Holy Trinity Roman Catholic Separate School Division # 22...HTCSD Board of Education Annual Report...

Holy Trinity Roman Catholic Separate School Division # 22

Annual Report 2012-2013

HTCSD Board of Education Annual Report – 2012-2013 – Page i

Table of Contents

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

Highlights/Accomplishments for 2012-2013 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

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

School Division Profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

About Us . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Division Mission Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Division Vision Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Division Guiding Principles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Program Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

School Division Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Strategic Planning and Continuous Improvement and Accountability . . . . . . . . . . . . . . . . 9

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

Community and Parent Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Community Partnerships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Governance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

The Board of Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 School Community Councils . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Our Students and Staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Staff Profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Higher Literacy and Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Grade 12 Graduation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Average Final Marks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Equitable Opportunities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Strategies to Meet Needs of Diverse Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Smooth Transitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Grade 7 to 10 Transitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Credit Attainment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

HTCSD Board of Education Annual Report – 2012-2013 – Page ii

System Accountability and Governance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

School Community Councils and Learning Improvement Plans . . . . . . . . . . . . . . . . . . . . . . . . 24

Facilities and Transportation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Facilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Student Transportation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Financial Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Revenue and Expenses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Budget to Actual Expenditures Variances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Appendix A: Management Report and Audited Financial Statements . . . . . . . . . . . . . . 30

Appendix B: Organization Chart. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

Appendix C: School List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

Appendix D: Payee List – 2012-2013 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

Board of Education Remuneration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Personal Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Supplier Payments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Other Expenditures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

Appendix E: Infrastructure Projects – 2012-2013 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

List of Figures

Figure 1: Enrolment by Grade – September 30 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Figure 2: School Division Staff – 2012-2013 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Figure 3: Grade 12 Graduation – Students Completing Grade 12 in Three Years . . . . . . . . . . . . . . . 18

Figure 4: Grade 12 Graduation – Students Completing Grade 12 in Five Years . . . . . . . . . . . . . . . . 19

Figure 5: Average Final Marks in Selected Secondary-Level Courses . . . . . . . . . . . . . . . . . . . . . . . . . 20

Figure 6: Student Transitions Between Grades 7 and 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Figure 7: Proportion of Secondary Students Attaining 8 or More Credits per Year . . . . . . . . . . . . . 23

Figure 8: Percentage of School Community Councils Involved in Development of Learning Improvement Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

HTCSD Board of Education Annual Report – 2012-2013 – Page iii

Figure 9: Student Transportation 2012-2013 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Figure 10: Summary of Revenue and Expenses 2012-2013 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Figure 11: Summary of Revenue and Expenditures with Budget to Actual Comparison for the Fiscal Year September 1, 2012 to August 31, 2013 . . . . . . . . . . . . . . . . . . . . . . . . . 28

Holy Trinity Roman Catholic Separate School Division # 22 502 – 6th Avenue North East

Moose Jaw, Sk. S6H 6B8

Phone: 306-694-5333

Fax: 306-692-2238

Website: www.htcsd.ca

Email: [email protected]

An electronic copy of this report is available at www.htcsd.ca/public/2012-13annualreport.pdf

http://www.htcsd.ca/mailto:[email protected]://www.htcsd.ca/public/2012-13annualreport.pdf

HTCSD Board of Education Annual Report – 2012-2013 – Page 1

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 2012-2013 annual report. This report outlines activities and accomplishments of the School Division and provides audited financial statements for the fiscal year September 1, 2012 to August 31, 2013.

Respectfully submitted

Joann Blazieko Chairperson


Highlights/Accomplishments for 2012-2013

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 has a comprehensive responsive reading intervention process which supports every reader from prekindergarten to grade eight. The Division’s Reading Response Plan for Grades 1 to 3 includes 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. Holy Trinity Catholic School Division is pleased with the June 2013 reading results: 80% of grade one students reading at grade level or higher, 90% of grade two students reading at grade level or higher and 90% of grade three students reading at grade level or higher.

Technology – Holy Trinity Catholic School Division views technology as an important tool for 21st century learning. The Division’s work in this area is multi-faceted. We have interactive whiteboards in all division classrooms. 2:1 Embedded Technology, which reinforces interaction and provides optimal learning through peer collaboration, is in grade 7 and 8 classrooms. Digital Citizenship procedures which include Social Media lessons have been developed for all grades from 4 to 12. And, Holy Trinity Catholic School Division is the first division in the province to implement Virtual Desktop Infrastructure (VDI). The benefits of VDI are twofold: the lifespan of computers will be lengthened and staff and high school students are able to bring their own devices to schools for learning purposes.

Leadership -Leadership development is a priority at Holy Trinity. Leadership workshops were held throughout the year with a large number of leaders and aspiring leaders attending. Presenters shared their expertise and leadership experiences. Holy Trinity has also focused on formally preparing our teachers for leadership and/or administration opportunities in the division. Holy Trinity has partnered with the University of Regina and Prairie South School Division to create a masters cohort for aspiring leaders/administrators.

