HORIZON SCHOOL DIVISION - Microsoft€¦ · Horizon School Division Board of Education Annual Report – 2015-16 – Page 8 School Division in the Community Horizon School Division

HORIZON SCHOOL DIVISION #205

2015-16 ANNUAL REPORT

Horizon School Division Board of Education Annual Report – 2015-16 – Page i

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

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

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

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

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

School Division in the Community .................................................................................................. 8

Strategic Direction and Reporting ................................................................................................ 10

Demographics ............................................................................................................................... 28

Facilities Infrastructure Projects and Transportation ................................................................... 31

Financial Overview ........................................................................................................................ 34

Summary of Revenue and Expenses ......................................................................................... 34

Budget to Actual Revenue, Expenses and Variances ................................................................ 35

Appendices .................................................................................................................................... 36

Appendix A – Payee List ............................................................................................................ 36

Board Remuneration ............................................................................................................. 36

Personal Services ................................................................................................................... 37

Transfers ................................................................................................................................ 44

Supplier Payments ................................................................................................................. 44

Other Expenditures................................................................................................................ 45

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

Horizon School Division Board of Education Annual Report – 2015-16 – Page ii

Horizon School Division #205

A Community of Learning and Achieving

Central Office

Box 40 Humboldt, SK. S0K 2A0

Toll free - 1-866-966-2558

Phone - 306-682-2558

Fax - 306-682-5154

Email: [email protected]

Website: www.horizonsd.ca

An electronic copy of this report is available www.horizonsd.ca/about/reports

mailto:[email protected]

http://www.horizonsd.ca/

http://www.horizonsd.ca/about/reports

Horizon School Division Board of Education Annual Report – 2015-16 – Page 1

Letter of Transmittal

Honourable Don Morgan, Q.C. Minister of Education Dear Minister Morgan: The Board of Education of Horizon School Division #205 is pleased to provide you and the residents of the school division with the 2015-16 annual report. This report outlines activities and accomplishments of the school division and provides audited financial statements for the fiscal year September 1, 2015 to August 31, 2016. Respectfully submitted,

Jim Hack Chairperson


Introduction This annual report presents an overview of Horizon School Division’s activities and results for the fiscal year September 1, 2015 to August 31, 2016. This annual report provides a snapshot of Horizon School Division, its governance structures, students, staff, programs and facilities, student achievement, transitions, as well as system accountability and governance. In addition to detailing the school division’s activities and performance, this report outlines how the division is implementing its strategic plan, provides a report from management endorsing the financial overview and audited financial statements, and includes appendices such as a 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 Figure 1: Location of Horizon School Division #205

Horizon School Division is a rural school division that operates 41 schools across east central Saskatchewan and encompasses 30,970 square kilometers. Horizon spans a geographic area from Bulyea in the south, Wakaw in the north, Foam Lake in the east, and Viscount in the west. Two Hutterian colonies and six First Nations are located within the boundaries of the school division. The map on the right shows the geographic location of Horizon School Division #205. The division is divided into fourteen subdivisions for purposes of board representation. For a more detailed map of Horizon School Division, showing the communities we serve, please visit our website at: www.horizonsd.ca. Horizon School Division is managed from the Central Office in Humboldt. The economy within Horizon School Division is very diverse. Agriculture, mining and world class manufacturing can be found across the division.

http://www.horizonsd.ca/


Division Philosophical Foundation

Our Mission Statement To educate the whole student by providing adaptive and responsive opportunities for personal success.

Our Vision Statement

A community of learning and achieving

Principles for Action We value success for ALL students

We value honest, competent, inspiring, forward thinking, leadership We value challenging, supportive and high quality education

We value safety, caring and respect for self & others We value equity and fairness


Program Overview

Responsive programming

Horizon School Division supports students at risk through ministry-sponsored pre-kindergarten programs in the following communities:

o George Gordon o Humboldt o Punnichy o Wadena o Wakaw o Wynyard

Early entrant students are also supported by their community school within community playschools and kindergarten programs.

Central office personnel maintain close contact with a variety of other agencies that also support students who are at risk or who have intensive needs. Horizon personnel meet on a regular basis with Early Childhood Intervention Program (ECIP) personnel, Autism Services and Cognitive Disability Strategy personnel from various health districts within the boundaries of Horizon School Division.

Horizon student counselors, psychologists, speech and language pathologists and occupational therapists frequently meet with professionals from other health and mental health services in an effort to provide optimal programming for all Horizon students.

Career counsellors participate in Intervention Inclusion Program (IIP) goal actualization to support students’ transition to further education and/or employment.

Schools with elementary grades are actively supporting students who struggle with literacy.

Nutrition for students in Horizon School Division is funded through The Child Nutrition and Development Program (CNDP) Grant, the SSBA Breakfast for Learning Grant, as well as offering nutrition through our two Community Schools, Punnichy Elementary Community School and Punnichy Community High School.


Governance

The Board of Education

Left to Right: Back Row: Lionel Diederichs, CFO, David Holinaty, Wil Lengyel, Nathan Bitternose, Denis Bergerman, Albert Pinacie, Jim Hack, Jennifer Lemky. Front Row: Melva Desjarlais, Leslie Lewis, Randy MacLEAN, Deputy Director, Kevin Garinger, Director of Education/CEO, Ian Kelln, Darcy Swiderski, Murray Proznick. Not pictured: Paul Crow-Buffalo

Horizon School Division is governed by a fourteen-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 school division is organized into fourteen subdivisions for purpose of elections, but once elected, the members of the Board of Education represent all students in the Division and are committed to providing the very best education possible for each and every student.

The current Board of Education was elected on October 24, 2012 and will serve a four-year term. Horizon School Division Board of Education members at August 31, 2016 are: Subdivision # 1 ………………………. David Holinaty Subdivision # 2 ………………………. VACANT Subdivision # 3 ………………………. Jennifer Lemky Subdivision # 4 ………………………. Denis Bergerman Subdivision # 5 ………………………. Murray Proznick


Subdivision # 6 ………………………. Darcy Swiderski

Subdivision # 7 ………………………. Wil Lengyel (Vice Chair) Subdivision # 8 ………………………. Leslie Lewis Subdivision # 9 ………………………. VACANT Subdivision # 10 ………………………. Jim Hack (Board Chair) Subdivision # 11 ………………………. Nathan Bitternose Subdivision # 12 ………………………. Paul Crow-Buffalo Subdivision # 13 ………………………. Albert Pinacie Subdivision # 14 ………………………. Melva Desjarlais

A list of the remuneration paid to all Board members in 2015-2016 is provided in Appendix A.

School Community Councils

39 School Community Councils (SCC) represent the 41 schools in Horizon School Division.

The two Hutterian Schools do not have SCCs. 36 of the 39 SCCs in Horizon 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 one SCC to another (from five to nine elected

members plus appointed members). This variation depends upon the needs and interest

demonstrated at the school level. The Education Regulations, 1986 require school divisions to undertake orientation, training, development and networking opportunities for their SCC members. In 2015-16, Horizon School Division hosted two forums with repeating agendas. One was held at Lanigan Central High School on March 2, 2016 and a second was held at Wynyard Composite High School on March 3, 2016. Horizon School Division also sponsored five SCC members to attend the National Congress on Rural Education. The Board of Education provides equal funding of $2,000 plus $3 per student registered at their school to each SCC. SCCs use the funding in a variety of ways, including supporting meeting expenses, sponsoring a survey of school parents to gain input to school level actions, or supporting school-level events for parents/caregivers.

SCCs enable the community to participate in educational planning and decision making, and promote shared responsibility for learning among community members, students, and educators. The Regulations require SCCs to work with school staff to develop an annual Learning Improvement Plan (LIP) that is aligned with the school division’s strategic plan and to recommend that plan to the Board of Education.


School Division in the Community Horizon School Division #205 is a Community of Learning and Achieving in east central Saskatchewan. The Division is linked to the broader community through its communities, its schools and School Community Councils (SCCs). First Nations Chiefs and Councils, Education Committees and communities contribute to Horizon’s diversity. The school division welcomes its diversity in the communities and schools that are made up of 100% First Nations students and families and those that are made up of new Canadians that have come to work in manufacturing and other sectors.

Community and Parent Involvement Research has shown that students achieve at high levels when their parents/guardians and other community members are involved in education. Horizon School Division expects schools to have programs and initiatives that encourage community and parent involvement. These programs vary from school to school and are unique to each community, yet each invite community and parent participation in various aspects of the school. Be it celebrating Grandparents Day, community teas, reading programs or promoting safe and caring environments through the public sharing of school data, each opportunity invites involvement and participation by community members and parents/caregivers.

Community Partnerships Horizon School Division #205, along with its individual schools, have developed a wide variety of relationships and partnerships with various agencies at local, provincial and federal levels. Below are just a few of the many successful partnerships.

Career Transition Initiative - A successful partnership between Horizon School Division, Day Star, Muskowekwan and Gordon’s First Nations. Located in Punnichy, this program offers alternative learning opportunities for students.

