for all students shows a 10% improvement from June 2012 and a similar percentage when compared to 2013. These results indicate perseverance and commitment to achieve graduation even with impediments.

Figure 5: Grade 12 Graduation – Students Completing Grade 12 Within Five Years: Baseline Year with Two Most Recent Years

Holy Trinity RCSSD

Note: Extended-time graduation rates are calculated as the percentage of students who complete Grade 12 within 5 years of ‘starting’ Grade 10 (and include those who graduate on-time). Results for populations of 10 or fewer have not been reported to avoid identifying individuals or very small groups of students. FNMI students are those who choose to self-identify as First Nations (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNMI students are those who do not identify themselves to be FNMI, and may include FNMI students who choose not to self-identify. Source: Ministry of Education, 2014

81

.4% 8

6.8

%

47

.1%

80

.1%

87

.0%

50

.0%

81

.4%

88

.1%

54

.2%

82.8% 82.0%

91.9% 92.5% 91.5% 91.9%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Province HTrnty

(Students Completing Grade 12 Within 5 Years of 'starting' Grade 10)

Extended-time Graduation Rates, Province and Holy Trinity

Graduating by ...

(2004-2005 cohort)

Graduating by ... Graduating by ...

(2008-2009 cohort) (2009-2010 cohort)

2008-2009 2012-2013 2013-2014


Average Final Marks

Holy Trinity RCSSD students’ average final marks in grade 10 and 11 2013-14 courses are higher than the provincial average in all courses selected for comparison with the exception of Math Foundations 20. Division First Nations and Métis and Inuit self-declared students are fewer than 10 and therefore not reported.

Figure 6: Average Final Marks – Holy Trinity RCSSD

Note: Results for populations of 10 or fewer 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 themselves to be FNMI, and may include FNMI students who choose not to self-identify. Source: Ministry of Education, 2014

Grade 7 to 10 Transitions

There are several critical transition points as students move through the Prekindergarten to Grade 12 education system. The transition from middle to secondary grades is particularly important. Figure 6 below shows that while the great majority of Holy Trinity Catholic School Division students who begin Grade 7 are still in Grade 10 three years later, all FNMI students are either in Grade 10 or are still in school continuing previous grades.

Figure 7: Grade 7 to 10 Transitions – Holy Trinity RCSSD

Note: Students who have not progressed to Grade 10 “on-time” may have remained in a previous grade or were not re-enrolled in subsequent years. “Still in School” is the proportion of students either in Grade 10 or continuing a previous grade. Results for populations of 10 or fewer have not been reported to avoid identifying individuals or very small groups of students (nr). Categories where results are not available at this time are recorded as (na).

ProvinceHoly Trinity

RCSSDProvince

Holy Trinity

RCSSDProvince

Holy Trinity

RCSSD

English Language Arts A 10 72.0 76.3 74.9 76.8 60.2 nr

English Language Arts B 10 71.7 74.5 74.6 75.8 59.5 nr

Science 10 70.6 71.2 73.9 72.2 57.1 nr

Math: Workplace and Apprenticeship 10 71.1 71.5 74.6 nr 57.8 nr

Math: Foundations and Pre-calculus 10 70.7 74.3 72.9 76.1 58.5 nr

English Language Arts 20 73.0 75.7 74.9 76.1 63.3 nr

Math: Workplace and Apprenticeship 20 66.9 70.6 69.6 nr 59.5 nr

Math: Foundations 20 72.6 69.8 74.2 69.8 63.5 nr

Average Final Marks in Selected Secondary-Level Courses 2013-14

Subject

All Students Non-FNMI FNMI

Grade 7 Cohort Progressing from Grade 7 to 10

On-Time Still In School

2007-08 Baseline

2009-10

2010-11

2007-08 Cohort

2009-10 Cohort

2010-11 Cohort

2010-11 Cohort

All students 167 165 153 98.2% 97.6% 96.7% 97.4%

Non-FNMI students na 152 144 na 97.4% 96.5% 97.2%

FNMI students nr 13 9 nr 100.0% 100.0% 100.0%


FNMI students are those who choose to self-identify as First Nations (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNMI students are those who do not identify themselves to be FNMI, and may include FNMI students who choose not to self-identify. Source: Ministry of Education, 2014

Credit Attainment

Credit attainment in high school is one way to determine students’ progress in meeting graduation requirements of 24 credits. In Holy Trinity Catholic School Division, there are a number of students who take more than eight credits in their grade 10 and 11 school years so that they do not need to take eight credits in grade 12. Secondly, the graph below includes data from the alternate high school program which includes a number of students who wish to continue their education while working full time or providing child care. Their other commitments do not allow them time to take eight credits per year. Holy Trinity Catholic School Division intends to analyze this data in greater detail so as to respond when needed.

Figure 8: Proportion of Secondary Students Attaining 8 or More Credits per Year: Baseline Year with Two Most Recent Years

Credit Attainment – Holy Trinity RCSSD

Note: Proportions are calculated as the percentage of students enrolled at the secondary level on September 30 attaining eight of more credits yearly. Results for populations of 10 or fewer have not been reported to avoid identifying individuals or very small groups of students. FNMI students are those who choose to self-identify as First Nations (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNMI students are those who do not identify themselves to be FNMI, and may include FNMI students who choose not to self-identify. Source: Ministry of Education, 2014

59.9

%

70.1

%

24.5

%

60.4

%

70.4

%

29.5

%

60.2

%

70.3

%

28.8

%

63.5

%

64.6

%

45.0

%

62.7

% 66.7

%

29.5

%

50.5

% 54.0

%

23.9

%

0%

20%

40%

60%

80%

100%


2008-09 2012-13 2013-14

Proportion of Secondary Students Attaining 8 or More Credits Yearly

Province Holy Trinity RCSSD


Facilities and Transportation

Facilities

Holy Trinity Catholic School Division’s facilities include:

ten schools located in 3 communities. See Appendix C for a list of schools. The average age ofthese schools is 48 years. The oldest school is 58 years old; the newest school All Saints CatholicSchool opened in September 2014 which replaced two schools in Swift Current;

the school division head office located in Moose Jaw. The central core of this building is 56 yearsold. The head office building is adequate in size for present needs;

one satellite office is located in Swift Current; and,

one fenced bus compound with workshop and storage is located in Moose Jaw.

All Saints Catholic School, Swift Current: under construction

All Saints Catholic School, Swift Current: completed

Figure 9: Utilization Rate

Source: Supervisor of Facilities and Transportation, Holy Trinity Catholic School Division, 2014 and Baragar

School Sept. 30, 2013 Enrolment Prek-12

Gross Utilization Rate

Sept. 29, 2014 Enrolment Prek-12

2019 Projected Enrolment*

All Saints Catholic 435 100% 438 431

Christ the King 47 57% 58 100

Phoenix Academy 95 100% 98 71

Sacred Heart 224 148% 238 274

St. Agnes 254 138% 254 321

St. Margaret 260 98% 260 254

St. Mary 154 172% 153 169

St. Michael 333 121% 333 377

Vanier Collegiate 387 82% 367 416

Totals 2,189 113% 2199 2413


Student Transportation In 2013-14 Holy Trinity Catholic School Division used two primary methods of student transportation. Contracted services were used in the communities of Swift Current and Shaunavon, and a fleet of Division-owned and operated buses and 15-passenger vans provided service in Moose Jaw. The fleet of seven route buses and two spare buses were housed at a fenced compound in Moose Jaw. The School Division does not have garage facilities or mechanics. All service and maintenance were contracted to a third party.

In addition to the seven route buses there were three 15-passenger vans that were utilized solely for transporting prekindergarten children in full child restraint seats within the city of Moose Jaw. An additional 15-passenger van was used to transport children residing on streets that cannot accommodate a traditional bus as well as providing service in special situations as approved.