Newcomers’ Protocol - In recent years, the schools in Swift Current and Moose Jaw have welcomed many students who are newcomers to Canada. In the 2012-2013 school year a newcomer protocol was developed. The protocol describes how the schools will work together with the Multicultural Office in Moose Jaw and the Welcome Centre in Swift Current to connect with and get to know these families. 100% of our newcomer students were assessed with the Common Framework of Reference (CFR) and have received appropriate programming within two weeks of arrival.

Opening Day with Father David Tumback


Introduction

This annual report presents an overview of Holy Trinity Catholic School Division’s activities and results for the fiscal year September 1, 2012 to August 31, 2013.

This annual report provides a snapshot of Holy Trinity Catholic School Division’s governance structures, students, staff, programs and facilities. It also offers information in the CIAF priorities: higher literacy and achievement, equitable opportunities, smooth transitions, and system accountability and governance.

In addition to detailing the School Division’s activities and performance, this report outlines how Holy Trinity is implementing its strategic plan, provides a report from management endorsing the 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 began one hundred years ago with 150 students at St. Agnes School in Moose Jaw. Since that time the division has expanded to include the communities of Swift Current and Shaunavon, and enrolment has grown to just under 2300 students from Prekindergarten through Grade 12.

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 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.

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 life long learning, evangelization and respect for the dignity of each individual.


Program Overview

Holy Trinity Catholic School Division boasts 2067 students from Kindergarten to Grade 12, plus 185 Prekindergarten learners, in the three distinct South Saskatchewan communities of Moose Jaw, Shaunavon and Swift Current. Students come to our ten schools from a variety of homes and with a variety of backgrounds. We take their choice to attend our schools seriously and strive to respond to their academic needs in a proactive and relevant fashion.

All classrooms in Holy Trinity Catholic School Division provide, in a transparent and dynamic way, the provincially-mandated core curricula. Teachers are encouraged and supported through ongoing professional development to provide engaging classroom instruction which is delivered through effective strategies and differentiation. Holy Trinity Catholic School Division teachers are requested to integrate Treaty Teachings and First Nations and Métis content, perspectives and ways of knowing, and to practice responsive instruction based on students’ prerequisite knowledge and learning styles.

In addition, each school in the Division offers specialized programming that responds to the needs of its students. The following list identifies programs in operation at one or more of the Division’s schools:

Core French instruction

French Immersion programming

Music/band programming

Prekindergarten programs

Leveled Literacy Intervention programming

Nutrition programs

In Motion programming

Embedded technology

Technology-enhanced learning

English as an Additional Language programming

Alternate high school programming for “at risk” students

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

Curriculum assessment technology consultant

Curriculum, instruction and assessment consultants

Registered nurses

Psychologist

Speech and language pathologists

Social worker

Counsellors

Programming highlights for 2012-2013 included:

Grade 3 Reading: Supporting emergent readers has been a priority for Holy Trinity Catholic School Division for the past three years. Research demonstrates that students who are reading below grade level by Grade 3 are likely to struggle with learning for the rest of their school career. Holy Trinity Catholic School Division has a Reading Response to Intervention Plan which includes the following:


Students reading levels are assessed three times a year. Results are used to determine best reading supports. These supports include three tiers: a) Explicit Reading Instruction: Core classroom reading instruction includes a balanced reading

instructional program inclusive of whole class and differentiated reading centres based on students reading levels.

b) Protocol Tier 2 reading intervention (Leveled Literacy Intervention): Students requiring additional short term reading strategy supports will receive reading intervention at their level.

c) Problem-solving Tier 3 reading intervention: Students requiring a more intensive reading intervention are assessed, reading goals set and specific intervention provided.

Improvement for Grades 1 to 3 reading results has been a priority for Holy Trinity Catholic School Division for the past six years. Diagnostic reading scores are collected and responded to three times a year. Division reading goals for June 2013 were as follows:

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

80% of grade 2 students will be reading at grade level

85% of grade 3 students will be reading at grade level June 2013 reading scores were:

80% of grade 1 students scored at or above grade level

90% of grade 2 students scored at or above grade level

90% of grade 3 students scored at or above grade level June 2013 reading scores provide evidence that early, targeted and responsive reading interventions, both in the classroom and as augmentation, provide the best opportunity for young readers to be successful.

Instructional Strategies: Teachers’ professional development is important for understanding curricular outcomes and knowing what proficient learning looks like. Teachers who know and apply the effective strategies that improve student engagement and motivation have actualized 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 the following:

Division-led professional development in Understanding by Design (UbD).

Instructional Coaches trained in UbD and assessment (formative and summative) practices and required to support teachers with collaboratively developed units based on this effective unit planning process.

Professional Growth Plans created by teachers were focused on assessment with options for teachers to work individually or with colleagues on their year plans.

In-school administrators met with each teacher to review and support Professional Growth Plans.

Treaty and First Nations and Métis Education: The Ministry of Education requires that each school division create a First Nations and Métis Education Plan that aligns with the Continuous Improvement and Accountability Framework. The highlights of Holy Trinity Catholic School Division’s First Nations and


Métis Education Plan appear below. The full plan is attached to the CIAF Report and available at www.htcsd.ca.