George Gordon First Nation – Quality education for First Nations students was recognized as an ongoing priority. Horizon School Division and the George Gordon First Nation worked collaboratively to provide the best possible learning opportunities for First Nation students on-reserve. This partnership was the first of its kind in Saskatchewan.

Saskatoon Tribal Council

Joint Operations Committee (JOC) - Joint Administration Agreement with St. Paul’s RCSSD to operate Humboldt Collegiate Institute.

Joint Use Agreement – This partnership between the City of Humboldt, St. Paul’s RCSSD and Horizon School Division allows the school boards to use specific civic recreational fees without a rental fee during school hours. The City of Humboldt programs and community associations, in turn, have similar access to use school facilities during evenings, weekends and summer months.


Carlton Trail Regional College - Providing students with career training and transition opportunities.

St. Brieux Welding Project - Bourgault Industries Ltd. supported Practical and Applied Arts (PAA) students through trade education and equipment. Through this partnership and Horizon’s partnership with the Ministry of Education, state-of-the-art PAA welding and metal fabrication equipment will be offered in the newly renovated St. Brieux School. This has led to a mutually beneficial agreement for Bourgault, St. Brieux School and the community as a whole.

Joint Ownership - Shared ownership of the school gymnasiums in the communities of Drake and Raymore.

Nursery Schools - Watrous and St. Brieux Nursery Schools are located inside the public schools offering economical learning opportunities to the communities.

Community Childcare - Provincially funded Daycares are located within Lake Lenore, Watson and Humboldt Public School offering economical learning opportunities.

St. Peter’s College - Offers 1st and 2nd year university opportunities for students, as well as an accelerated scholarship for one Grade 12 student in each high school in Horizon.

Humboldt Before and After School Program - Provides opportunity for students to arrive early, and remain at school for extended hours to meet the needs of the family.

Early Childhood Intervention Program - Identifying students entering the education system who may need supports at an early age.

Indigenous and Northern Affairs Canada (INAC) - Tuition funding for First Nation students who live on reserve and attend public schools.

Breakfast for Learning - Funding through application to schools that wish to operate a morning breakfast program.

Health and Nutrition Programs - Child Nutrition and Development Programs funded by health regions in several communities.

BHP Billiton - Ongoing support of the Career Transition Initiative at Punnichy High School.

Big Brothers and Big Sisters - Cooperative partnership to match students with mentors.

Shared Facilities Agreement with Greater Saskatoon Catholic and the City of Humboldt provides wider access to community facilities at no cost to the partners.


Strategic Direction and Reporting

The Education Sector Strategic Plan Members of the education sector have worked together to develop an Education Sector Strategic Plan (ESSP) for 2014-2020. The ESSP describes the strategic direction of the education sector and its priorities and outcomes align the work of school divisions and the Ministry of Education. The plan is expected to shape a new direction in education for the benefit of all Saskatchewan students. 2015-16 was the second year of deployment of the 2014-2020 ESSP.

Enduring Strategies The Enduring Strategies in the ESSP are:

Culturally relevant and engaging curriculum; Differentiated, high quality instruction; Culturally appropriate and authentic assessment; Targeted and relevant professional learning; Strong family, school and community partnerships; Alignment of human, physical and fiscal resources.


Improving First Nations and Métis Student Engagement and Graduation Rates and Following Their Voices OUTCOME: By June 30, 2020, collaboration between First Nations and Métis and non-First Nations and Métis partners will result in significant improvement in First Nations and Métis student engagement and will increase the three-year graduation rate from 35% in June 2012 to at least 65%. PRIORITY: In partnership with First Nations and Métis stakeholders implement the Following Their Voices Initiative (Phase 1).

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

This priority area aligns with all three of Horizon School Division’s foundational goals: Literacy Goal: Ensure measurable improvement in Pre-K to Grade 12 literacy. 100% of students will read at or above grade level. Assessment Goal: Ensure effective assessment practices. Supporting teachers to ensure students are authentically assessed in relation to curricular outcomes. Safe & Caring schools Goal: Ensure all students in our school division feel safe, supported, accepted and valued.

School division actions taken during the 2015-16 school year to achieve the targets and outcomes of the First Nations and Métis Student Engagement and Graduation Rates outcome and the Following Their Voices priority

A literacy supervisor and two literacy coaches were hired to support administrators in building the literacy capacity of their classroom teachers; All administrators received literacy training (2 days) in October, 2015; the division literacy team continued to support in-school administrators in building teacher capacity; Division wide classroom teacher training in the administration of Fountas and Pinnell and the interpretation of Fountas and Pinnell results; All grade 1 – 8 teachers and all grade 9 – 12 ELA teachers received professional development in 2015-2016; Outreach workers (2.8 FTE) provided supports to students and their families focused on improved student attendance and achievement; A First Nations, and Métis Education (FNME) Liaison was hired to support student achievement in 2015-2016; Outreach workers and FNME Liaison focused on building interagency approach to student and family support;


Outreach workers, FNME Supervisor and Literacy Supervisor, in partnership with local First Nations, Touchwood Agency, SCCs and other community members, explored and delivered family literacy and early childhood initiatives; Horizon senior admin staff met with Chiefs and councils to review and discuss Horizon First Nations, and Métis Education Plan (FNMEP) including outcomes, strategies and results; A Culturally Responsive Schools module, developed in collaboration with Sask. Professional Development Unit was utilized by Horizon School Division principals and teacher leaders to facilitate professional dialogue amongst teachers to address barriers to student engagement and belonging; Exploration of Hub and CoR process and other alternative interagency processes with FNMI partners and partner agencies continued; Year one of three-year implementation of Following Their Voices took place in Raymore School in 2015-2016; Applied Intervention Skills Training, Violent Threat Risk Assessment Level 1 and 2 and Tragic Events Response Team training were offered to professional staff and partner community agencies in support of Safe and Caring Schools.

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

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


Notes: Results for populations of fewer than 10 students have not been reported to avoid identifying individuals or very small groups of students (nr). FNMI students are those who choose to self-identify as First Nations (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNMI students are those who do not identify as FNM or I, however this category may include FNMI students who choose not to self-identify. Source: Ministry of Education, 2016

Analysis of results

For each subject in the category of “All Horizon Students”, Horizon students perform above the provincial results. However, an area of concern is the average final marks of Horizon’s First Nation, Métis, Inuit (FNMI) students, which are below the overall school division and FNMI subpopulation provincial results. Within the division, there is a difference between FNMI and non-FNMI achievement ranging from 16.5% and 27.7% in the average final marks displayed.

Credit Attainment Credit attainment provides a strong predictive indicator of a school system’s on-time graduation rate. Students receiving eight or more credits per year are more likely to graduate within three years of beginning Grade 10 than those who do not achieve eight or more credits per year. The following displays the credit attainment of secondary students attaining eight or more credits per year for all students, and by non-FNMI and FNMI student subpopulations in the division, along with provincial results for each category.

Province Horizon Province Horizon Province Horizon

English Language Arts A 10 (Eng & Fr equiv) 73.0 74.9 76.1 78.6 61.1 51.0

English Language Arts B 10 (Eng & Fr equiv) 73.4 75.3 76.2 78.8 62.5 51.7

Science 10 (Eng & Fr equiv) 72.0 73.6 75.1 77.3 59.6 51.7

Math: Workplace and Apprenticeship 10 (Eng & Fr equiv) 72.8 75.8 76.1 79.7 60.8 54.5

Math: Foundations and Pre-calculus 10 (Eng & Fr equiv) 72.4 73.7 74.8 74.9 60.3 56.0

English Language Arts 20 (Eng & Fr equiv) 74.4 75.7 76.3 78.5 64.7 53.1

Math: Workplace and Apprenticeship 20 (Eng & Fr equiv) 66.9 69.5 69.3 74.1 61.3 57.6

Math: Foundations 20 (Eng & Fr equiv) 73.6 74.6 75.3 75.5 63.6 53.9

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

SubjectAll Students Non-FNMI FNMI


Notes: Proportions are calculated as the percentage of students enrolled at the secondary level on September 30 attaining eight or more credits yearly. Results for populations of fewer than 10 students have not been reported to avoid identifying individuals or very small groups of students (nr). FNMI students are those who choose to self-identify as First Nations (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNMI students are those who do not identify as FNM or I, however this category may include FNMI students who choose not to self-identify. Source: Ministry of Education, 2016

Analysis of results

In 2015-16, there was a 1% decrease for “All” and “Non-FNMI” student credit attainment from the previous year, but results from these categories remain well above the provincial results. There was a decrease of 4% for FNMI students from the previous year, but performance for this group also remains above the provincial results. Although Horizon’s results for credit attainment in this measure are above the results for the province, work remains to better support our FNMI students who are attaining 8 or more credits per year at a much lower rate (only 33%) compared to the overall results for the division of 75%.