In Swift Current and Moose Jaw transportation for students with special circumstances are provided in a variety of ways. Figure 10 below refers only to transportation services provided by Holy Trinity buses or 15-passenger vans to and from school:

Figure 10: Student Transportation, 2013-2014

Source: Supervisor of Facilities and Transportation, Holy Trinity Catholic School Division, 2014

The First Bus at All Saints Catholic School, Swift Current

Transportation Statistics

Number of Students transported daily by Holy Trinity Buses 590

Number of Students transported daily by Contracted Services 345

Number of Transportation routes 21

Number of double runs (included in above) 7

Number of buses 7

Number of 15-passenger vans 4

Kilometres travelled daily on Holy Trinity Buses 771 km

Average age of bus 10 years

Average one-way ride time 30 minutes

Longest one-way ride time 45 minutes

Cost per student per year for both Contracted and Holy Trinity Buses (187 student days)

$539.16

Cost per kilometre per year both Contracted and Holy Trinity Buses (187 student days)

$2.42


Financial Overview

In the 2013-2014 fiscal year we completed the construction of a new school in Swift Current. As a result of this project our revenues in the last two years have been inflated by approximately $7 million each year. The grants for this capital construction are included in the 84% in the graph below.

As demonstrated in the graph below our biggest source of revenue comes from Provincial Grants. If the amount of $7 million for capital construction is removed in order to focus on Operations, then the percent changes slightly to about 81% from Ministry and 15% from Property Tax.

Expenditures in the various categories continue to be consistent with previous years. Our biggest component lies in the Instructional area. Almost 75% of our spending is going directly to support students in the classroom. As you see from the graph below, maintaining our school facilities is the next biggest category coming in at just over 10% of our expenditures.

Figure 11: Summary of Revenue and Expenses - 2013-2014

Property Taxation

12%

Grants84%

Other4% Revenue 2013-14

Instruction71%

Gov & Adm9%

Transportation3%

Other7% Plant

10%

Expense 2013-14


Budget to Budget to 2014 2014 2013 Actual Actual %

VarianceOver / (Under)

Property Taxation 3,862,724 3,782,629 3,926,531 (80,095) -2%Grants 18,413,574 26,924,274 26,929,033 8,510,700 46% 1 Tuition and Related Fees - 107,869 69,814 107,869 100% 2 School Generated Funds 800,000 506,706 716,630 (293,294) -37% 3 Complementary Services 350,000 342,594 342,173 (7,406) -2%External Services - - - - Other 121,657 177,080 156,777 55,423 46% 4

23,547,955 31,841,152 32,140,958 8,293,197 35%

Governance 232,464 282,244 228,286 49,780 21% 5 Administration 1,595,991 1,823,310 1,369,047 227,319 14% 6 Instruction 17,273,104 17,273,983 17,424,922 879 0%Plant 2,201,060 2,529,647 2,500,653 328,587 15% 7 Transportation 816,847 796,457 741,068 (20,390) -2%Tuition and Related Fees 24,000 6,750 3,000 (17,250) -72% 8 School Generated Funds 800,000 422,147 525,387 (377,853) -47% 9 Complementary Services 644,855 825,943 659,642 181,088 28% 10 External Services - - - - Other Expenses 352,409 365,724 99,254 13,315 4%

23,940,730 24,326,205 23,551,259 385,475 2%

(392,775) 7,514,947 8,589,699

Note

1

2

3

4

5

6

7

8

9

10

Surplus (Deficit) for the Year

Budget Actual NoteREVENUES

Total Revenues

EXPENSES

Total Expenses

Actual Variance

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

Explanation

The major difference between budget and actual grants from the Ministry is comprised of $7,193,720 in revenues from the Ministry for construction of a new school in Swift Current which was not included in the budgeted revenues. When adding grant and complementary services revenue received from the Ministry and removing the capital grants for the new school, the difference between budget and actual ministry revenue is $121,847 or just over .5 percent in varience.

Holy Trinity school division has only one source of tuition revenue which comes to us from Prairie South school division for students enrolled at Raphael Centre (St. Michael School). The Raphael Centre addresses the complex needss of students with significant cognitive and/or physical disabilities. At the time the budget was approved tuition revenue was not included.

School generated revenues are those funds collected at school level. All revenues are maintained and accounted for by the division office, with no bank accounts held at the school level. All school generated funds must be spent for the purpose which ther were collected. Any unspent revenue are placed into a reserve account and made available in the next school year. The budget established for this line item may vary depending on how active fund raising initiative at the school level are in any given year.

Our school division amalgamated in 2003 and at that time established brand new Board Policies & Procedures. The Board did a review and update of those policies and procedures this fiscal year which resulted in more expenditures than were budgeted for in the area of 'Governance'.

The varience in the area of 'Administration' relates to unexpected expenditures for the division office building HVAC system as well as some salary expenditures which were not budgeted for.

In the area of 'Plant' this fiscal period there were a number of emergent issues which arose that were unbudgeted for. Our school facilities are very aged and at a point where issues come up which must be addressed. An example of this would be structural issues at St. Margaret School that required attention for safety reasons. This alone cost $30,000.

The difference between budget and actual in the 'other revenue' category was an under-estimate of interest revenue partly due to the fact that funds were advanced for capital projects and not expended immediately - resulting in additional interest revenue.

School Generated Expenditures likewise are recorded and accouncted for throught the division office. Because expenditures must not exceed total revenue plus any carry over from the previous year, the budget in this category is always set at the same amount as is budgeted for in the revenue category. The net effect of 'School Generated Funds' on the financial bottom line for the entire division is always zero because these funds cannot be used for school division operations since the funds belong to individual schools.

In the category of 'Tuition and Related Fees' the under spending relates to a budget for monies paid directly to parents in lieu of providing transportation. Our expenditures in this area came in less that expected when the budget was established.

The over expenditure in the 'Complementary Services' are related to staff salaries which were under budgeted.


Appendix A: Management Report and Audited Financial Statements


Audited Financial Statements

Of the

School Division No. 2226000

For the Period Ending: August 31, 2014

Gerry GieniChief Financial Officer

Virtus Group Chartered Accountants & Business Advisors LLPAuditor

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

Holy Trinity Roman Catholic Separate School Division No. 22


VIRTUSGROUP

INDEPENDENT AUDITORS’REPORT

To the Board of Directors,Holy Trinity Roman Catholic Separate School Division No. 22

We have audited the accompanying financia~ statements of Holy Tdnity Roman Catholic Separate School Division No.22which comprise the statement of financial position as at August 31, 2014 and the statements of operations andaccumulated surplus (deficit) from operations, statements of changes in net financial assets (net debt) and cash flows forthe year then ended, with related schedules 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 of 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 auditor’s 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 school division’s preparation and fair presentation of the financial statements inorder to design audit procedures that are appropriate in the circumstances, but not for the purpose of expressing anopinion on the effectiveness of the school division’s internal control. An audit also includes evaluating the appropriatenessof accounting policies used and the reasonableness of accounting estimates made by management, as well as evaluatingthe overall presentation of the financial statements.

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

OpinionIn our opinion, these financial statements present fairly, in all material respects, the financial position of the school divisionas at August 31, 2014 and the results of its operations, changes in its net financial assets, and its cash flows for the yearthen ended in accordance with Canadian public sector accounting standards.

Other MatterThe financial statements of Holy Trinity Roman Catholic Separate School Division No. 22 for the year endedAugust 31, 2013 were audited by another auditor who expressed an unmodified opinion on those statements onNovember 25, 2013.