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 include instructional programs that focus on targeted academic skills, individual and group interventions, systematic measurement of students’ progress, and support for teachers.

Holy Trinity Catholic School Division hired a .2 FTE support teacher-on-special-assignment to begin working on collection of 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 four years. Within this plan, a concerted effort has been made to assist educators as they teach all essential learnings in treaty teachings. Strategies to support this goal include supporting teachers to include 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.

Goal #3: Data collection and reporting - The School Division will develop and implement plans to disaggregate student achievement data in order to measure the growth of self-identified FNMI students. Strategies to achieve this goal include developing a draft plan, piloting the technical sections of the Plan to ensure they are practical, and reviewing the plan with principals and School Community Councils. Holy Trinity Catholic School Division believes in the value of early intervention and as such will be using the PreK Early Years Evaluation Assessment results to formulate school readiness intervention plans for FNMI students.

Digital Fluency and Improving Student Outcomes:

Technology is a motivator for students, increasing their engagement and therefore their achievement. Holy Trinity Catholic School Division is progressive in its mandate to provide 21st Century learning opportunities for 21st Century students:

Professional Development is aligned to teacher expertise in both hardware and digital resources.

A variety of digital Mathematics supports like Khan Academy Mathematics video, Mathletics and Reflex Math were used in one or more of our classrooms.

The Technology Refresh 2012-2013 included an embedded technology philosophy that will encourage a “1 device for 2 students” learning experience. This is in alignment with John Hattie’s research, “The use of computers is more effective when peer learning is optimized.” (2009).

Kindergarten classrooms received interactive SMARTtables and teachers were trained in using the appropriate age level Literacy programs.

http://www.htcsd.ca/


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 has a Prekindergarten program in every elementary school with a total number of 185 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 seven are funded by the Division. The support for early learning extends to and includes:

Prekindergarten teachers, instructional assistants and Kindergarten teachers engaged in collaborative continuous professional development.

Administrators were provided Play and Exploration professional development.

Early Learning classroom environments assessed using Early Childhood Environment Rating Scale (ECERs) to identify strengths and needs.

Every PreK classroom and one K classroom took part in the Early Years Evaluation (EYE) Assessment in April, 2013. The results were shared with parents and were used to support children’s developmental needs.

Prekindergarten Students from École St. Margaret

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 2012-2013 school year eighteen students (12 from Holy Trinity and 6 from PSS210) were registered in the program.


School Division Planning

Strategic Planning and Continuous Improvement and Accountability

Holy Trinity Catholic School Division #22 has a well-established planning, implementation and monitoring process in all areas associated with Continuous Improvement and Accountability Framework (CIAF) priorities. School Division priorities align with the CIAF. In 2009 Holy Trinity developed a planning model for schools and division office departments. In 2012-2013 the newly elected Board of Education worked with an outside facilitator to develop a Governance Model and Strategic Plan to guide the workings of the Board of Education for the next four years.

The Continuous Improvement and Accountability Framework (CIAF) aligns School Division and CIAF priorities. The four priority areas of the CIAF are:

Higher literacy and achievement

Equitable opportunities

Smooth transitions

System accountability and governance

The four areas are also part of Holy Trinity Catholic School Division’s strategic plan. Holy Trinity Catholic School Division has developed a Continuous Improvement Plan which identifies measurable goals for each priority area and outlines a strategy to collect data relevant to each priority. This plan is available on Holy Trinity Catholic School Division’s website at www.htcsd.ca/public/ciaf/CIAF.pdf.

http://www.htcsd.ca/public/ciaf/CIAF.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. Schools regularly communicate with parents through newsletters, email and PowerSchool. At the beginning of the school year, all schools hold an open house coupled with a barbeque for parents and the community. In 2012-2013 six schools held a pancake breakfast for students, parents and the community on Shrove Tuesday. Local media is always interested in posting news about school achievements such as Sacred Heart School’s participation in a cross-Canada science experiment, and St. Mary School’s use of Mathletics to enhance student involvement with the mathematics program.

School Community Councils (SCCs) continue to play a key role in all schools. All School Community Councils care for and support the goals of their schools. They are strong advocates with all parents and with the community. For example, the School Community Council for Phoenix Academy, our Division’s Alternate High School, holds its meetings over lunch time at the school so that the council members can interact with students. Community representation on the council includes the John Howard Society, a Legal Aid Lawyer, and a Police Officer. They support each student’s completion of goals. To this end, the SCC established a student of the month award, by which the honouree receives a voucher to take his/her family to supper. The students who are nominated each month but do not win the top prize are taken for coffee by a member of the School Community Council as a way to encourage them.

One of Holy Trinity’s Young Readers

Community Partnerships

Holy Trinity 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.

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. Through its participation, Holy Trinity has referred students to the Cognitive Disability Strategy and the Complex Needs Strategy. In January, 2013, a community Mobilization HUB model was established in Moose Jaw 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:

Close collaboration also exists between Holy Trinity Catholic School Division and the Multicultural Council and Gateway in Moose Jaw and the Newcomer Welcome Centre in Swift Current. Support Workers in Schools (SWIS), assist families and schools by resolving issues of integration for newcomer families.