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

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

Horizon School Division has set the goal to have 100% of students in grades 1-8 reading at or above grade level and 100% of students in grades 9-12 demonstrating a literacy level that enables them to successfully complete high school and move on to post-secondary education or transition to the workforce

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

Many actions were taken during the 2015-16 school year to further this goal. The implementation of a system-wide Pre-K screening tool helped to identify developmental needs as early as 3 and 4 years old. The Fountas & Pinnell Benchmark assessment for Grades 1-8 provided teachers with specific data around where students were struggling with reading and literacy. Horizon created a Literacy Support Team whose primary function was to build the capacity of teachers to align practice with research in promising practice and pedagogy. This was done by building the instructional leadership capacity of school administrators. In 2015-16, the literacy team, under the vision of the Director and supervision of the Superintendent of Student Services, consisted of a Literacy Supervisor and two instructional literacy support coaches. In regards to writing and math, teachers provided ongoing assessment of writing and numeracy related to appropriate outcomes and objectives within the Saskatchewan curriculum. This work was monitored by principals through instructional supervision of teaching practice.

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

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


Notes: Reading level groupings are based on provincially developed benchmarks. The percentages of students in each of the reading level groupings were found using the number of students with reported reading levels as the denominator in the calculations. Students who were excluded or who did not participate in the reading assessment were not included in the denominator for these calculations. Results for populations of fewer than 10 students have not been reported to avoid identifying individuals or very small groups of students. FNMI students are those who choose to self-identify as First Nations (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNMI students are those who do not identify as FNM or I, however this category may include FNMI students who choose not to self-identify. Source: Ministry of Education, 2016.

Analysis of results

Horizon School Division results for 2015-16 show about 77% of Horizon Grade 3 students read at or above grade level, overall, compared to the previous year’s overall results of 71.5%. About 46% of the Grade 3 FNMI subpopulation was reading at or above level last year, which is similar to the results from the year before. The non-FNMI subpopulation saw an increase from 77.7% in 2014-15, up to 86% in 2015-16. These increases in reading proficiency reflect improvements as students were supported in their reading skill development.


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

School Division goals aligned with the Graduation Rates outcome

This priority area aligns with all three of Horizon School Division’s foundational goals:

Literacy Goal: Ensure measurable improvement in Pre-K to Grade 12 literacy. 100% of students will read at or above grade level. Assessment Goal: Ensure effective assessment practices. Supporting teachers to ensure students are authentically assessed in relation to curricular outcomes. Safe & Caring schools Goal: Ensure Safe & Caring schools. All students in our division feel safe, supported, accepted and valued.

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

A literacy supervisor and two literacy coaches were hired to support administrators in building the literacy capacity of their classroom teachers; All administrators received literacy training (2 days) in October, 2015; the division literacy team continued to support in-school administrators in building teacher capacity; Division wide classroom teacher training in the administration of Fountas and Pinnell and the interpretation of Fountas and Pinnell results; all grade 1 – 8 teachers and all grade 9 – 12 ELA teachers received professional development in 2015-2016; Outreach workers (2.8 FTE) provided supports to students and their families focused on improved student attendance and achievement; A First Nations, and Métis Education Liaison was hired to support student achievement in 2015/2016; Outreach workers and First Nations Métis Education (FNME) Liaison focused on building interagency approach to student and family support; Outreach workers, FNME Supervisor and Literacy Supervisor, in partnership with local First Nations, Touchwood Agency, SCCs and other community members, explored and delivered family literacy and early childhood initiatives; Horizon senior admin staff met with Chiefs and councils to review and discuss Horizon First Nations Métis Education Plan (FNMEP) including outcomes, strategies and results;


A Culturally Responsive Schools module, developed in collaboration with Sask. Professional Development Unit was utilized by Horizon School Division principals and teacher leaders to facilitate professional dialogue amongst teachers to address barriers to student engagement and belonging; Exploration of Hub and CoR process and other alternative interagency processes with FNM partners and partner agencies continued; Year one of three-year implementation of Following Their Voices took place in Raymore School in 2015/2016; Applied Intervention Skills Training, Violent Threat Risk Assessment Level 1 and 2 and Tragic Events Response Team training were offered to professional staff and partner community agencies in support of Safe and Caring Schools.

Measures for Graduation Rates

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


Notes: On-time graduation rates are calculated as the percentage of students who complete Grade 12 within 3 years of ‘starting’ Grade 10. Results for populations of fewer than 10 students have not been reported to avoid identifying individuals or very small groups of students (nr). FNMI students are those who choose to self-identify as First Nations (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNMI students are those who do not identify as FNM or I, however this category may include FNMI students who choose not to self-identify. Source: Ministry of Education, 2016

Analysis of results

In 2015-16, the on-time graduation rates for Horizon’s students overall and for the non-FNMI subpopulation remained above the provincial results, remaining largely consistent with the results from the previous year. However, Horizon’s FNMI students saw a 2% decrease in graduation rates, bringing the total for that group 4% lower than the provincial results for that subpopulation. This indicates that work remains to better support FNMI students who are graduating on-time at a much lower rate than their non-FNMI counterparts.

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


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

Notes: Extended-time graduation rates are calculated as the percentage of students who complete Grade 12 within 5 years of ‘starting’ Grade 10 (and include those who graduate on-time). Results for populations of fewer than 10 students have not been reported to avoid identifying individuals or very small groups of students (nr). FNMI students are those who choose to self-identify as First Nations (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNMI students are those who do not identify as FNM or I, however this category may include FNMI students who choose not to self-identify. Source: Ministry of Education, 2016

Analysis of results

In 2015-16, the extended-time graduation rates for Horizon’s students overall and for the non-FNMI subpopulation saw slight decreases of 3% and 2% compared to the previous year, but these school division results remain above the provincial results. The results for First Nations, Métis and Inuit students in the division, however, saw a decrease of 16% from the prior year, which are now 17% below the provincial results for that subpopulation and half that of the school division results overall (43% compared to 86%).


Grade 9 to 10 Transition The transition from Grades 9 to 10 can be difficult for some students for many different reasons, including not having reached all outcomes from each subject area in the elementary grades. This measure is intended to show how well Grade 9 students adjust in the transition to Grade 10. Achieving eight or more credits a year is important for steady progress towards graduating on-time. The following displays the percentage of Grade 9 students (all students and the FNMI subpopulation) in the division who achieved eight or more credits the following school year, along with provincial results for the past eight years and the eight year average.

Notes: Percentages are calculated as the number of students attaining eight or more credits in the year immediately following their Grade 9 year divided by the number of students in the Grade 9 cohort. Results for populations of fewer than five have not been reported to avoid identifying individuals or very small groups of students. FNMI students are those who choose to self-identify as First Nations (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNMI students are those who do not identify as FNM or I, however this category may include FNMI students who choose not to self-identify. Source: Ministry of Education, 2016


Analysis of results

The percent of Horizon’s overall Grade 9 students achieving 8 or more credits in the year following 2014/15 was up slightly at 83.8%, from 83.4% the previous year. For Horizon’s FNMI students, there was also an increase to 45.0%, from 43.2% the year prior. Both Horizon’s FNMI and the overall results were above the provincial average results in 2015-16. Over the past 8 years on average, 82% of students in Horizon’s Grade 9 cohorts have achieved 8 or more credits in the following year, compared to 73.5% provincially. For the FNMI subpopulation, 37% have achieved 8 or more credits the following year on average, which is slightly lower than the provincial average for this subpopulation (38.1%).


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

School division goals aligned with the Operational Spending outcome

This priority area supports Horizon School Division’s foundational goals:

Literacy Goal: Ensure measurable improvement in Pre-K to Grade 12 literacy. 100% of students will read at or above grade level.

Assessment Goal: Ensure effective assessment practices. Supporting teachers to ensure students are authentically assessed in relation to curricular outcomes.

Safe & Caring schools Goal: Ensure Safe & Caring schools. All students in our division feel safe, supported, accepted and valued.

Efficiencies found within the Division allow for additional resources and time to be reallocated towards the achievement of Horizon’s foundational goals.

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

Increasing Literacy Through Responsive Instruction – Grades 3 to 6

Horizon reviewed our current processes around literacy with the goal to add value and increase the necessary supports to obtain measurable improvement in literacy.

Two literacy coaches were hired and a literacy team formed to support administrators and decrease the amount of non-value add in the cycle time (this equates to 41% of in-class instructional time).

Group registration was undertaken for a professional development literacy summit, resulting in savings of $66,700.

Reviewing the Absence Management Control Process

Horizon reviewed the current processes around processing job applications, month-end timecards and requests for leaves.

By implementing Applitrack, employee information entered at the time of job application is now automatically sent to payroll services, reducing data entry for setting up an employee.

By implementing AESOP, timecards were reduced for all full-time staff reducing non-value added manual work both in our schools and in central office.

Projected savings in terms of reallocated resources equates to approximately $80,000.

Implementation of financial information system integrated software solutions

During the year, Horizon fully implemented new software to integrate school-generated fund transactions with our existing


financial information system. This resulted in a decrease in school visits by administration staff and the elimination of year-end reconciliations for school-generated funds. The result was the reallocation of a 0.6 FTE position and reduced mileage expenses.