November 20, 2014Regina, Saskatchewan Chartered Accountants

The King George, Suite 200, 157 - 2rid Avenue NorthSaskatoon, Saskatchewan S7K 2A9Telephone 306-653-6100 Fax 306-653-4245Toll Free 1-888-285-7677Email [email protected] Website: www, virtusgroup,ca

Central Pork Place, 200-2208 Scarth StreetRegina, Saskatchewan S4P 2J6

Telephone 306-522-6500 Fax 306-522-6222Toll Free 1-888-258-7677

Emoil [email protected]

… page 2

2014 2014 2013Budget Actual Actual

REVENUES(Note 16)

Property Taxation 3,862,724 3,782,629 3,926,531 Grants 18,413,574 26,924,274 26,929,033 Tuition and Related Fees - 107,869 69,814 School Generated Funds 800,000 506,706 716,630 Complementary Services (Note 13) 350,000 342,594 342,173 Other 121,657 177,080 156,777

Total Revenues (Schedule A) 23,547,955 31,841,152 32,140,958

EXPENSESGovernance 232,464 282,244 228,286 Administration 1,595,991 1,823,310 1,369,047 Instruction 17,273,104 17,273,983 17,424,922 Plant 2,201,060 2,529,647 2,500,653 Transportation 816,847 796,457 741,068 Tuition and Related Fees 24,000 6,750 3,000 School Generated Funds 800,000 422,147 525,387 Complementary Services (Note 13) 644,855 825,943 659,642 Other Expenses 352,409 365,724 99,254

Total Expenses (Schedule B) 23,940,730 24,326,205 23,551,259

Operating Surplus (Deficit) for the Year (392,775) 7,514,947 8,589,699

Accumulated Surplus from Operations, Beginning of Year 25,665,682 25,665,682 17,075,983

Accumulated Surplus from Operations, End of Year 25,272,907 33,180,628 25,665,682

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

Holy Trinity Roman Catholic Separate School Division No. 22Statement of Operations and Accumulated Surplus from Operations

for the year ended August 31, 2014


… page 3


(Note 16)

Net Financial Assets, Beginning of Year 2,499,244 2,499,244 4,077,610

Changes During the Year:Operating Surplus (Deficit) for the Year (392,775) 7,514,947 8,589,699 Acquisition of Tangible Capital Assets (Schedule C) (1,127,000) (14,796,884) (10,789,636) Amortization of Tangible Capital Assets (Schedule C) 752,879 903,240 752,878 Net Change in Other Non-Financial Assets - (107,359) (131,307)

Change in Net Financial Assets / Net Debt (766,896) (6,486,056) (1,578,366)

Net Financial Assets (Net Debt), End of Year 1,732,348 (3,986,812) 2,499,244


Holy Trinity Roman Catholic Separate School Division No. 22Statement of Changes in Net Financial Assets (Net Debt)



… page 4

2014 2013OPERATING ACTIVITIES

Operating Surplus for the Year 7,514,947 8,589,699 Add Non-Cash Items Included in Surplus / Deficit (Schedule D) 903,240 752,878Net Change in Non-Cash Operating Activities (Schedule E) 902,680 (213,595)

Cash Provided by Operating Activities 9,320,867 9,128,982

CAPITAL ACTIVITIESCash Used to Acquire Tangible Capital Assets (14,796,884) (10,789,636)

Cash (Used) by Capital Activities (14,796,884) (10,789,636)

INVESTING ACTIVITIESCash Used to Acquire Portfolio Investments - (6,133,155) Proceeds on Disposal of Portfolio Investments 5,654,513 -

Cash Provided (Used) by Investing Activities 5,654,513 (6,133,155)

FINANCING ACTIVITIESProceeds from Issuance of Long Term Debt 334,176 9,663,797 Repayment of Long Term Debt (553,041) (269,837)

Cash Provided (Used) by Financing Activities (218,865) 9,393,960

INCREASE (DECREASE) IN CASH AND CASH EQUIVALENTS (40,369) 1,600,151

CASH AND CASH EQUIVALENTS, BEGINNING OF YEAR 7,639,313 6,039,162

CASH AND CASH EQUIVALENTS, END OF YEAR 7,598,943 7,639,313


Holy Trinity Roman Catholic Separate School Division No. 22Statement of Cash Flows



A-1


Property Taxation RevenueTax Levy Revenue:

Property Tax Levy Revenue 3,630,687 3,555,776 3,687,320 Total Property Tax Revenue 3,630,687 3,555,776 3,687,320 Grants in Lieu of Taxes:

Federal Government 90,582 88,770 111,251 Provincial Government 50,262 47,755 47,315Railways 21,944 17,714 23,331Other 64,470 67,339 67,570

Total Grants in Lieu of Taxes 227,258 221,578 249,467 Other Tax Revenues:

House Trailer Fees 15,343 14,144 19,700Total Other Tax Revenues 15,343 14,144 19,700Additions to Levy:

Penalties 24,810 25,904 25,751Total Additions to Levy 24,810 25,904 25,751Deletions from Levy:

Cancellations (35,374) (34,773) (50,315) Other Deletions - - (5,392)

Total Deletions from Levy (35,374) (34,773) (55,707)

Total Property Taxation Revenue 3,862,724 3,782,629 3,926,531

Grants: Operating Grants

Ministry of Education Grants:Operating Grant 17,660,804 18,527,743 18,025,538 Other Ministry Grants - 78,770 65,638Total Ministry Grants 17,660,804 18,606,513 18,091,176

Other Provincial Grants 50,000 - 29,700Grants from Others - - 17,660Total Operating Grants 17,710,804 18,606,513 18,138,536

Capital GrantsMinistry of Education Capital Grants 702,770 8,317,761 8,790,497 Total Capital Grants 702,770 8,317,761 8,790,497

Total Grants 18,413,574 26,924,274 26,929,033

Holy Trinity Roman Catholic Separate School Division No. 22Schedule A: Supplementary Details of Revenue



A-2


Tuition and Related Fees RevenueOperating Fees:

Tuition Fees:School Boards - 107,869 69,814Total Tuition Fees - 107,869 69,814

Total Tuition and Related Fees Revenue - 107,869 69,814

School Generated Funds Revenue Curricular:

Student Fees 120,000 61,995 83,654Total Curricular Fees 120,000 61,995 83,654

Non-Curricular Fees:Commercial Sales - Non-GST 248,000 141,802 215,790 Fundraising 174,000 101,079 142,925 Grants and Partnerships 32,000 11,525 12,711Students Fees 104,000 104,219 129,288 Other 122,000 86,086 132,262 Total Non-Curricular Fees 680,000 444,711 632,976

Total School Generated Funds Revenue 800,000 506,706 716,630

Complementary ServicesOperating Grants:

Ministry of Education Grants:Operating Grant 350,000 320,184 319,043 Other Ministry Grants - 22,410 22,410

Total Operating Grants 350,000 342,594 341,453 Fees and Other Revenue

Other Revenue - - 720Total Fees and Other Revenue - - 720

Total Complementary Services Revenue 350,000 342,594 342,173

Other Revenue

Miscellaneous Revenue 71,657 55,814 66,956Sales & Rentals - 2,599 4,629Investments 50,000 118,667 85,192

Total Other Revenue 121,657 177,080 156,777

TOTAL REVENUE FOR THE YEAR 23,547,955 31,841,152 32,140,958

Schedule A: Supplementary Details of Revenuefor the year ended August 31, 2014



B-1


Governance Expense

Board Members Expense 44,020 85,220 68,913 Professional Development - Board Members 69,584 66,968 52,371 Advisory Committees - 674 2,878 Elections - - 7,874 Other Governance Expenses 118,860 129,382 96,250

Total Governance Expense 232,464 282,244 228,286

Administration Expense

Salaries 1,126,342 1,382,576 1,039,884 Benefits 117,209 118,069 131,445 Supplies & Services 159,603 101,799 98,415 Non-Capital Furniture & Equipment 17,187 11,312 8,574 Building Operating Expenses 43,250 102,839 41,741 Communications 41,500 35,174 17,516 Travel 38,400 31,382 8,148 Professional Development 52,500 32,572 12,412 Amortization of Tangible Capital Assets - 7,587 10,912

Total Administration Expense 1,595,991 1,823,310 1,369,047

Instruction ExpenseInstructional (Teacher Contract) Salaries 11,827,354 12,168,066 12,301,306 Instructional (Teacher Contract) Benefits 568,899 617,533 635,591 Program Support (Non-Teacher Contract) Salaries 2,566,811 2,497,368 2,644,653 Program Support (Non-Teacher Contract) Benefits 509,536 454,220 417,361 Instructional Aids 770,203 289,461 275,481 Supplies & Services 78,110 238,629 250,703 Non-Capital Furniture & Equipment 137,512 231,918 136,611 Communications 33,729 51,917 55,851 Travel 83,232 32,682 62,220 Professional Development 282,074 138,474 222,116 Student Related Expense 124,495 94,423 86,548 Amortization of Tangible Capital Assets 291,149 459,292 336,481