Swift Current Integrated Facility:

The Division has formally partnered with the Ministry of Education, Chinook School Division, Cyprus Health Region and the City of Swift Current in the planning and construction of the new school in Swift Current.

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.


Parishes:

Holy Trinity schools partner with four parishes: Christ the King in Shaunavon, Christ the Redeemer in Swift Current, Church of Our Lady of the Blessed Sacrament in Moose Jaw, and St. Joseph in Moose Jaw. Parishes have 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.

St. Mary School/Church of Our Lady Garden/Outdoor Classroom

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:

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. Businesses in Moose Jaw have been very generous in supporting both Vanier Collegiate and Phoenix Academy students in Career Work Experience. As well, the Ministry of Health (Mental Health and Addictions) provides on-site counselling for students at both Vanier Collegiate and Phoenix Academy.

Vanier Biology Students Phoenix Academy Christmas Luncheon


Governance

The Board of Education provides governance for Holy Trinity Catholic School Division as a whole and School Community Councils provide advice to individual schools.

Board of Education

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

The School Division is made up of three municipalities: the city of Moose Jaw, the city of Swift Current and the town of Shaunavon. There are five board members representing Moose Jaw, two representing Swift Current and one representing Shaunavon. The members of the Board of Education are responsible for ensuring the best education possible for all students in the Division.

The current Board of Education was elected on October 24, 2012 and will serve a four-year term. At August 31, 2013 the Board of Education members were:

Moose Jaw Joann Blazieko Helene Chenard Patricia Gottselig Gisele Perrault Joan Schwinghamer

Swift Current Mary Jane Benesh Lucy Gehl, Vice Chair

Shaunavon Debbie Olesen, Board Chair

A list of remuneration paid to board members is provided in Appendix D.

Front Row: Helene Chenard, Celeste York, Joann Blazieko Back Row: Gisele Perrault, Lucy Gehl, Patricia Gottselig, Joan Schwinghamer, Mary Jane Benesh, Debbie Olesen


School Community Councils The Board of Education has established a School Community Council (SCC) for each of our ten schools. In anticipation of a new school replacing two schools in Swift Current, the School Community Councils at St. Patrick Elementary School and St. Joseph Middle School decided to amalgamate into one School Community Council in 2012-2013 (reducing the number of SCCs to nine) so they could begin building a collaborative spirit.

School Community Councils work in collaboration with their school staff to develop an annual school Learning Improvement Plan. These plans were all signed by the School Community Council Chairpersons and submitted to the Board of Education as a recommended plan for the 2012-2013 school year.

Holy Trinity Board of Education meets with all School Community Councils at least once a year. This meeting is used as an opportunity for the community to participate in planning and to provide advice to the Board. In the planning for the anticipated new school in Swift Current, the School Community Councils were involved at various stages and were very active participants in the planning process. Policies and procedures around the school year and health and nutrition guidelines are two additional areas where School Community Councils had direct input.

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. The actual number of 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.

Playground at Christ the King School in Shaunavon


Our Students and Staff

Students

In 2012-2013, 2067 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 12 Prekindergarten programs throughout the Division, 5 funded by the Ministry and 7 funded by the Board. The total number of Prekindergarten students was: 185 (108 Division funded and 77 Ministry funded) in 2012-2013; 188 (101 Division funded and 87 Ministry funded) in 2011-2012; and 159 (84 Division funded and 75 Ministry funded) in 2010-2011. Total head count of all Prekindergarten to Grade 12 students was: 2,252 in 2012-2013, 2,305 in 2011-2012, and in 2,192 in 2010-2011.

Figure 1: Enrolment by Grade – September 30th Kindergarten - Grade 12

Students – Holy Trinity RCSSD

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, 2013

2010-11 2011-12 2012-13

Kindergarten 163 165 178

1 170 182 157

2 158 177 180

3 186 172 172

4 186 190 175

5 163 189 190

6 187 161 171

7 160 189 153

8 162 153 174

9 82 120 108

10 130 100 128

11 137 134 107

12 149 185 174

Total 2033 2117 2067

PreK 159 188 185

GradeSchool Year


The subpopulation enrolments in Holy Trinity Catholic School Division over the past three years show

some interesting trends. There has been an almost 100% increase in the number of self-declared FNMI

students since 2011-2012. French Immersion enrolments remain relatively stable. And, English as an

Additional Language (EAL) students make up 5% of Holy Trinity’s K-9 student population (official EAL

enrolment counts were available for the first time in 2012-2013).

Note: The table above identifies the actual number of

students enrolled in grade-level groupings as

of September 30 of each year.


École St. Margaret Prekindergarten students at play

2010-11 2011-12 2012-13

K to 6 17 24 51

7 to 9 14 14 29

10 to 12 30 27 43

Total 61 65 123

K to 3 122 120 120

4 to 6 60 70 74

7 to 9 51 61 50

10 to 12 35 25 28

Total 268 276 272

1 to 3 − − 30

4 to 6 − − 29

7 to 9 − − 23

10 to 12 − − 0

Total − − 82

School Year

Self-Identified

FNMI

Subpopulation

EnrolmentsGrades

French

Immersion

English as an

Additional

Language


Staff

Figure 2 below provides an overview of all Division staff. An organizational chart showing the reporting structure is provided in Appendix B.