Implementation of KwikTag eliminated manual filing and retrieving of vendor invoices. This resulted in approximately 0.25 FTE time savings.

Investigating the Purchasing Process

The intent of this Lean event was to investigate the benefits of using purchasing cards throughout the Division.

Horizon signed up for the BMO provincial program with the intent of rolling these out to central office administration and school principals in 2016-17. This will reduce the work associated with reimbursing schools and employees. Horizon will also benefit from the rebate program offered by BMO.

Optimizing Purchasing, Tendering and Operational Services

Horizon joined the provincial P3 tender for the acquisition of furniture and equipment, allowing for the centralization of purchasing in order to obtain bulk purchase discounts.

Working with Supreme Basics for the online ordering of classroom, office and art supplies, Horizon realized hard cost savings of an estimated 14% and time savings related to the streamlined ordering and invoice processing options.

A joint RFP with two other school divisions for the supply of natural gas resulted in annual savings of just under $100,000.

Fall tendering of 2015-16 roofing projects resulted in savings of just under $450,000 which allowed Horizon to complete additional roof sections.

Lighting and HVAC upgrades at our schools saved over $50,000 annually in lower utility costs.

Choosing to deploy Chromebooks rather than investing in desktop computers in designated computer labs improved flexibility while saving over $250,000. Upgrading school network infrastructures to increase reliability and decreasing support time allowed for $70,000 of savings to be reallocated back into the system.

Redesigning transportation routes and reorganizing transportation services administration staffing allowed for just under $500,000 in savings in both contracted transportation costs and salaries expense.

A joint RFP for the purchase of school buses resulted in savings of $12,500.


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

School division goals aligned with the Early Years outcome

This outcome aligns with Horizon School Division’s goal of improved Assessment practices. An outcome for this goal was to have 100% of students exiting Kindergarten scoring within the appropriate range in 5 of the 5 domains as measured by the EYE-TA.

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

Horizon School Division implemented a system-wide Pre-K screening tool that we use to identify developmental needs as early as 3 and 4 years old.

Measures for Early Years

Early Years Evaluation The Early Years Evaluation-Teacher Assessment (EYE-TA) is a readiness screening tool that provides information about each child’s development and learning with a focus on reading readiness skills. Results from the EYE-TA allow educators and school-based interdisciplinary teams to quickly identify children most likely to require extra support during the Kindergarten year, based on their levels of skill development in five key domains at school entry. In addition to results for specific domains, children are also assigned a comprehensive score known as a Responsive Tiered Instruction (RTI) level. Responsive Tiered Instruction (RTI) is a preventive approach that allows educators, school teams and divisions to allocate resources early and continuously, rather than waiting until after children have experienced failure before responding. The following displays the percentage of students by RTI tiers at the end of Kindergarten in 2015-16, as well as the provincial results for each category.


Notes: Research shows early identification followed by a responsive, tiered approach to instruction from Kindergarten to Grade 3 can substantially reduce the prevalence of reading problems. Children who have Tier 2 or Tier 3 needs at Kindergarten entry are re-assessed before Kindergarten exit, allowing school divisions to measure the impact of their


supports and responses. Spring RTI data also serves as a leading indicator of the population of students who may need Tier 2 or Tier 3 instructional supports as they transition from Kindergarten to Grade 1. Source: Ministry of Education, Early Years Branch, 2016

Analysis of results

This data shows that Horizon students were below the Provincial average entering kindergarten in 2015-16 but above the Provincial average exiting kindergarten in the same year. Compared to the previous year, where the percentage of Horizon students exiting kindergarten fell below the Provincial average, 81% of Horizon students exiting Kindergarten in the spring of 2016 were achieving developmental tasks, compared to 80% provincially.


Demographics

Students The official Horizon School Division enrolment as of September 30, 2015 reported to the Ministry of Education was, 6324 Kindergarten to Grade 12 students. This total includes 71 Home Based students. The recorded enrolment marks the second consecutive year Horizon School Division has seen an increase in student enrolment.

Note: The table above identifies the actual number of students enrolled in each grade as of

September 30 of each year. Source: Ministry of Education, 2015

2013-14 2014-15 2015-16

Kindergarten 435 459 457

1 456 470 468

2 409 471 485

3 456 410 490

4 433 481 422

5 436 436 482

6 414 455 440

7 457 431 455

8 469 452 430

9 557 542 532

10 607 586 567

11 529 546 546

12 539 552 550

Total 6197 6291 6324

PreK 117 107 109

Grade

2013-14 2014-15 2015-16

K to 3 270 307 323

4 to 6 173 227 254

7 to 9 223 217 216

10 to 12 229 268 270

Total 895 1019 1063

1 to 3 50 70 77

4 to 6 48 82 97

7 to 9 55 74 77

10 to 12 36 65 81

Total 189 291 332

Self-Identified

FNMI

English as an

Additional

Language

Subpopulation

EnrolmentsGrades


Note: The table above identifies the actual number of

students enrolled in grade-level groupings as of September 30 of each year.

Source: Ministry of Education, 2015

Staff

Job Category FTEs

Classroom teachers 438.3

Principals, vice-principals 36.4

Other educational staff (positions that support educational programming) – e.g.,

educational psychologists, educational assistants, school community coordinators,

speech language pathologists

160.7

Administrative and financial staff – e.g., accountants, Information Technology

people, supervisors, administrative assistants, clerks 106.0

Plant operations and maintenance – e.g., caretakers, handypersons, carpenters,

plumbers, electricians, gardeners, supervisors61.6

Transportation – e.g., bus drivers, mechanics, parts persons, bus cleaners, supervisors 55.0

Senior management team (as described below) – e.g., chief financial officer, director

of education, superintendents7.0

Total Full-Time Equivalent (FTE) Staff 864.9

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


Senior Management Team Senior Management Team – The Director of Education, Kevin C. Garinger, reports directly to the Board of Education. A Deputy Director of Education, Superintendent of Learning Services, Superintendent of Student Services, Superintendent of Finance Services/CFO and Superintendent of Operational Services/COO report directly to the Director of Education.

Randolph MacLEAN – Deputy Director of Education Marilyn Flaman – Superintendent of Finance Services/CFO Justin Arendt – Superintendent of Operational Services/COO Todd Gjevre – Superintendent of Human Resource Services Crandall Hrynkiw – Superintendent of Learning Services Darrell Paproski – Superintendent of Student Services

Also reporting to the Director of Education are the following business administration personnel:

Lance Hiltz – Communication Services Officer Marni Sogge – Executive Assistant


Facilities Infrastructure Projects and Transportation

Facilities School List 2015-16

School Grades Location

Annaheim School K-12 Annaheim, SK

Archerwill School K-9 Archerwill, SK

Bruno School K-12 Bruno, SK

Bulyea Elementary School K-6 Bulyea, SK

Cudworth School K-12 Cudworth, SK

Drake School K-8 Drake, SK

Foam Lake Composite School 7-12 Foam Lake, SK

Foam Lake Elementary School K-6 Foam Lake, SK

George Gordon Education Centre K-8 George Gordon First Nation

Humboldt Collegiate Institute 9-12 Humboldt, SK

Humboldt Public School K-8 Humboldt, SK

Imperial School K-12 Imperial, SK

Ituna School K-12 Ituna, SK

Kelvington High School 6-12 Kelvington, SK

Lake Lenore School K-12 Lake Lenore, SK

Lakeside Colony 1-9 Quill Lake, SK

Lanigan Central High School 9-12 Lanigan, SK

Lanigan Elementary School K-8 Lanigan, SK

LeRoy School K-12 LeRoy, SK

Muenster School K-12 Muenster, SK

Nokomis School K-8 Nokomis, SK

Punnichy Community High School 9-12 Punnichy, SK

Punnichy Elementary Community School K-8 Punnichy, SK

Quill Lake School K-12 Quill Lake, SK

Raymore School K-12 Raymore, SK

Robert Melrose Elementary School K-5 Kelvington, SK

Rose Valley School K-12 Rose Valley, SK

Sask Central Hutterian School K-10 Semans, SK

Schell School K-12 Holdfast, SK

St. Brieux School K-12 St. Brieux, SK

Three Lakes School K-12 Middle Lake, SK

Viscount Central School K-12 Viscount, SK

Wadena Composite High School 7-12 Wadena, SK

Wadena Elementary School K-6 Wadena, SK


Wakaw School K-12 Wakaw, SK

Watrous Elementary School K-7 Watrous, SK

Watson School K-12 Watson, SK

William Derby School K-12 Strasbourg, SK

Winston High School 8-12 Watrous, SK

Wynyard Composite High School 7-12 Wynyard, SK

Wynyard Elementary School K-6 Wynyard, SK

Infrastructure Projects 2015-16

Infrastructure Projects

School Project Details 2015-16 Cost

Raymore 518.001 Roof section 8 - 9 120,000

Cudworth 40.001 Science Lab Renovations 195,000

Nokomis 473.001 Roof section 2 – 3 527,000

Lanigan Composite High School

436.001 Roof sections 5 - 6 180,000

Lanigan High School

432.001 Roof sections 1 - 2 255,000

Wakaw 261.001 Roof Sections 1 - 2 570,000

Humboldt Public Roof Section 18 - 19 253,423

Imperial Roof Sections 4 - 5 188,000

Imperial Gym Refurbishment 271,355

St. Brieux Major Renovation 8,525,671

New Admin Office

Design for new office 135,000

Lanigan Elementary School

New gym floor, Painting gym 72,000

Lanigan Central High School

New gym floor, Painting gym, Ceiling

98,000

Division Lighting Upgrades - RMES, Punnichy High, Punnichy Elementary, KHS, Rose Valley, Watson, William Derby, Winston High