Total Instruction Expense 17,273,104 17,273,983 17,424,922

Holy Trinity Roman Catholic Separate School Division No. 22Schedule B: Supplementary Details of Expenses



B-2


Plant Operation & Maintenance Expense

Salaries 744,461 799,845 808,340 Benefits 144,740 138,764 146,464 Supplies & Services 15,500 13,867 56,092 Non-Capital Furniture & Equipment 31,500 19,749 9,690 Building Operating Expenses 855,746 1,142,154 1,107,820 Communications - 2,364 2,346 Travel 3,640 23,200 10,224 Professional Development 4,500 3,189 4,036 Amortization of Tangible Capital Assets 400,973 386,515 355,641

Total Plant Operation & Maintenance Expense 2,201,060 2,529,647 2,500,653

Student Transportation Expense

Salaries 260,190 183,629 180,279 Benefits 52,091 40,591 33,760 Supplies & Services 61,500 70,522 68,068 Non-Capital Furniture & Equipment 50,000 94,104 43,256 Building Operating Expenses - - 635 Communications - 581 616 Travel - - 302 Professional Development - 247 118 Contracted Transportation 332,309 356,938 364,189 Amortization of Tangible Capital Assets 60,757 49,845 49,845

Total Student Transportation Expense 816,847 796,457 741,068

Tuition and Related Fees Expense

Tuition Fees - 1,050 3,000 Transportation Fees 24,000 5,700 -

Total Tuition and Related Fees Expense 24,000 6,750 3,000

School Generated Funds Expense

Supplies & Services 145,500 43,184 49,075 Cost of Sales 184,000 105,188 149,831 Non-Capital Furniture & Equipment 23,500 14,517 16,225 School Fund Expenses 447,000 259,258 310,256

Total School Generated Funds Expense 800,000 422,147 525,387

Holy Trinity Roman Catholic Separate School Division No. 22Schedule B: Supplementary Details of Expenses



B-3


Complementary Services ExpenseInstructional (Teacher Contract) Salaries & Benefits 369,905 411,677 224,431 Program Support (Non-Teacher Contract) Salaries & Benefits 252,726 300,064 285,875 Transportation Salaries & Benefits - 41,244 58,585 Instructional Aids 15,096 14,039 9,649 Supplies & Services - 6,490 20,294 Non-Capital Furniture & Equipment - 17,830 21,969 Communications - 1,354 3,350 Travel - 638 954 Professional Development (Non-Salary Costs) - 5,727 6,056 Student Related Expenses 7,128 25,871 27,088 Contracted Transportation & Allowances - 1,009 1,391

Total Complementary Services Expense 644,855 825,943 659,642

Other Expense

Interest and Bank Charges:Current Interest and Bank Charges 1,000 1,272 2,262

School Facilities 351,409 364,452 96,992 Total Interest and Bank Charges 352,409 365,724 99,254

Total Other Expense 352,409 365,724 99,254

TOTAL EXPENSES FOR THE YEAR 23,940,730 24,326,205 23,551,259

for the year ended August 31, 2014Schedule B: Supplementary Details of Expenses



Holy Trinity Roman Catholic Separate School Division No. 22Schedule C - Supplementary Details of Tangible Capital Assetsfor the year ended August 31, 2014

Furniture Computer Assets Land Buildings School Other and Hardware and Computer Under

Land Improvements Buildings Short term Buses Vehicles Equipment Audio Equipment Software Construction 2014 2013

Tangible Capital Assets - at Cost:

Opening Balance as of September 1 333,043 386,351 20,060,959 2,348,658 598,142 105,105 587,631 2,343,503 601,625 11,279,787 38,644,805 27,855,168

Additions/Purchases 995,864 - 12,939,019 - - - 700,763 161,238 - - 14,796,884 10,789,637 Transfers to (from) 200,232 - 11,079,555 - - - - - - (11,279,787) - -

Closing Balance as of August 31 1,529,139 386,351 44,079,533 2,348,658 598,142 105,105 1,288,394 2,504,741 601,625 - 53,441,689 38,644,805

Tangible Capital Assets - Amortization:

Opening Balance as of September 1 - 58,480 12,475,458 1,156,511 252,833 58,134 156,010 1,226,367 287,828 - 15,671,621 14,918,743

Amortization of the Period - 19,318 242,526 117,180 49,845 15,079 54,582 296,385 108,325 - 903,240 752,878

Closing Balance as of August 31 N/A 77,798 12,717,984 1,273,691 302,678 73,213 210,592 1,522,752 396,153 N/A 16,574,861 15,671,621

Net Book Value:Opening Balance as of September 1 333,043 327,871 7,585,501 1,192,147 345,309 46,971 431,621 1,117,136 313,797 11,279,787 22,973,184 12,936,425 Closing Balance as of August 31 1,529,139 308,553 31,361,549 1,074,967 295,464 31,892 1,077,802 981,989 205,472 - 36,866,828 22,973,184 Change in Net Book Value 1,196,096 (19,318) 23,776,048 (117,180) (49,845) (15,079) 646,181 (135,147) (108,325) (11,279,787) 13,893,644 10,036,759

Sch C


2014 2013

Non-Cash Items Included in Surplus:Amortization of Tangible Capital Assets (Schedule C) 903,240 752,878

Total Non-Cash Items Included in Surplus / Deficit 903,240 752,878

2014 2013

Net Change in Non-Cash Operating Activities:Decrease (Increase) in Accounts Receivable 161,787 (1,281,594) Decrease in Provincial Grant Overpayment - (186,108) Increase In Accounts Payable and Accrued Liabilities 848,937 1,421,998 Increase (Decrease) in Liability for Employee Future Benefits 48,900 (2,700) (Decrease) in Deferred Revenue (49,587) (33,884) (Increase) in Prepaid Expenses (107,357) (131,307)

Total Net Change in Non-Cash Operating Activities 902,680 (213,595)

Schedule E: Net Change in Non-Cash Operating Activitiesfor the year ended August 31, 2014

Holy Trinity Roman Catholic Separate School Division No. 22Schedule D: Non-Cash Items Included in Surplus




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 Holy Trinity Roman Catholic Separate School Division No. 22 and operates as “The Holy Trinity Roman Catholic Separate School Division No. 22”. 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 and agreed to by the Board of Education, although separate school divisions continue to have a legislative right to set their own mill rates. 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) Adoption of New Public Sector Accounting (PSA) Standards

In 2014, the school division adopted the new PSA standard PS3260 Liability for

Contaminated Sites.

Detailed information on the impact of the adoption of this new PSA standard is

provided in Note 18 Accounting Changes.

b) Reporting Entity

The financial statements include all of the assets, liabilities, revenues and

expenses of the School Division.

c) Basis of Accounting

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

d) Measurement Uncertainty and the Use of Estimates

Canadian public sector accounting standards requires 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

HOLY TRINITY ROMAN CATHOLIC SEPARATE SCHOOL DIVISION NO. 22NOTES TO THE FINANCIAL STATEMENTS

As at August 31, 2014


2. SIGNIFICANT ACCOUNTING POLICIES (CONTINUED)

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 $524,500 (2013 - $475,600)

because actual experience may differ significantly from actuarial

estimations.

property taxation revenue of $3,782,629 (2013 - $3,926,531) because final

tax assessments may differ from initial estimates.

uncollectible taxes of $16,445 (2013 - $12,780) because actual collectability

may differ from initial estimates.

accumulated amortization of $16,574,861 (2013 - $15,671,621) because the

actual useful lives of tangible capital assets may differ from estimates.

These estimates and assumptions are reviewed periodically and, as adjustments

become necessary, they are reported in earnings in the periods in which they

become known.

While best estimates are used for reporting items subject to measurement

uncertainty, it is reasonably possible that changes in future conditions, occurring

within one fiscal year, could require a material changes in the amounts

recognized or disclosed.

e) 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 a financial instrument. The

financial assets and financial liabilities portray these rights and obligations in

financial statements. Financial instruments of the school division include cash

and cash equivalents, accounts receivable, portfolio investments, accounts

payable and accrued liabilities and long term debt.