Figure 2: School Division Staff – 2012-2013

Job Category FTEs

Classroom teachers 143.97

Principals, vice-principals 11.82

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

61.69

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

20.79

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

15.8

Transportation – e.g., bus drivers, van drivers, mechanics, parts persons, supervisors 7.0

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

5.0

Total Full-Time Equivalents (FTE) Staff 266.07 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, 2013.

Source: Superintendent of Human Resources, Holy Trinity Catholic School Division

Staff Profile – 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 266.07 people in the 2012-2013 school year. Approximately 55% of these employees were teachers; the other 45% 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.

Senior Management Team – The Director of Education, Celeste York, reports directly to the Board of Education. Two Superintendents are responsible for teaching, learning, and curriculum. Each superintendent is responsible for supporting all schools within the division:

Elaine Oak – Education

Geri Hall – Curriculum, Instruction and Assessment

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

Dave DePape, Superintendent of Human Resources

Ryan Stinn, Supervisor of Technology

Gerry Gieni, Chief Financial Officer

Tyler Wiens, Supervisor of Facilities and Transportation


Higher Literacy and Achievement

Increased student literacy and achievement is a priority for Holy Trinity Catholic School Division. The indicators below illustrate student performance as informed by Division and provincial data.

Grade 12 Graduation

Three-Year Graduation Rates – in June 2013, 81.4% of all Holy Trinity Catholic School Division students graduated within three years of entering Grade 10, a slight decrease from 2012 but a significant increase from 2011. Data for self-identified FNMI students has been supressed 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 3: Grade 12 Graduation – Students Completing Grade 12 Within Three Years: Baseline Year with Two Most Recent Years

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.


74.6

% 83.3

%

31.8

%

73.7

% 82.9

%

35.9

%

74.8

% 83.9

%

37.4

%

73.6

%

76.1

%

83.0

%

83.8

%

81.4

%

82.7

%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

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

Province

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

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

(2006-2007 cohort) (2009-2010 cohort) (2010-2011 cohort)

2008-2009 2011-2012 2012-2013


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 2013, 92% 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. These results indicate perseverance and commitment to achieve graduation even with impediments. See Figure 4.

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

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.


81

.4%

86

.8%

47

.1%

81

.2%

88

.0%

49

.7%

80

.1%

87

.0%

50

.0%

82

.8%

82

.0%

81

.9%

82

.2% 91

.9%

92

.5%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

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

Province

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

Extended-time Graduation Rates, Province and Holy Trinity RCSSD

Graduating by ...

(2004-2005 cohort)

Graduating by ... Graduating by ...

(2007-2008 cohort) (2008-2009 cohort)

2008-2009 2011-2012 2012-2013


Average Final Marks

When registering for secondary level courses, students have many opportunities for choice. In 2012-2013, the average final marks for all Holy Trinity Catholic School Division students were similar to or exceeded the provincial results in English Language Arts A10, English Language Arts B10, Science 10, Math: Workplace and Apprenticeship 10, Math: Foundations and Pre-calculus 10, English Language Arts 20, and Math: Workplace and Apprenticeship 20.

Although average marks of Holy Trinity Catholic School Division’s self-identified FNMI students were higher than the provincial results in all courses reported, there is still a difference between FNMI and non-FNMI achievement. See Figure 5.

Figure 5: Average Final Marks in Selected Secondary-Level Courses

Note:

Results for populations of 10 or fewer have not been reported to avoid identifying individuals or very small groups of students (nr).



ProvinceHoly Trinity

RCSSDProvince

Holy Trinity

RCSSDProvince

Holy Trinity

RCSSD

English Language Arts A 10 71.4 78.2 74.3 80.0 59.4 66.6

English Language Arts B 10 71.6 79.3 74.1 80.5 60.1 70.0

Science 10 70.2 70.0 73.2 71.1 57.1 61.3

Math: Workplace and Apprenticeship 10 70.7 77.5 73.8 77.6 56.9 nr

Math: Foundations and Pre-calculus 10 69.9 75.8 72.2 77.3 56.8 65.6

English Language Arts 20 72.5 82.1 74.2 82.7 62.5 nr

Math: Workplace and Apprenticeship 20 66.5 71.6 68.5 72.5 60.4 nr

Math: Foundations 20 71.7 69.1 73.1 70.0 62.0 nr

Average Final Marks in Selected Secondary-Level Courses 2012-13

Subject

All Students Non-FNMI FNMI


Equitable Opportunities

Strategies to Meet Needs of Diverse Students

Holy Trinity works diligently to provide a variety of services and programs to meet the needs of all students. There are a number of supports and programs the division offers for children with diverse needs. These include:

English as an Additional Language (EAL) programming: Holy Trinity Catholic School Division’s instructional model ensures that ‘new to Canada’ students acquire academic knowledge as they develop English language skills. In 2012-2013 fifty-four new EAL students were enrolled in our schools.