62,800


Division Sidewalk repairs - RMES, Imperial, Watrous, Wynyard, Kelvington High School

63,000

Humboldt Public School

797.001 Repair/Replace roof top units 92,000

Nokomis Window Replacement 68,000

Schell New Boiler 45,000

Total $11,721,249

Transportation

Information as of September, 2015:

Category Student Count

Students Transported on Rural Routes

PreK rural students transported 17

K-12 rural students transported 2439

K-12 urban students transported to another community

30

Federal Rural Students Transported Total Number of Students

K-12 rural students transported 5

Students Transported for another School Division

Total Number of Students

Rural students transported 124

Students Transported on Urban Routes Total Number of Students

PreK urban students transported 46

K-12 urban students transported 13


Financial Overview Summary of Revenue and Expenses

Property Taxation

26%

Grants61%

Other13%

Revenue 2015-16

Instruction67%

Gov & Adm6%

Transportation8%

Other5%

Plant14%

Expense 2015-16


Budget to Actual Revenue, Expenses and Variances

Budget to Budget to

2016 2016 2015 Actual Actual %

Variance

Over / (Under)

Property Taxation 22,239,888 22,804,034 22,056,906 564,146 3%

Grants 52,177,047 54,823,276 51,636,944 2,646,229 5% 1

Tuition and Related Fees 7,461,476 7,100,582 6,575,277 (360,894) -5%

School Generated Funds 2,904,815 2,664,353 2,790,285 (240,462) -8% 2

Complementary Services 465,120 465,120 450,204 - 0%

External Services 77,500 115,507 218,513 38,007 49% 3

Other 960,755 1,489,778 1,148,765 529,023 55% 4 86,286,601 89,462,650 84,876,894 3,176,049 4%

Governance 728,688 844,154 810,813 115,466 16% 5

Administration 4,176,535 4,201,965 4,370,770 25,430 1%

Instruction 60,909,735 59,813,871 58,547,917 (1,095,864) -2%

Plant 12,800,051 12,667,490 12,938,719 (132,561) -1%

Transportation 8,103,808 7,294,076 7,829,733 (809,732) -10% 6

Tuition and Related Fees 247,500 200,887 233,840 (46,613) -19% 7

School Generated Funds 2,904,815 2,774,851 2,976,079 (129,964) -4%

Complementary Services 516,238 521,857 507,754 5,619 1%

External Services 77,500 99,785 368,513 22,285 29% 8

Other Expenses 307,681 333,214 350,161 25,533 8% 9

90,772,551 88,752,150 88,934,299 (2,020,401) -2%

(4,485,950) 710,500 (4,057,405)

Note

1

2

3

4

5

6

7

8

9

Board members accessed their personal professional development carryovers in the last year of their terms. SCCs

accessed their budget carryovers to support literacy initiatives within school classrooms. Increased focus on employee

appreciation resulted in higher public relations fees.

Sustained downward pressure on fuel costs in the year resulted in lower than budgeted fuel expense and contracted

transportation expense.

Fewer students enrolled in adult basic education than anticipated.

A number of playground projects were installed, resulting in the recognition of donation revenue associated with the

projects. Several insurance claims were processed for water infiltration damage at our schools.

Attempts were made to spend down the Regional Kids First program surplus carryover.

This includes an adjustment for uncollectible property taxes which was not budgeted for.

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

Explanation

Included in grant revenue is funding related to the St. Brieux renovation project which had not been budgeted for. At the

time the budget was approved, we were under the assumption that the Ministry would require us to use up our S.286

reserve prior to releasing any funding. Progress on the project exceeded our budgeted expectations, resulting in the

release of capital grant funding. Increases in grant funding were offset by negative adjustments to our operating grant

resulting from higher property tax cash collections than anticipated.

Fewer fundraising projects undertaken than anticipated.

Regional Kids First grant funding, including the accumulated surplus transferred when Horizon assumed responsibility for

the program, was fully recognized in 2015-16.

Note

REVENUES

Total Revenues

EXPENSES

Total Expenses

Actual Variance

Surplus (Deficit) for the Year

Budget Actual


Appendices

Appendix A – Payee List

Board Remuneration

Name Remuneration Expenses Travel

Professional Development

** Total

Bergerman, Denis 12,700 4,682 915 5,454 23,752

Bitternose, Nathan 9,200 4,474 2,157 7,621 23,451

Crowe-Buffallo, Paul 14,700 5,192 3,456 9,092 32,440

Desjarlais, Melva 11,200 4,635 878 8,500 25,212

Grieman, Kevin 3,700 2,235 231 2,053 8,219

Hack, James * 19,300 10,331 4,560 10,796 44,987

Holinaty, David 14,800 4,585 3,680 8,708 31,773

Kelln, Ian 10,300 4,192 2,824 4,090 21,406

Lemky, Jennifer 13,000 4,959 1,882 7,848 27,689

Lengyel, Wil 18,600 8,359 5,327 9,659 41,945

Lewis, Leslie 10,500 4,596 2,476 9,223 26,795

Pinacie, Albert 14,400 5,381 3,895 9,049 32,724

Proznik, Murray 13,700 4,767 3,637 4,813 26,918

Swidersky, Darcy 12,200 4,687 2,848 5,562 25,298

*Board Chair ** Professional development includes education, training and conferences