All financial assets and financial liabilities are measured at cost or amortized

cost. Transaction costs are a component of cost for 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 revenue or expense. 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.

f) Financial Assets

Financial assets are assets that could be used to discharge existing liabilities or

finance future operations and are not for consumption in the normal course of

operations. Valuation allowances are used where considered necessary to reduce

the amounts reported for financial assets to their net realizable value.

Cash and Cash Equivalents consist of cash, bank deposits and highly liquid

investments with initial maturity terms of three months or less and held for the

purpose of meeting short-term operating cash commitments rather than for

investing purposes.

Accounts Receivable includes 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.

Portfolio Investments consist of GICs and short term deposits. The school

division values its portfolio investments in accordance with its policy for

financial instruments, as described in Note 2 (e).

g) 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

include land and land improvements, buildings, buildings short term, school

buses, other vehicles, furniture and equipment, computer hardware and software,

audio visual equipment, capital lease assets, 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

Land improvements (pavement, fencing, lighting, etc.)

Indefinite

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 (Lease Term) 4 years

Computer software 5 years

Capital Lease Assets Lease Term

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

for use.

Assets that have a historical or cultural significance, such as works of art,

monuments and other cultural artifacts, are not recognized as tangible capital

assets because a reasonable estimate of future benefits associated with these

properties cannot be made.

Prepaid Expenses are prepaid amounts for goods or services which will provide

economic benefits in one or more future periods. Items recorded in this category

include prepaid insurance, prepaid premises rental, Workers’ Compensation

premiums, etc.

h) 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 expenditures 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. Amounts are payable within one year.

Long Term Debt is comprised of capital loans and other long term debt with

initial maturities of more than one year and are incurred for the purpose of

financing capital expenditures in accordance with the provisions of The

Education Act, 1995. Long term debt also includes capital lease obligations

where substantially all of the benefits and risks incident to ownership are

transferred to the School Division without necessarily transferring legal

ownership. The amount of the lease liability recorded at the beginning of the

lease term is the present value of the minimum lease payments, excluding the

portion thereof relating to executory costs.

Liability for Employee Future Benefits represents post-employment and

compensated absence benefits that accrue to the school division's employees.

The cost of these benefits is recorded as the benefits are earned by employees.

The liability relating to these benefits is actuarially determined using the

projected benefit method pro-rated on service. Actuarial valuations are

performed periodically using assumptions including discount rate, inflation,

salary escalation, termination and retirement rates and mortality. An actuary

extrapolates these valuations when a valuation is not done in the current fiscal

year. Actuarial gains and losses are amortized on a straight line basis over the

expected average remaining service life of the related employee groups.

Deferred Revenue from Non-government Sources represents fees or payments

for services received in advance of the fee being earned or the services being

performed, and other contributions for which the contributor has placed

restrictions on the use of the resources. Revenue from tuition and related fees is

recognized as the course is delivered, revenue from contractual services is

recognized as the services are delivered, and revenue from other contributions is

recognized in the fiscal year in which the resources are used for the purpose

specified by the contributor.





i) 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 PSAB, the plan is accounted for as a defined

contribution plan whereby the School Division’s contributions are expensed

when due.

j) 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

and agreed to by the Board of Education, although separate school divisions

continue to have a legislative right to set their own mill rate. 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.

k) Statement of Re-measurement Gains and Losses

The school division has not presented a Statement of Re-measurement Gains or

Losses because it does not have financial instruments that give rise to re-

measurement gains or losses.




3. PORTFOLIO INVESTMENTS

Portfolio investments comprised of the following:

2014 2013

Portfolio investments in the cost and amortized cost category:

GICs 42,887$ 44,054$

Term deposits 447,292 6,100,638

Total portfolio investments reported at cost and amortized cost 490,179$ 6,144,692$

4. ACCOUNTS RECEIVABLE

All accounts receivable presented on the statement of financial position are net of

any valuation allowances for doubtful accounts. Details of account receivable

balances and allowances are as follows:

Total Valuation Net of Total Valuation Net of

Receivable Allowance Allowance Receivable Allowance Allowance

Taxes Receivable 822,267$ 16,445$ 805,822$ 638,977$ 12,780$ 626,197$

Provincial Grant Receivable 226,849 - 226,849 764,272 - 764,272

Other Receivables 582,806 - 582,806 386,795 - 386,795

Total Accounts Receivable 1,631,922$ 16,445$ 1,615,477$ 1,790,044$ 12,780$ 1,777,264$

2014 2013

5. SHORT TERM BORROWINGS

Bank indebtedness consists of a demand operating line of credit with a maximum

borrowing limit of $1,500,000 that bears interest at prime rate plus 1% per annum.

This line of credit is authorized by a borrowing resolution by the Board of Education

and is secured by taxes receivable. The line of credit was approved by the Ministry

of Education on March 01, 2013. The balance drawn on the line of credit at August

31, 2014 was nil (August 31, 2013 - nil).

6. ACCOUNTS PAYABLE AND ACCRUED LIABILITIES

Details of account payable and accrued liabilities are as follows:

2014 2013

Accrued Salaries and Benefits 306,485$ 340,520$

Supplier Payments 3,315,674 2,408,718

Payroll Deductions (12,714) 11,270

Total Accounts Payable and Accrued Liabilities 3,609,445$ 2,760,508$




7. LONG-TERM DEBT

Details of long-term debt are as follows:

2014 2013

Capital Loans:

RBC, monthly payments of $4,884, Interest @ 2.94% per annum, Matures Apr 2018, Secured by asset 214,891$ 273,499$

TD Bank, monthly payments of $51,445, Interest @ 3.58% per annum, Matures May 2033, Secured by asset 8,448,134 8,732,291

RBC, annual payment of $26,823, Interest @ 3.69% per annum, Matures Dec 2014, Secured by asset 26,823 53,646

TD Bank, monthly payments of $5,986.73, Interest @ 2.88% per annum, Matures Nov 2018, Secured by asset 287,477 -

Total Capital Loans 8,977,325 9,059,436

Capital Lease:

Royal Bank for computer equipment; requires monthly payments of $13,058 324,921 461,674

Total Capital Leases 324,921 461,674

Total Long Term Debt 9,302,246$ 9,521,110$

Principal repayments over the next 5 years are estimated as follows:

Capital Loans Capital Leases Total

2015 470,888$ 141,474$ 612,362$

2016 456,823 145,762 602,585

2017 471,644 37,685 509,329

2018 466,643 - 466,643

2019 388,674 - 388,674

Thereafter 6,722,653 - 6,722,653

Total 8,977,325$ 324,921$ 9,302,246$

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

Capital Loans

Capital

Leases 2014 2013

Principal 416,287$ 136,754$ 553,041$ 269,837$

Interest 349,574 14,878 364,452 96,992

Total 765,861$ 151,632$ 917,493$ 366,829$




8. 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 and severance. 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.

Details of the employee future benefits are as follows:

2014 2013

Actuarial valuation date Aug. 31/14 Aug. 31/13

Long-term assumptions used:

Salary escalation rate (percentage) - Teachers 3.25 3.25

Salary escalation rate (percentage) - Non-Teaching Staff 3.25 3.25

Discount rate (percentage) 2.80 3.50

Inflation rate (percentage) 2.25 2.25

Expected average remaining service life (years) 15 15

Liability for Employee Future Benefits 2014 2013

Accrued Benefit Obligation - beginning of year 410,400$ 446,400$

Current period benefit cost 48,200 51,900

Interest cost 15,900 12,600

Benefit payments (11,300) (65,600)

Actuarial gains / losses 32,400 (34,900)

Accrued Benefit Obligation - end of year 495,600 410,400

Unamortized Net Actuarial Gains 28,900 65,200

Liability for Employee Future Benefits 524,500$ 475,600$

Employee Future Benefits Expense 2014 2013

Current period benefit cost 48,200$ 51,900$

Amortization of net actuarial (gain) (3,900) (1,600)

Benefit cost 44,300 50,300

Interest cost on unfunded employee future benefits obligation 15,900 12,600

Total Employee Future Benefits Expense 60,200$ 62,900$




9. 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 Province 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 Province of

Saskatchewan for the STSP.