Early Learning: Holy Trinity Catholic School Division believes that a quality early learning experience is valuable to future success. The Division has 12 Prekindergarten programs, five Ministry-funded and seven funded by the Board.

Alternate programming: Raphael Centre and Phoenix Academy. The Raphael Centre addresses the complex needs of students with significant cognitive and/or physical disabilities. Phoenix is an alternate high school for students who are unable to attend a regular high school.

Services and Supports: psychologist, behavior specialist and speech and language pathologists.

Raphael Centre Students and Staff Accept a Donation from Moose Jaw Co-op


Smooth Transitions

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 6: Student Transitions Between Grades 7 and 10, Holy Trinity Catholic School Division

Grade 7 Cohort Progressing from Grade 7 to 10

On-Time Still In School

2007-08 Baseline

2008-09

2009-10

2007-08 Cohort

2008-09 Cohort

2009-10 Cohort

2009-10 Cohort

All students 167 142 165 98.2% 95.8% 97.6% 98.2%

Non-FNMI students na na 152 na na 97.4% 98.0%

FNMI students nr nr 13 nr nr 100.0% 100.0%

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).



Credit Attainment Saskatchewan secondary students must accumulate at least 24 secondary-level credits in order to graduate. This means that to graduate within a three-year period after beginning Grade 10, students must accumulate at least eight credits per year. In 2012-2013 slightly more Holy Trinity Catholic School Division students earned 8 or more credits per year (70.3%) than the provincial results (68.2%). Although fewer Holy Trinity Catholic School Division non-FNMI students earned 8 or more credits per year than the provincial results, more self-identified FNMI students earned 8 or more credits than the provincial results. Having said that, credit attainment by FNMI students is lower in 2012-2013 than 2008-2009 – a reality Holy Trinity Catholic School Division is committed to changing.


Credit attainment by all Holy Trinity Catholic School Division students continues to be higher than that of the province.

Figure 7: Proportion of Secondary Students Attaining 8 or More Credits per Year: Baseline Year with Two Most Recent Years

Notes:

Includes students who were active on September 30.

All credits earned by a student are attributed to the school division to which the student was enrolled on September 30. All schools that offer secondary grades in the school division are included. Students in Functionally Integrated or Adult Secondary programs are excluded. Students in Regular 24 Credit programs (English, Fransaskois or French Immersion), Alternative Education (English or French) programs are included. Students that have achieved Grade 12 standing in previous years are excluded. In previous ‘credits earned’ reports, a 2-mark requirement was applied as a condition for students to be included in the calculation. For these charts above, there was no mark requirement applied (that is, all students enrolled on September 30 who did not already have Grade 12 standing are included).


67

.6%

75

.4%

32

.9%

68

.4%

76

.3%

36

.6%

68

.2%

75

.7%

37

.5%

70

.2%

70

.7%

58

.3%

75

.2%

76

.3%

55

.6%

70

.3%

73

.4%

38

.7%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

All Non-FNMI

FNMI All Non-FNMI

FNMI All Non-FNMI

FNMI

Baseline 2008-09 2011-12 2012-13

Proportion of Secondary Students Attaining 8 or More Credits Yearly

Province Holy Trinity RCSSD


System Accountability and Governance

School Community Councils and Learning Improvement Plans

During 2012-2013, all School Community Councils (SCCs) of Holy Trinity Catholic School Division were involved in the development of Learning Improvement Plans (100%). This is higher than the provincial results of 95%. The proportion of Holy Trinity Catholic School Division SCCs involved in development of Learning Improvement Plans has remained relatively consistent with each school representing 10% of the total. See Figure 8.

Figure 8: Percentage of School Community Councils Involved in Development of Learning Improvement Plans


82

%

91

% 95

%10

0%

90

%

10

0%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2010-11 2011-12 2012-13

Percentage of School Community Councils Involved in the Development of Learning Improvement Plans

Province Holy Trinity RCSSD


Facilities and Transportation

Facilities

Aerial View of All Saints Catholic and École Centennial School, Swift Current

Front Artist’s Rendering of All Saints Catholic School, Swift Current

Holy Trinity Catholic School Division’s facilities include:

7 schools in Moose Jaw, 1 in Shaunavon and 2 in Swift Current. The average age of our schools is 54 years; the oldest being 57 years and the newest 47 years old.

A fenced bus compound for storage of a fleet of 9 school busses.

A Quonset that houses a meeting room and washroom for bus drivers, a storage space and a workshop for maintenance projects.

School Division office in Moose Jaw and a satellite office in St. Joseph Middle School in Swift Current.

Many of the schools in the Holy Trinity School Division, as well as the Division head office were modernized and/or renovated during 2012-2013. A list of these infrastructure projects can be found in Appendix E of this report.