Personal Services

Name Amount

Ahenakew, Hazel 89,294

Albertson, Candace 66,921

Amendt, Amber 81,349

Amendt, Jacquelynne 66,405

Anderson, Eric 82,934

Anderson, Garth 53,970

Anderson, Terrance 84,364

Anderson, Valerie 84,364

Andreas, Tammy 84,364

Appel, Donna 110,569

Archibald, Kerri 81,169

Arendt, Justin 155,530

Arendt, Monica 76,215

Armstrong, Steve 88,545

Arnold, Corrinne 84,748

Arsenault, Matt 57,556

Asapass, Allan 62,628

Baade, Carol 103,562

Bainbridge, Natacha 67,452

Bartel, William Bryce 69,683

Barteski-Hoberg, Marsha 84,364

Bartko, Lori 85,513

Baumann, Christy 134,395

Bauml, Lisa 60,315

Bauml, Naomi 84,452

Bauml, Valerie 84,665

Bay, Jackie 75,551

Beaudoin, Melissa 85,089

Becker, Kathleen 85,206

Bells, Colleen 84,364

Bells, Lee 85,823

Berg, Colette 85,273

Bergerman, Darlene 88,741

Bergerman, Jacqueline 87,898

Bernauer, Krista 61,089

Bernhard, Erin 67,176

Name Amount

Bertrand, Kristen 73,737

Beselaere, Nathan 74,900

Biccum, Corey 84,698

Bilawchuk, Cheryl 54,386

Billinger, Murray 85,367

Bindig, Elaina 55,713

Bisson, Courtney 56,318

Bitternose, Marcia A. 80,775

Bjorklund, Heather 55,898

Blachford, Elaine 61,863

Block, Ricky 86,483

Bolt, Karishma 84,576

Borsa, Jo-Ann 64,840

Borsa, Patrick 107,477

Borstmayer, Lianne 105,892

Boyson-Tan, Heidi 84,925

Braaten, Brandee 63,801

Braman, Terence 95,658

Brann, Monica 62,138

Breti, Brooke 59,200

Broad, Amber 58,304

Brooks, Gayle 87,511

Brooks, Tammy 84,364

Brown-Bashutsky, Cynthia 88,741

Bruce, Stacey 84,364

Bryksa, Blaine 88,476

Buffalo, Corrina 84,916

Bugera, Penny 85,193

Bugera, Wayne 86,826

Bugghins, Laverne 85,054

Buhs, Curtis 68,082

Bulicz, Carlena 74,337

Bulych, Leslie 84,364

Bulych, Ryan 105,921

Burchill, Karen 84,364

Busche, Diane 68,329


Name Amount

Butler, Sandra 88,465

Bzdel, Beverly 84,886

Campbell, Shelly 84,809

Cannon, Rene 88,465

Cantelon, Cindy 74,298

Carbno, Travis B. 74,508

Carlson, Kristin 57,654

Cey, Emma 70,817

Chasky, Tracy 60,091

Chernishenko, Darren 85,599

Chernishenko, Shannon 89,034

Chester, Curtis 84,364

Chester, Nita 88,485

Chopty, Kandace 84,364

Chorney, Melanie 72,941

Chorney, Yvonne 93,093

Chubak, Dale 53,070

Chuckry, Candy-Lynn 84,466

Cleveland, Dawn 85,250

Collins, Wendi 82,651

Comfort, Elaine 103,441

Cox, Tyleen 84,507

Croshaw, Arlette 84,364

Croshaw, Barry 86,381

Cross, Corrin 65,504

Cunningham, Joanne 107,414

Currie, Drena 84,364

Curts, Fred 98,639

Daubenfeld, Michelle 84,523

Daum, Roland 93,502

Dauvin-Frank, Tania 84,644

Daviduk, Alexandria 59,546

Denesik, Myrna 84,364

Derby, Neil 84,391

Dickson, Darryl 109,143

Diederichs, Lionel 171,647

Dignean, Rodney 93,502

Doom, Brandon 77,294

Downes, Brent 63,163

Dufault, Andrea N. 81,464

Name Amount

Dvernichuk, Tricia 84,662

Edwards, Tina 84,466

Edwards, Travis 84,773

Ekstrom, Shay 84,286

Elliott, Ian 64,271

Ellis, Erin 58,262

Engele, Shelley 83,935

Evans, Heidi 68,406

Evans-Korkush, Beverly 55,919

Fahlman, Gayle 86,740

Fansher, Janice 109,635

Farrell, Cheryl 106,588

Farrell, Graham 94,918

Faubert, Darin 108,613

Faubert, Jacqueline 90,409

Faye, Jason 55,713

Faye, Shirley 84,336

Fedak, Mark 145,168

Fehr, Perry 86,464

Fendelet, Heather 88,465

Ferre, Fernande 88,465

Fick, Debbie 85,499

Fidler, Noreen 72,172

Fielding, Angela 88,465

Fielding, Walter 93,620

Filson, Joe 106,450

Fisher, Jana 85,580

Fisher, Jeffrey 108,729

Fitzpatrick, Nicole 52,570

Fitzsimmons, Jeremy 102,419

Flahr, Bonnie 83,069

Flahr, Travis 89,965

Flaman, Marilyn 147,540

Fontaine, Pauline 84,364

Frey, Cindy 66,419

Frie, Jennifer 85,009

Frison, Gerard 88,650

Gagnon, Pamela 61,202

Gardiner, Karla 88,912

Gardiner, Lester 92,767


Name Amount

Gardiner, Shaun 103,980

Garinger, Kevin 206,097

Gartner, Lyle 90,678

Gebauer, Beth Ann 67,688

Gedak, Mark 85,408

Gerencser, Jenna 59,179

Gerwing, Cecile 89,599

Gerwing, Dennis 106,786

Giroux, Leah 78,174

Gjevre, Todd 147,777

Gollings, Monique 90,241

Goosen, Dawn 86,574

Gorrill, Verna Lynn 64,208

Gottselig, Lorne 86,095

Gottselig, Wendy 85,455

Grasby, Cayla 56,941

Gray, Gina 75,337

Gray, Jan 84,463

Gray, Kendra 104,403

Gray, Melanie 59,911

Gray, Robert 80,873

Grest, Brian 97,575

Ground, Lindsay 88,799

Gueguen, Yvonne 81,839

Guenther, Amber 72,906

Gunther, Leann P 64,712

Hack, Brennan 93,941

Hackl, Caitlin 65,597

Hagenes, Sandra 86,486

Halldorson, Donna 89,495

Halldorson-Gudnason, Shaunda 88,465

Halyk, Nevin 107,320

Hamel, Loralie 89,424

Hamel, Rick 97,955

Hanson, Charlene 53,853

Hardy, Rhonda 96,307

Harris, Leroy 51,374

Harris, Marcia 84,723

Hartl, Tara 86,792

Name Amount

Harvey, Bertha 85,248

Harvey, Lindsey 81,909

Haryett, Carter 69,195

Hassman, Keith 96,728

Hauser, Tiana 55,950

Hay, Brian 52,024

Hedin, Scott 78,727

Heidecker, Jillian 60,183

Hendry, Kalie 68,010

Hergott, Leah 84,364

Heritage, Ryan 91,654

Herman, Teri A 90,089

Hermiston, Donna 85,779

Hill, David 115,495

Hiltz, Lance 78,040

Hinz, Brian 76,015

Hinz, Jennifer 76,116

Hiscock, Danny 80,775

Hodgins, Heather 88,465

Hoffman, Shelene 73,365

Hofmann, Chad 90,799

Hogemann, Petra 55,260

Holland, Kandi 60,838

Hollis, Debbie 92,395

Holowaty, James 81,645

Holtvogt, Anita 77,690

Horvath, Cindy 85,571

Howard, Chelsea 55,068

Hrynkiw, Crandall 164,569

Hrytzak, Dale 107,211

Hubick, Dustin 77,856

Huculak, Kimberlee 75,920

Hufnagel, Sharon 91,416

Hunt, Cheryl 88,753

Ireland, Donald R 95,984

Isnana, Faith 78,591

Jackson, Doug 64,336

Jacobs, Genista 74,001

Jaeb, Jennifer 58,156

Jeannot, Ron 95,210


Name Amount

Jennison, Nadine 97,444

Jessop, Andrea 90,127

Johnson, Debora 101,724

Johnson, Dwayne Miles 111,290

Johnson, Lorelei 88,517

Johnson, Megan 50,606

Johnson, Tate 57,551

Jones, Kyle 61,385

Jordan, Michael 54,465

Jordan, Tessa 76,539

Junk, Kimberly 103,106

Kane, Amanda 76,284

Karakochuk, Patricia 84,364

Keller, Justin 55,713

Kelln, Marla 83,218

Kelln, Marlene 90,465

Kelly, Rhonda 89,094

Kent, Julie 84,792

Kereluik, Melissa 85,769

Kessler, Paula 89,522

Kiland, Kameron 108,040

Kinequon, Sonia 89,294

King, Jonathan 78,931

Kirzinger, Nancy R 83,130

Klapak, Barbara 89,692

Klatt, Cheryl M 51,896

Knaus, Courtney 76,996

Knight, Dana 84,696

Knittig, Karma 105,618

Knorr, Elvira 58,390

Knorr, Erika 62,651

Knudsen, Brad 96,126

Koenig, Ken 101,532

Koenig, Terri 87,557

Koepke, Troy 89,067

Kolafa-Woroniuk, Wendy 85,020

Kolbeck, Bonnie 69,153

Koropatnicki, Rochelle 89,352

Koski, Joanne 84,865

Name Amount

Kozak, Clint 89,336

Kozak, Diane 84,364

Kozuska, Michelle 84,916

Kresowaty, Pamela 80,009

Kreway, Shannon 84,364

Kristjanson, Lavonne 84,668

Kuipers, Deborah 50,065

Kurbis, Rob 85,631

Kyrstein, Kate 90,047

Lacoursiere, Janine 84,618

Lamers, Brian 90,263

Lamont, Erin 57,982

Lamont, Kyle 80,548

Laslo, Rhonda 92,793

Latoski, Kim 88,465

Laurie, William 67,097

LeBlanc, Katherine 100,495

Lees, Glenda 83,685

Lefebvre, Kalvin 73,498

Leibel, Terry 109,230

Lengyel, Cory 89,454

Lepitzki, Ashley 66,231

Libke, Evan 70,837

Lindal, Dana 60,575

Lindal, Rebecca 85,540

Lindbloom, Erin 95,253

Linford, Heidi 88,437

Lishchynsky, Kyle 64,987

Liska, Cory 86,331

Liska, Dawn 107,073

Liske, Darren 84,364

Lissinna, Robert 79,183

Lissinna, Shelly 85,282

Lockwood, Judy 54,472

Loeffelholz, Kristin 79,932

Loeffelholz, Morgan 57,224

Loehr, Brent 92,793

Lone, Carla 79,465