Details of the contributions to these plans for the School Division’s employees

are as follows:

2013

STRP STSP TOTAL TOTAL

Number of active School Division members 164 6 170 176

Member contribution rate (percentage of salary) 7.80% 6.05% 6.05%-7.8% 6.05%-7.8%

Member contributions for the year 1,018,971$ 37,479$ 1,056,450$ 1,068,080$

2014

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.




9. PENSION PLANS (CONTINUED)

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 PSAB requirements, 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:

2014 2013

Number of active School Division members 123 131

Member contribution rate (percentage of salary) 8.15% 7.40%

School Division contribution rate (percentage of salary) 8.15% 7.40%

Member contributions for the year 618,877$ 603,415$

School Division contributions for the year 618,877$ 603,415$

Actuarial valuation dateDec-31-2013

Dec-31-2012

(Restated)

Plan Assets (in thousands) 1,685,167$ 1,560,967$

Plan Liabilities (in thousands) 1,498,853$ 1,420,319$

Plan Surplus (Deficit) 186,314$ 140,648$

10. DEFERRED REVENUE

Details of deferred revenues are as follows:

Balance Additions Revenue Balance

as at during the recognized as at

Aug. 31, 2013 Year in the Year Aug. 31, 2014

Other deferred revenue:

Deferred Tax Levy 304,807$ -$ 49,587$ 255,220$

Total other deferred revenue 304,807 - 49,587 255,220

Total Deferred Revenue 304,807$ -$ 49,587$ 255,220$




11. EXPENSES BY FUNCTION AND ECONOMIC CLASSIFICATION

FunctionSalaries &

Benefits

Goods &

ServicesDebt Service

Amortization

of TCA

2014

Budget

2014

Actual

2013

Actual

Governance $ 152,188 $ 130,056 $ - $ - $ 232,464 $ 282,244 $ 228,286

Administration 1,500,645 315,078 - 7,587 1,595,991 1,823,310 1,369,047

Instruction 15,737,188 1,077,504 - 459,292 17,273,104 17,273,983 17,424,922

Plant 938,609 1,204,523 - 386,515 2,201,060 2,529,647 2,500,653

Transportation 224,220 522,392 - 49,845 816,847 796,457 741,068

Tuition and Related Fees - 6,750 - - 24,000 6,750 3,000

School Generated Funds - 422,147 - - 800,000 422,147 525,387

Complementary Services 752,985 72,958 - - 644,855 825,943 659,642

Other - - 365,724 - 352,409 365,724 99,254

TOTAL $ 19,305,835 $ 3,751,408 $ 365,724 $ 903,239 $ 23,940,730 $ 24,326,205 $ 23,551,259

12. 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 and school generated

funds.

Certain amounts of the Accumulated Surplus, as approved by the Board of

Education, have been designated for specific future purposes such as capital asset

and program expenditures, scholarship funds, etc. 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.




12. ACCUMULATED SURPLUS (CONTINUED)

Details of accumulated surplus are as follows:

August 31

2013

Additions

during the

year

Reductions

during the

year

August 31

2014

Invested in Tangible Capital Assets:

Net Book Value of Tangible Capital Assets 22,973,183$ 14,432,631$ (903,240)$ 36,502,574$

Less: Debt owing on Tangible Capital Assets 9,521,110 260,654 (479,518) 9,302,246

13,452,073$ 14,171,977$ (423,722)$ 27,200,328$

PMR maintenance project allocations (1) 149,958$ 191,426$ (156,452)$ 184,932$

Internally Restricted Surplus:

Capital projects:

Designated for tangible capital asset expenditures 12,767$ 789,524$ (34)$ 802,257$

Designated by Board for discretionary use 1,162,792 - (607,024) 555,768

1,175,559$ 789,524$ (607,058)$ 1,358,025$

Other:

School generated funds 272,407$ 506,425$ (442,320)$ 336,512$

Scholarship funds 36,574 16,495 (9,075) 43,994

Unused government grants - 97,553 (50,162) 47,391

Unused agency grants - 28,624 (9,103) 19,521

School budget carryovers 36,614 446,394 (433,168) 49,840

Professional development commitment 53,302 104,358 (96,116) 61,544

398,897$ 1,199,849$ (1,039,944)$ 558,802$

Unrestricted Surplus 10,489,194$ -$ (6,610,654)$ 3,878,540$

Total Accumulated Surplus from Operations 25,665,682$ 16,352,776$ (8,837,830)$ 33,180,628$

(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.

13. 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.




13. COMPLEMENTARY SERVICES (CONTINUED)

Pre-K programs are directed at children 3 and 4 years of age not yet in the K-12

system. Nutrition programs are the provision of food and snacks for children arriving at

school hungry.

Following is a summary of the revenue and expenses of the Complementary Services

programs operated by the school division in 2014:

Summary of Complementary Services Revenues and

Expenses, by Program

Pre-K

Programs

Nutrition

Programs 2014 2013

Revenue:

Ministry of Education-Foundation Operating Grants $ 320,184 $ 22,410 $ 342,594 $ 319,043

Tuition and Other Fees - - $ - 23,130

Total Revenue $ 320,184 $ 22,410 $ 342,594 $ 342,173

Expenses:

Salaries & Benefits $ 663,144 $ 89,841 $ 752,985 $ 568,892

Instructional Aides 14,039 - 14,039 9,649

Supplies & Services 6,490 - 6,490 20,294

Non-Capital Furniture & Equipment 17,830 - 17,830 21,969

Communications 1,354 - 1,354 3,350

Travel 83 555 638 954

Professional Development (Non-Salary costs) 5,727 - 5,727 6,056

Student Related Expense 2,072 23,800 25,871 27,088

Contract Transportation 1,009 1,009 1,391

Total Expenses $ 711,749 $ 114,196 $ 825,943 $ 659,642

(Deficiency) of Revenue over Expenses $ (391,565) $ (91,786) $ (483,349) $ (317,469)




14. CONTRACTUAL OBLIGATIONS AND COMMITMENTS

Significant contractual obligations and commitments of the school division are as

follows:

Operating and capital lease obligations of the school division are as follows:

Office

Rental

Copier

Leases

Total

Operating Computers

Total

Capital

Future minimum

lease payments:

2015 50,408$ 24,613$ 75,021$ 141,474$ 141,474$

2016 50,408 24,613 75,021 145,762 145,762

2017 50,408 - 50,408 37,685 37,685

2018 50,408 - 50,408 - -

2019 50,408 - 50,408 - -

Total Lease

Obligations 252,039$ 49,226$ 301,265$ 324,921$ 324,921$

Operating Leases Capital Leases

15. RELATED PARTIES

These financial statements include transactions with related parties. The school

division is related to all Province of Saskatchewan ministries, agencies, boards,

school divisions, health authorities, colleges, and crown corporations under the

common control of the Government of Saskatchewan. The school division is also

related to non-Crown enterprises that the Government jointly controls or

significantly influences. In addition, the school division is related to other non-

Government organizations by virtue of its economic interest in these organizations.

Related Party Transactions:

Transactions with these related parties are in the normal course of operations.

Amounts due to or from and the recorded amounts of transactions resulting from

these transactions are included in the financial statements and the table below. They

are recorded at exchange amounts which approximate prevailing market rates

charged by those organizations and are settled on normal trade terms.




15. RELATED PARTIES (CONTINUED)

Revenues:

Ministry of Education 27,266,868$ 27,223,126$

Prairie South School Division 107,869 75,000

27,374,737$ 27,298,126$

Expenses:

Chinook School Division #211 128,056$ 40,286$

Five Hills Health Region 31,765 63,959

Prairie South School Division 13,440 16,409$

SaskEnergy Incorporated 144,886 154,739

Saskatchewan Power Corporation 276,564 249,594

SaskTel 60,701 61,458

Saskatchewan Workers' Compensation Board 55,165 56,240

710,577$ 642,685$

Provincial Grant Receivable:

Ministry of Education 226,849$ 764,272$

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.