Student Transportation

Holy Trinity Catholic School Division uses two primary methods of student transportation. Contracted services are used in the communities of Swift Current and Shaunavon, and a fleet of Division-owned and operated busses and 15-passenger vans provide service in Moose Jaw. The fleet of seven route busses and two spare busses are housed at a fenced compound in Moose Jaw. The School Division does not have garage facilities or mechanics. All service and maintenance are contracted to a third party. In addition to the seven route busses there are three 15-passenger vans that are utilized solely for transporting prekindergarten children in full child restraint seats within the city of Moose Jaw. An additional 15-passenger van is 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 9 below refers only to transportation services provided by Holy Trinity busses or 15-passenger vans to and from school:

Figure 9: Student Transportation, 2012-2013

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

Transportation Statistics

Students transported 598

Transportation routes 18

Number of double runs (included in above) 7

Number of busses 7

Number of 15-passenger vans 4

Kilometres travelled daily 771 km

Average age of bus 7 years

Average one-way ride time 30 minutes

Longest one-way ride time 45 minutes

Cost per student per year (187 student days) $671.41

Cost per kilometre per year (187 student days) $2.78


Financial Overview

In 2012-2013, as in previous years, Holy Trinity School Division’s single largest expense was instruction. Instruction includes salaries and benefits for teachers and other staff who work with students, resource materials and classroom supplies. The second largest expense was physical plant - schools and their upkeep.

The largest single source of revenue was provincial grants, followed by property taxes.

Revenue

Figure 10 below illustrates in graph form Holy Trinity Catholic School Division’s main categories of revenues and expenditures in 2012-2013.

Figure 10: Summary of Revenue and Expenses - 2012-2013

REVENUES $32,140,958

Provincial Grants - 82.93% Property Tax - 12.22% Tuition Fees - .22% School Generated Funds - 2.23% Complementary Services - 1.92% Other - .49%

EXPENDITURES $23,551,259

Governance - .97% Administration - 3.18% Instruction - 76.62% Plant - 10.62% Transportation - 3.15% Complementary Services - 2.80% School Generated Funds - 2.23% Capital Loan Int. & Other - .043%


Budget to Actual Expenditures Variances

Figure 11 below summarizes Holy Trinity Catholic School Division’s main categories of revenues and expenditures in 2012-2013.

Figure 11: Summary of Revenue and Expenditures with Budget to Actual Comparison for the Fiscal Year September 1, 2012 to August 31, 2013

Budget to Budget to

2012 2013 2013 Actual Actual %

Actual Actual Budget

Variance Over /

(Under) Variance Note

REVENUES

Property Taxation 4,064,047 3,926,531 4,050,552 -124,021 -3.06 1

Grants 18,519,132 26,654,230 17,832,342 8,821,888 49.47 2

Tuition and Related Fees 75,000 69,814 - 69,814 3

School Generated Funds 743,456 716,630 800,000 -83,370 -10.42 4

Complementary Services* 204,733 616,976 319,043 297,933 93.38 5

Other 110,034 156,777 182,285 -25,508 -13.99 6

Total Revenues 23,716,402 32,140,958 23,184,222 8,956,736 38.63

EXPENSES

Governance 175,068 228,286 254,177 -25,891 -10.19 7

Administration 975,440 748,208 842,851 -94,643 -11.23 8

Instruction 17,015,600 18,045,761 17,894,869 150,892 .84 9

Plant 2,184,713 2,500,653 2,133,510 367,143 17.21 10

Transportation 705,669 741,068 816,754 -75,686 -9.27 11

Tuition and Related Fees - 3,000 49,000 -46,000 -93.88 12

School Generated Funds 702,505 525,387 800,000 -274,613 -34.33 4

Complementary Services* 883,854 659,642 390,340 269,302 68.99 9

Other Expenses 8,674 99,254 5,211 94,043 1804 13

Total Expenses 22,651,523 23,551,259 23,186,712 -364,547 1.57 Surplus (Deficit) for the Year 1,064,879 8,589,699 -2,490 8,592,189

*

Complementary services are 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. For example, Prekindergarten and nutrition programs.

Explanation for Variances

1 Property taxation revenue falls close to the expected budget. The difference will be reconciled and adjusted in the Ministry’s 2013-2014 Operating Grant provided to the school division.

2 The major difference between budget and actual grants from the Ministry is comprised of $8,790,497 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 revenues is $271,526 or 1.5% in variance.

3 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 Center addresses the complex needs of students with significant cognitive and/or physical disabilities. At the time the budget was approved tuition revenue was not included.

4 The process related to school generated funds has changed over the past two years, from one which had allowed each school to operate its own bank account for revenues and expenditures related to school level activities – to what is presently in place, that is, all school level bank accounts have been closed and all revenues and expenditures are centralized through the school division board office. The budget variance for both revenue and expenditures will decrease on a go-forward basis as the pattern of revenues and


expenditures becomes more predictable. The direction given to all school based administrators related to school generated funds is that the only funds which can be collected must be directly related to student activities and expenditures cannot exceed revenues collected. This area of operation should always net to zero if everything were to be wound up. An excess at the end of any given year must be spent in the next year for the purpose for which it was initially collected.

5 As per Note 2, the budget for complementary services was overstated while the budget for operating grant was understated. The net variance ends up at approximately 1.5% over budget.

6 The difference between budget and actual in the “Other” 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.

7 Board member attendance at fewer conferences resulted in fewer expenditures than budgeted for in the area of “Governance”.