Longman, Alicia 60,649

Lorenzen, Dawn 85,488


Name Amount

Lorenzen, Jay 90,330

Lovequist, Cynthia 86,383

Lowe, Kelly 76,516

Lozinski, Marlene 85,247

Lozinski, Reid 86,464

Lundsten, Bryan 86,901

Mackay, Paula 68,462

Maclean, Randolph 173,169

Macpherson, Melanie 81,487

Magnusson, Ashley 83,896

Major, MaryAnn 88,741

Malinski, Rick 80,775

Markusson, Edessa 85,256

Marshak, Jeffery 86,043

Marshall, Janel 53,801

Marshall, Susan 84,364

Mason, Barry 89,645

Maxwell, Trish 97,280

McBurney, Louise 52,105

McLellan, Susan 88,758

McLeod, Krista 85,089

McNab, Lorraine 79,871

McNab, Tammy 85,745

McNabb, Bryan 75,257

Meachem, Carol 93,502

Medernach, Carla 65,108

Melenchuk, Jared 69,627

Mellesmoen, Sandra 71,257

Melnyk, Kelvin 50,035

Menzie, Leanne 97,304

Merkosky, Joanna 64,981

Mertz, Michelle 75,671

Meyers, Shawna 65,827

Michayluk, Donna 84,903

Mikulcik, Larry 90,219

Millette, David 87,996

Milo, Coralee 64,811

Moldowan, Linda 88,851

Moore, Robyn 63,982

Morris, Denise 84,231

Name Amount

Mueller, Janet 114,660

Mueller, Traci 84,748

Muir, Lisa 86,671

Mulhern, Vicki 88,465

Murray, Rayshelle 54,465

Nagy, Sylvia 94,114

Nelson, Denise 90,633

Nevill, Bryna 89,260

Nevill, David 99,151

Neville, Jason 125,267

Nicholls, Kim 102,767

Niekamp, Brooke 84,720

Nienaber, Christopher 80,548

Novecosky, Sarah 59,093

Nurse, Donna 108,462

Oblander, Deadra 84,048

Olafson, Marea 88,016

Olchowski, Colin 70,966

Oleksyn, Darla 88,465

Onyskiw, Kelly 60,687

Ortman, Janelle 57,249

Osatiuk, Vladyslav 62,904

Oscar, Nicole 76,563

Otsig, Lesley 84,864

Otsig, Trevor 90,644

Ouellette, Julia 80,472

Oviatt, Katherine 125,267

Pachkowski, Gary 86,983

Pahtayken, Lenora 52,912

Paproski, Darrell 164,569

Paproski, Jan 104,641

Parish, Tina 88,465

Parobec, Clayton 106,400

Parsons, Lisa 86,665

Pasloski, Trina 90,811

Patrick, Candace 60,387

Payne, Sandra 89,017

Penny, Jarika 56,898

Penrose, Amanda 71,316

Perillat, Joan 67,200


Name Amount

Perry, Lindsay 107,576

Peters, Shawn 78,705

Peters, Yvonne 64,620

Peterson, Ryan 95,817

Pfeiffer, Amanda 62,368

Phillips, Heidi 53,155

Placsko, Cindy 72,611

Poilievre, Zoria 69,101

Popoff, Cory 128,921

Popoff, Darlene 103,235

Popowich, Renae 50,294

Possberg, Jocelyne 68,591

Potter, Danielle 63,634

Pratchler, Sean 89,707

Presber, Michele 105,187

Prime, Angela 87,955

Prosko, Maynard 112,648

Proznik, Clint 74,074

Puto, Kathy 84,225

Ramler, Cynthia 86,435

Rath, MaryAnn 55,870

Raycroft, Paul 86,949

Reeve, Bonita 84,364

Reiter, Nathan 50,630

Richter, Jasmin 62,293

Rink, Gloria 85,475

Rink, Richard 88,931

Rohel, Valerie 91,112

Rolheiser, Jeremy 62,894

Ross, Drew 53,068

Ross, Katherine 88,465

Rowe, Cheryl 84,662

Rowe, David 94,696

Rude, Raelene 66,996

Ruetz, William 89,735

Ruiz, Edmund 81,584

Ruys, Carol 80,775

Saelhof, Gail 91,371

Salmon, Amanda 64,389

Sandercock, Kathy 82,940

Name Amount

Sarauer, Sharmon 58,990

Saretsky, Lanny 71,726

Sauer, Heidi 79,096

Saxton, Heather 84,364

Schapansky, Katherine 82,475

Schell, Jade 55,733

Schermann, Kelly 88,465

Scheschuk, Tracey 84,364

Schindel, Crystal 58,192

Schindel, Kelli 56,941

Schoettler, Melissa 57,999

Schroeder-Mark, Karen 84,364

Schwandt-Kelln, Debbie 107,023

Schwark, Lisa 89,716

Schwinghamer, Tom 90,570

Seib, Darrel 75,626

Seidle, Donna L. 69,654

Selby, Rex 84,488

Semko, Jill 61,643

Serke, Megan 84,578

Serke, Travis 88,465

Severson, Audrey 90,584

Sherban, Pat D 85,599

Shewchuk-Bryksa, Sonya 88,506

Smidt, Jared 78,878

Smith, Melissa 84,640

Smith, Trevor 89,219

Sogge, Kenneth 101,940

Sogge, Marni L. 88,040

Sokul, Morris 85,344

Sommer, Hope 88,465

Sosnowski, Lorena 89,205

Souter, Jacquelynn 89,951

Stewart, Brent 92,854

Storzuk, Kyla 85,104

Stroeder, Jeffrey 111,792

Stroeder, Lindi 54,738

Strueby, Curtis 84,427

Strueby, Luke 55,714

Sunderland, Wendy 76,040


Name Amount

Swan, James 97,304

Tait, Maureen 85,465

Tan, Matthew 86,875

Taphorn, Joel 86,726

Tarrant, Teri 60,182

Tarry, Karol 87,219

Templeton, Katelyn 51,463

Thirsk, Leia 83,779

Thomas, Douglas 82,353

Thoms, Corinne 130,740

Thoner, Denise 86,400

Thorson, Sarah 68,149

Tittemore, Katherine 66,178

Torwalt, Gregory 64,255

Trohak, Sandra 85,008

Trollope, Dylan 55,417

Tunney, Kevin 75,282

Tweidt, Cameron 80,342

Ulmer, Dana 64,620

Unruh, Gene 108,558

Van Damme, Jade 54,653

Van Vaals, Kerry 84,364

Vanderlinde, Phylis 50,075

Veilleux, Treva 84,516

Viczko, Ralph 100,341

Von Hagen, Donna 84,951

Vossen, Maureen 85,571

Wallen, Kaylyn 54,890

Name Amount

Ward, Brittany 76,768

Washkowsky-Lucyk, Lori 97,890

Wass, Sharon 101,366

Watts, Shane 84,897

Weber, Kathy 85,303

Weinrauch, Darren 60,197

Welch, Tammy 68,758

Weyland, Helen 101,724

Wheeler, Justine 59,483

White, Jamie 87,167

Whitford, Colleen 93,540

Wiens, Andrea 72,138

Wilde, Maryssa 58,599

Willems, Terry 87,917

Wilson, Denise R 84,364

Wilson, Ryan 95,770

Wingrove, Denise 74,001

Woiden, Alexandra 62,909

Woroniuk, Rory 82,959

Wright, Patrick 63,163

Yanko, Cynthia 85,639

Yobb, Matthew 84,529

Zadorozniak, Rita 84,925

Zaluski, Jamie 84,364

Zemluk, Michael G. 74,535

Zentner, Annette 100,488

Ziola, Giselle 78,376


Transfers

Name Amount

CARLTON TRAIL COLLEGE 362,779

Supplier Payments

Name Amount

1 STOP PLAYGROUNDS LTD. 72,441

3P LEARING CANADA LTD. 65,674

ADVANTAGE DRIVING 81,962

AMERESCO 152,025

ATLAS APEX ROOFING (SASK) INC. 78,797

BELLA VISTA INN 111,868

BERSCH & ASSOCIATES 127,021

BROWNLEE LLP 103,237

CARMONT CONSTRUCTION 127,645

CDW CANADA INC. 76,268

CENTAUR PRODUCTS INC 138,970

CENTURY ROOFING & SHEET METAL 732,377

COMPUCOM 50,375

D.C. ANNESLEY CONSTRUCTION LTD. 126,420

DAVIES SUPPLY GROUP LTD. 53,042

EARLY LEARNING INC. 145,540

EECOL ELECTRIC 82,951

EVOLUTION PRESENTATION TECH 70,655

FEDERATED CO-OPERATIVES LTD. 364,274

FLAME TECH COMBUSTION SERVICES INC. 276,436

Name Amount

FLYNN CANADA LTD 352,291

FRANKLIN COVEY CANADA, LTD 56,035

GABRIEL CONSTRUCTION 136,688

GEM REFRIGERATION 77,805

GREAT WESTERN SAW 99,442

GRIFFIN DRIVING SCHOOL 64,000

HBI OFFICE PLUS INC. 64,166

HDH ARCHITECTS 668,442

HERGOTT ELECTRIC LTD. 97,108

HONEYWELL LIMITED 73,294

HUMBOLDT LUMBER MART LTD 576,850

KEMSOL PRODUCTS 63,087

LAST MOUNTAIN CO-OPERATIVE 63,972

LEGACY BUS SALES LTD. 479,420

MARSH CANADA LIMITED 507,739

MIDLAND GLASS 60,850

MNP 66,175

NORTHOME COMFORT WINDOWS 55,630

OLYMEL S.E.C. OLYSKY 109,321

PATTISON MGM ARCHITECTURAL SERVICES 223,217

PEARSON EDUCATION CANADA 118,666

PINNACLE 305,646


Name Amount

PUNNICHY HIGH SCHOOL NUTRITION PROGRAM

65,331

QUESTICA 116,361

QUOREX CONSTRUCTION LTD. 4,942,447

RCAP LEASING INC 89,068

RILLING BUS LTD. 4,776,988

ROOF MANAGEMENT 255,381

RURAL DRYWALL SERVICES LTD. 71,906

SASK ENERGY 422,040

SASK POWER 1,206,160

SASKTEL 892,446

SASKTEL MOBILITY 108,127

SCHOLANTIS LEARNING SYSTEMS INC. 160,408

SEXAUR LTD. 69,086

SGI 97,998

SHANAHAN'S 121,129

SIGMUND BROUWER 52,500

Name Amount

SPORTFACTOR INC 82,308

SUNCORP VALUATIONS LTD 59,606

SUPREME 337,642

THORPE BROTHERS LTD. 75,600

THORPE ROOFING 414,003

TOSHIBA 134,727

TRADEWEST 109,352

TRANSCONA ROOFING 350,650

TREMBLAY ELECTRIC 210,860

TROY 142,391

W.K.S. PROFESSIONAL DRIVING 64,900

WARNER TRUCK INDUSTRIES LTD. 520,042

WBM OFFICE SYSTEMS INC. 1,642,532

WHITE, LORNE 67,336

WOLSELEY MECHANICAL GROUP 78,538

Other Expenditures

Name Amount

CUPE LOCAL 4799

148,204