Other transactions with related parties and amounts due to/from them are described

separately in the financial statements or notes thereto.

A portion of the revenue from the Ministry of Education includes funding allocated

to principal and interest repayments on some school board loans.

16. BUDGET FIGURES

Budget figures included in the financial statements were approved by the board of

education on June 03, 2013 and the Minister of Education on August 23, 2013.

17. COMPARATIVE INFORMATION

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

presentation.




18. ACCOUNTING CHANGES

PS 3260 Liability for Contaminated Sites

On September 1, 2013, the school division adopted the new PS3260 Liability for

Contaminated Sites standard. This section establishes standards on how to account

for and report a liability associated with the remediation of contaminated sites.

Contaminated sites are a result of contamination being introduced into air, soil,

water or sediment of a chemical, organic or radioactive material or live organism

that exceeds the maximum acceptable concentrations under an environmental

standard. A liability for remediation of contaminated sites is recognized when all of

the following criteria are met:

an environmental standard exists;

contamination exceeds the environmental standard;

the school division:

o directly responsible; or

o accepts responsibility

the school division expects that future economic benefits will be given up;

and

a reasonable estimate of the amount can be made.

The adoption of the new PS3260 standard has not resulted in any changes to the

measurement and recognition of liabilities in the school division’s 2014 financial

statements.

19. RISK MANAGEMENT

The school division is exposed to financial risks from its financial assets and

liabilities. These risks include credit risk, liquidity risk, market risk and interest rate

risk.

a) 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. The school division does not have a significant

exposure to any individual customer. Management reviews accounts receivable

on a case by case basis to determine if a valuation allowance is necessary to

reflect impairment in collectability.




19. RISK MANAGEMENT (CONTINUED)

The aging of accounts receivable at August 31, 2014 and August 31, 2013 was:

August 31, 2014 August 31, 2013

Current 1,615,477$ 1,777,264$

Total 1,615,477$ 1,777,264$

Accounts Receivable

b) Liquidity Risk

Liquidity risk is the risk that the school division will not be able to meet its

financial obligations as they come due. The school division manages liquidity

risk by maintaining adequate cash balances and budget practices. The following

table sets out the contractual maturities of the school division’s financial

liabilities:

Within

6 months

6 months

to 1 year 1 to 5 years > 5 years

Accounts payable and accrued liabilities 3,360,924$ 56,886$ 191,635$ -

Long term debt 306,181 306,181 1,967,231 6,722,653

Total 3,667,105$ 363,067$ 2,158,866$ 6,722,653$

August 31, 2014

c) Market Risk

The school division is exposed to market risks with respect to interest rates as

follows:

Interest Rate Risk:

Interest rate risk is the risk that the fair value or future cash flows of a financial

instrument will fluctuate because of changes in market interest rates. The school

division’s interest rate exposure relates to cash and cash equivalents and

portfolio investments. The school division also has an authorized bank line of

credit of $1,500,000 with interest payable monthly at a rate of prime plus 1% per

annum. Changes in the bank's prime rate can cause fluctuation in interest

payments and cash flows. There was no balance outstanding on this credit

facility as of August 31, 2014.

The school division minimizes these risks by:

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

currency

investing in GICs and term deposits for short terms at fixed interest rates

managing cash flows to minimize utilization of its bank line of credit

managing its interest rate risk on long-term debt through the exclusive

use of fixed rate terms for its long-term debt




Appendix B: Organizational Chart, August 31, 2014

Holy Trinity Catholic School Division #22

Director of Education Geri Hall

Superintendent of Human Resources

and Operations Dave DePape

Chief Financial Officer

Gerry Gieni

Superintendent of Learning

Ward Strueby

Supervisor of Technology

Ryan Stinn

Coordinators, Consultants and Specialists

Accounting and Payroll

School Based Administrators

Personnel

Board of Education 8 Trustees

Supervisor of Facilities &

Transportation Doug Sears

Network Administrator and Computer Technician

Caretakers, Cleaners and Bus Drivers


Appendix C: School List

There were 10 schools in operation in Holy Trinity Catholic School Division located in three communities for the 2013-14 school year:

Holy Trinity Catholic School Division School List

Schools Grades Location

Christ the King School K -7 Shaunavon

École St. Margaret (French Immersion)

PreK-8 Moose Jaw

Phoenix Academy (Alternate High School Program)

10-12 Moose Jaw

Sacred Heart Community School

PreK-8 Moose Jaw

St. Agnes School PreK-8 Moose Jaw

St. Joseph Middle School 6-8 Swift Current

St. Mary School PreK-8 Moose Jaw

St. Michael School PreK-8 Moose Jaw

St. Patrick Elementary School PreK-5 Swift Current

Vanier Collegiate Institute (Dual Track)

9-12 Moose Jaw



Appendix D: Payee List

School Division Name Payee Disclosure List for the Fiscal Year September 1, 2013 to August 31, 2014