8 Two items budgeted for in this area were expensed in the “Plant” category (Building & Contents Appraisal and Caretaking Salary). The total of those two items was just over $59,000 bringing the variance in this category down to an under-spend of 4.1%

9 The categories of “Instruction” and “Complementary Services” have been combined for budgetary comparison purposes. When looking at total spending in these 2 areas vs. total budget the difference is only 2.3% between actual and budget or in terms of dollars slightly over $420,000 in additional spending. The reason for the variance is due to unforeseen long term absences due to illness which were not budgeted for as well as additional spending to hire various staff in response to unforeseen students’ needs that were deemed important enough to justify the additional spending.

10 In the area of “Plant”, absences due to illness which were not budgeted for caused overspending in excess of $100,000 which in turn caused an under-budgeting in the employee benefit area of approximately $20,000. As mentioned in Note 8 above, two items expensed in this area were budgeted in the “Administration” area – this added another $59,000 to the variance. Other variances include and under-budgeting of amortization expense of slightly more than $130,000 as well as over spending in caretaking and maintenance supplies and minor repairs across the school division.

11 The category of “Transportation” saw an under spending mainly in the bus driver salary area as a result of initiatives which did not proceed such as Pre-kindergarten drivers. As well, repairs to busses came in below budget.

12 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 – this fund was not required and will be eliminated in future budgets.

13 The variance in the category of “Other Expenses” mainly relates to just over $70,000 which was interest on a long term loan taken out for the construction of a new school in Swift Current (refer also to Note 2 above). This capital project was not included in the 2012-2013 Budget. The balance of the variance relates to interest on a long term lease which was under budgeted.


Appendix A: Management Report and Audited Financial

Statements

August 31, 2013

Report of Management

To the Ratepayers of Holy Trinity Roman Catholic Separate School Division # 22:

The School Division’s management is responsible for the preparation of the financial statements in accordance with Canadian public sector accounting standards and the format specified in the 2012-13 Financial Reporting Manual for School Divisions issued by the Ministry of Education. The preparation of financial statements necessarily involves the use of estimates based on management’s judgment, particularly when transactions affecting the current accounting period cannot be finalized, with certainty, until future periods.

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

The Board of Education is composed of elected officials who are not employees of the School Division. The Board is responsible for ensuring that management fulfills its responsibilities for financial reporting, and internal control, and for approving the financial statements. The Board is also responsible for the appointment of the School Division’s external auditors.

The external auditor Robert A. Tiede, Chartered Accountant conducted an independent examination in accordance with Canadian auditing standards and expressed his opinion on the financial statements. The accompanying Auditors’ Report outlines his responsibilities, the scope of his examination and his opinion on the School Division’s financial statements. The external auditor has full and free access to, and meet periodically and separately with, both the Board and management to discuss his audit findings.

On behalf of Holy Trinity Roman Catholic Separate School Division # 22

Board Chair

CEO/Director of Education

Chief Financial Officer

November 25, 2013

(month, day, year)


HOLY TRINITY ROMAN CATHOLIC SEPARATE SCHOOL DIVISION NO. 22

NOTES TO THE FINANCIAL STATEMENTS

As at August 31, 2013

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 Canadian Institute of Chartered Accountants

(CICA).

Significant aspects of the accounting policies adopted by the school division are as follows:

a) Adoption of New Public Sector Accounting (PSA) Standards

In 2013, the school division adopted the new PSA standards PS1201 Financial Statement

Presentation, PS2601 Foreign Currency Translation, PS3041 Portfolio Investments, PS3410

Government Transfers and PS3450 Financial Instruments.

Detailed information on the impact of the adoption of these new PSA standards is provided

in Note 19 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. The accrual

basis of accounting recognizes revenues as they are earned and measurable; expenses are

recognized as they are incurred and measurable as a result of the receipt of goods or


services and the creation of a legal obligation to pay. Expenses also include the

amortization of tangible capital assets.

d) Measurement Uncertainty and the Use of Estimates

The preparation of financial statements in conformity with 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 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 $475,600 (2012 - $478,300) because actual

experience may differ significantly from actuarial estimations.

property taxation revenue of $3,926,531 (2012 - $4,064,047) because final tax

assessments may differ from initial estimates.

uncollectible taxes of $12,780 (2012 - $11,400) because actual collectability may differ

from initial estimates.

accumulated amortization of $15,671,621 (2012 - $14,918,743) 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.

Cost or Amortized Cost

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. Gains and


losses on financial instruments measured at cost or amortized cost are recognized in the

statement of 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 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, buildings, school busses,


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 busses 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 LeaseTerm

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 and prepaid premises rental.

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 prorated on service and

management’s best estimate of expected discount rate, inflation, salary escalation,

termination and retirement rates and mortality. Actuarial gains and losses are amortized on a

straight line basis over the expected average remaining service life of the related employee

groups. Actuarial valuations are performed periodically. An actuary extrapolates these

valuations when a valuation is not done in the current fiscal year.

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 retirement plan of the Saskatchewan Teachers’ Retirement Plan

(STRP) or 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.


Restricted revenues are amounts received pursuant to legislation, regulation or agreements

with externa

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