Board of Education Remuneration

REMUNERATION EXPENSES AND

TRAVEL PROFESSIONAL DEVELOPMENT

TOTAL

BENESH, MARY JANE 14,653 7,201 1,232 23,086

BLAZIEKO, JOANN 15,523 2,134 2,501 20,157

CHENARD, HELENE 8,157 2,135 2,226 12,519

GEHL, LUCY 10,985 2,386 2,411 15,782

GOTTSELIG, PATRICIA 6,705 1,606 1,975 10,286

OLESEN, DEBBIE 16,285 6,667 3,895 26,846

PERRAULT, GISELE 10,346 2,352 1,124 13,822

SCHWINGHAMER, JOAN 9,422 2,381 1,763 13,565

TOTAL 92,074 26,862 17,125 136,063

Personal Service over $50,000

ANDERSON FOLK, QUINN $ 58,969

ANDERSON, CHANDRA $ 83,584

ANDREE, COLLETTE $ 63,804

ANUIK, KAILEY $ 63,780

ARTIGA, MIRIAM DEL CARMEN $ 73,324

ATKINS, DANIEL $ 54,393

ATKINS, JAIMIE $ 79,649

BARKWAY, MICHELLE $ 75,316

BARTHOLME, LINDA $ 58,525

BELL, RICK $ 85,689

BELLEGARDE-DOUGLAS, EDIE $ 76,379

BERG, SUZANNE $ 84,107

BOURDEAU, ANGELA $ 73,292

BOYER, CLAYTON $ 79,935

BRETT, DAWNETTE $ 79,301

BRODA, LEVI $ 68,211

BROWN-FIDELAK, YVONNE $ 75,965

BUCHKO, JOSEPH $ 79,706

BURCH, CHANTELLE $ 78,683

BURGHER, DEBORAH $ 79,706

BURNAY-KLEVGAARD, ANNETTE $ 79,706

BUSTA, ELIZABETH $ 79,756

BYERS, MONIQUE $ 80,255

BZDEL, JODIE $ 57,858

CAMPBELL, KRISTA $ 56,933

CEY, BERNADETTE $ 55,750

CHALUPIAK, NICHOLE $ 51,961

CLEWIS, JUSTIN $ 95,621

CORNEA, NICHOLE $ 79,967

COTE, PENNY $ 79,706

COWARD, JANA $ 83,584

CRONAN, RONALD $ 80,148

CRUZ, MIGUEL $ 84,107

CYRENNE, GAIL $ 106,609

D'ENTREMONT, JACQUELINE $ 57,220

DAVIS, CARTER $ 53,546

DELMAGE, JANE $ 61,861

DEPAPE, BONNIE $ 79,024

DEPAPE, DAVE $ 141,737

DIACON, PAMELA $ 60,845

DOUGLAS, MICHAEL $ 67,757

DOUGLAS, SAMANTHA $ 53,776

DUBE, LYNE $ 80,229

DYCK, TRENTON $ 58,918

ESSON, CHERIE $ 79,706

ETHIER, LISA $ 83,584

FALK, MATTHEW $ 68,028

FARRER, MAE $ 82,539

FIDDLER, LOIS $ 79,706

FISHER, JASON K $ 56,943

FROEHLICH, LAURA $ 58,690

FROEHLICH, LEAHN $ 80,229

FROEHLICH, TROY $ 110,121

FROEHLICH, WADE $ 84,211

GAGNON, CHERYL $ 84,368


GEHL, DEVIN $ 55,083

GIENI, GERRY $ 147,184

GIENI, NISSA $ 85,012

GIONET, JONATHAN $ 53,776

GIRAUDIER, KAILEY M $ 56,431

GIROUX, RITA $ 98,984

GOTTSELIG, ALLISON $ 51,936

GOTTSELIG, LEAH $ 55,095

GOTTSELIG, ROBERT $ 80,490

GOTTSELIG, RYAN $ 70,091

GRENIER, CLAUDINE $ 82,881

HAGGERTY, DANIELLA J. $ 56,431

HALL, GERALYN $ 174,859

HAPKE, MAUREEN $ 79,706

HARROWER, KATIE $ 54,738

HASSEN, AMANDA $ 88,541

HASSEN, DEREK $ 71,004

HEISLER, ROD $ 79,706

HILL, CATHERINE $ 64,020

HURD, SHAYLYNN $ 56,180

IVANOCHKO, JESSICA $ 55,002

JACOBSON, NICOLE $ 79,706

JOHNSON, SHEENA $ 82,268

JOHNSON, TRACY $ 79,706

KAMMER, RENEE $ 79,863

KIEFER, GILLIAN $ 55,566

KOURI, MICHELLE $ 80,148

KRAUSE, BROOKLYN $ 54,257

KRELL, NORMAN $ 51,716

KUGLIN, ROSS $ 81,535

KURZ, ANGELA $ 67,204

LAPOINTE, CHRISTA $ 75,316

LEHMAN, TAVIS $ 55,416

LEWKO, RENE $ 66,882

LICHTENWALD, JOLEEN $ 75,074

LICHTENWALD, KYLE $ 65,626

LIND, JOANNE $ 54,371

LITTLE, GAYLENE $ 79,706

LYNNES, JEFF $ 99,689

MACDONALD, DEBRA $ 101,848

MACLACHLAN, RYAN $ 70,840

MACNEIL, JESSICA $ 57,279

MARAK, TERENCE $ 90,624

MARKEWICH, DAVID $ 79,706

MCDONALD, SANDRA $ 60,216

MCWILLIAMS, VALERIE $ 71,126

MEILI, LEANNE $ 60,194

MESSER, CHRISTINE $ 62,409

MEYER, JANICE $ 94,471

MITCHELL, COLLEEN $ 79,706

MITCHELL, JIM $ 79,706

MITCHELL, LISA $ 76,295

MOIRUIK, MARNIE $ 65,099

MORHART, LINDSAY $ 91,326

MORRELL, KATRINA $ 51,706

MOSER, BRADLEY $ 98,088

MOSER, STACEY $ 79,706

MYRE, STEPHANIE A $ 80,878

NADON, JAMES $ 89,198

NOVAK, AMY $ 65,460

OAK, ELAINE $ 126,846

OLENIUK, GINGER $ 79,706

OLSON, ADELE $ 79,816

OWENS, TIFFANY $ 87,447

PANKO, DOUG $ 84,159

PARMAR, SEEMA $ 66,344

PHIPPS, SARAH $ 98,432

PION, DENIS $ 93,250

PLOSZ, CATHERINE $ 79,706

REIDY, BARBARA A $ 79,706

REIHL, MARCIA $ 83,584

ROBERTS, COLLEEN $ 83,453

ROLHEISER, KARISSA $ 61,861

SAMOLESKI-WELLS, DONNA $ 80,229

SAUNDERS, LOIS $ 110,484

SAVOIE, JEAN-YVES $ 58,791

SCHICK, CATHERINE L $ 60,216

SCHNEIDER, RUTH $ 82,800

SCUKA, AMY N $ 56,955

SELENSKY, DEANNA $ 79,706

SELINGER, MARK A $ 77,434

SIEMENS, JACQUELINE $ 83,584

SMITH, LANA $ 97,182

SMITH, MEAGAN $ 59,213

SMITH, MEGAN $ 65,754

SONEN, CAROLYN $ 91,170

STINN, RYAN $ 95,544

STUMBORG, JOAN $ 65,464

TARDIF, DAVID $ 69,030

THIESSEN, ALAN $ 83,584

TOMASHEWSKI, JAYSEN $ 80,359

TOTH, KEVIN $ 79,706


TURBERFIELD, KAELYN $ 65,314

TURBERFIELD, KELVIN $ 70,328

TURCOTTE, GERRY $ 101,599

VALLEE, MICHELE $ 83,584

WALDENBERGER, KENDRA $ 56,431

WALLACE, CATHY $ 80,069

WARREN, KELSEY $ 56,933

WARREN, LINDSAY $ 67,514

WHELAN, CHRISTINE $ 57,435

WHELAN, KENNA $ 64,592

WILCOX, JANA $ 55,347

WONSIAK, LISA $ 71,822

YATES, DAPHNE $ 88,541

YEAGER, MICHELE $ 83,584

YEOMANS, CARISSA $ 60,342

YEOMANS, CASEY $ 64,905

YORK, CELESTE $ 401,192

ZANIDEAN, LENZENA $ 99,485

ZIEGLER, SANDRA $ 79,876

Supplier Payments over $50,000

BUSINESS FURNISHINGS $ 354,058

C & S BUILDERS LTD. $ 221,341

CDW CANADA INC. $ 96,277

CHINOOK SCHOOL DIVISION $ 128,056

CITY OF SWIFT CURRENT (MISC) $ 1,106,642

CONBRIO CONSULTING SERVICES $ 100,543

DUNCAN ROOFING $ 109,594 EVOLUTION PRESENTATION TECH.LT $ 110,328

FIRST CANADA ULC $ 343,142

HBI OFFICE PLUS INC. $ 51,199

JOHNSON CONTROLS $ 64,073

KEMSOL LTD. $ 54,091

MARSH CANADA LIMITED $ 56,864

MID WEST EFFICIENCY HEATING $ 80,374

MOOSE JAW CO-OP $ 86,958

PRAIRIE JANITORIAL $ 85,769

PRO-TEC ELECTRIC LTD. $ 101,054 ROYAL BANK OF CANADA - LEASING $ 156,706

SASK POWER $ 276,564

SASK. SCHOOL BOARDS ASSOC. $ 237,238

SASKENERGY $ 144,886

SASKTEL $ 61,207

SRB EDUCATION SOLUTIONS INC. $ 56,235

ST. JOHN'S MUSIC LTD. $ 64,155

STANTEC ARCHITECTURE LTD. $ 245,660

SUPREME BASICS $ 60,612

TD COMMERCIAL FINANCE $ 619,774

TRADE WEST EQUIPMENT $ 80,557

WARNER DIESEL TRUCKS & EQUIP L $ 62,311

WESTRIDGE CONSTRUCTION LTD. $ 12,293,924


Other Expenditures over $50,000

CUPE NATIONAL $ 52,337

MUNICIPAL EMPLOYEE'S SUPERANNU $ 619,309

RECEIVER GENERAL $ 5,076,401

SASK. TEACHERS' FEDERATION $ 1,376,387

SASKATCHEWAN WCB $ 55,208

Source: Chief Financial Officer, Holy Trinity Catholic School Division


Appendix E: Infrastructure Projects

School Project Details 2013-14 Cost

All Saints Catholic

New School Completed construction of a new joint-use school in partnership with Chinook School Division.

$ 16,949,685

Sacred Heart Portables Completed the installation of two relocatable classrooms

$ 104,922

St. Agnes HVAC Completed upgrades to mechanical, heating, ventilation and building automation systems

$ 33,569

Vanier Sports Program

Purchase and installation of new score board

$ 21,508

All Schools Furniture and Equipment

Medichair Desks SMART Technology

$ 21,169

All Schools Technology Chromebooks and Upgrades $ 33, 665

Division Office HVAC and Reno

Completed HVAC installation $ 24, 687

Total $ 17,189,205



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