HORIZON TEACHERS ASSOCIATION 97,825

MUNICIPAL EMPL PENSION PLAN 2,210,479

RECEIVER GENERAL 16,909,325

SASK SCHOOL BOARDS ASSOCIATION 805.936

Name Amount

SASK TEACHERS FEDERATION 5,664,871

SASK WORKERS' COMPENSATION BD

262,381

TEACHERS SUPN COMMISSION 84,201

TEACHERS SUPN FUND 65,988


Appendix B – Management Report and Audited Financial Statements

BOX 2590, 2424 WESTWOOD DRIVE, HUMBOLDT SK, S0K 2A01.877.500.0789 T: 306.682.2673 F: 306.682.5910 MNP.ca

To the Trustees of the Board of Education of Horizon School Division No. 205:

Management’s Responsibility for the Consolidated Financial Statements

Auditors' Responsibility

Opinion

Humboldt, SaskatchewanNovember 25, 2016 Chartered Professional Accountants

Independent Auditors' Report

In our opinion, the consolidated financial statements present fairly, in all material respects, the consolidated financial position

of Horizon School Division No. 205 as at August 31, 2016 and the consolidated results of its operations, changes in net

financial assets and its cash flows for the year then ended in accordance with Canadian public sector accounting standards.

Management is responsible for the preparation and fair presentation of these consolidated financial statements in accordance

with Canadian public sector accounting standards, and for such internal control as management determines is necessary to

enable the preparation of consolidated financial statements that are free from material misstatement, whether due to fraud or

error.

Our responsibility is to express an opinion on these consolidated financial statements based on our audit. We conducted our

audit in accordance with Canadian generally accepted auditing standards. Those standards require that we comply with ethical

requirements and plan and perform the audit to obtain reasonable assurance about whether the consolidated financial

statements are free from material misstatement.

An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the consolidated

financial statements. The procedures selected depend on the auditors’ judgment, including the assessment of the risks of

material misstatement of the consolidated financial statements, whether due to fraud or error. In making those risk

assessments, the auditor considers internal control relevant to the entity’s preparation and fair presentation of the consolidated

financial statements in order to design audit procedures that are appropriate in the circumstances, but not for the purpose of

expressing an opinion on the effectiveness of the entity’s internal control. An audit also includes evaluating the

appropriateness of accounting policies used and the reasonableness of accounting estimates made by management, as well as

evaluating the overall presentation of the consolidated financial statements.

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

We have audited the accompanying consolidated financial statements of Horizon School Division No. 205, which comprise

the consolidated statement of financial position as at August 31, 2016, and the consolidated statements of operations and

accumulated surplus from operations, changes in net financial assets, and cash flows for the year then ended including

supporting schedules, and a summary of significant accounting policies and other explanatory information.

… page 2

2016 2016 2015Budget Actual Actual

REVENUES(Note 15)

Property Taxation 22,239,888 22,804,034 22,056,906

Grants 52,177,047 54,823,276 51,636,944

Tuition and Related Fees 7,461,476 7,100,582 6,575,277

School Generated Funds 2,904,815 2,664,353 2,790,285

Complementary Services (Note 12) 465,120 465,120 450,204

External Services (Note 13) 77,500 115,507 218,513Other 960,755 1,489,778 1,148,765

Total Revenues (Schedule A) 86,286,601 89,462,650 84,876,894

EXPENSES

Governance 728,688 844,154 810,813

Administration 4,176,535 4,201,965 4,370,770

Instruction 60,909,735 59,813,871 58,547,917

Plant 12,800,051 12,667,490 12,938,719

Transportation 8,103,808 7,294,076 7,829,733

Tuition and Related Fees 247,500 200,887 233,840

School Generated Funds 2,904,815 2,774,851 2,976,079

Complementary Services (Note 12) 516,238 521,857 507,754

External Services (Note 13) 77,500 99,785 368,513Other Expenses 307,681 333,214 350,161

Total Expenses (Schedule B) 90,772,551 88,752,150 88,934,299

Operating Surplus (Deficit) for the Year (4,485,950) 710,500 (4,057,405)

Accumulated Surplus from Operations, Beginning of Year 82,932,373 82,932,373 86,989,778

Accumulated Surplus from Operations, End of Year 78,446,423 83,642,873 82,932,373

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

Horizon School Division No. 205

Consolidated Statement of Operations and Accumulated Surplus from Operations

for the year ended August 31, 2016

… page 3


(Note 15)

Net Financial Assets, Beginning of Year 15,702,234 15,702,234 20,968,288

Changes During the Year

Operating Surplus (Deficit) for the Year (4,485,950) 710,500 (4,057,405)

Acquisition of Tangible Capital Assets (Schedule C) (6,802,791) (10,511,674) (4,317,971)

Proceeds on Disposal of Tangible Capital Assets (Schedule C) - 17,539 18,209

Net Loss (Gain) on Disposal of Capital Assets (Schedule C) - (5,116) 114,718

Amortization of Tangible Capital Assets (Schedule C) 3,515,886 3,731,838 3,228,288Net Change in Other Non-Financial Assets (155,281) 41,131 (251,893)

Change in Net Financial Assets (7,928,136) (6,015,782) (5,266,054)

Net Financial Assets, End of Year 7,774,098 9,686,452 15,702,234



Consolidated Statement of Changes in Net Financial Assets


… page 4

2016 2015

OPERATING ACTIVITIES

Operating Surplus (Deficit) for the Year 710,500 (4,057,405)

Add Non-Cash Items Included in Surplus (Deficit) (Schedule D) 3,726,722 3,343,006

Net Change in Non-Cash Operating Activities (Schedule E) (3,019,196) 1,072,433

Cash Provided by Operating Activities 1,418,026 358,034

CAPITAL ACTIVITIES

Cash Used to Acquire Tangible Capital Assets (10,511,674) (4,317,971)

Proceeds on Disposal of Tangible Capital Assets 17,539 18,209

Cash Used by Capital Activities (10,494,135) (4,299,762)

INVESTING ACTIVITIES

Cash Used to Acquire Portfolio Investments (2,030) (2,766)

Cash Used by Investing Activities (2,030) (2,766)

FINANCING ACTIVITIES

Proceeds from Issuance of Long-Term Debt - 93,408

Repayment of Long-Term Debt (355,605) (511,941)

Cash Used by Financing Activities (355,605) (418,533)

DECREASE IN CASH AND CASH EQUIVALENTS (9,433,744) (4,363,027)

CASH AND CASH EQUIVALENTS, BEGINNING OF YEAR 17,120,753 21,483,780

CASH AND CASH EQUIVALENTS, END OF YEAR 7,687,009 17,120,753


Horizon School Division No. 205Consolidated Statement of Cash Flows


A-1

2016 2016 2015

Budget Actual Actual

Property Taxation Revenue

Tax Levy RevenueProperty Tax Levy Revenue 22,239,888 23,117,446 22,526,678

Total Property Tax Revenue 22,239,888 23,117,446 22,526,678Grants in Lieu of Taxes

Federal Government - 54,880 67,601Provincial Government - 122,057 120,069Other - 32,806 35,098

Total Grants in Lieu of Taxes - 209,743 222,768

Other Tax RevenuesHouse Trailer Fees - 13,557 15,655

Total Other Tax Revenues - 13,557 15,655

Additions to LevyPenalties - 172,167 158,783

Total Additions to Levy - 172,167 158,783

Deletions from LevyCancellations - (192,610) (143,981)Other Deletions - (516,269) (722,997)

Total Deletions from Levy - (708,879) (866,978)

Total Property Taxation Revenue 22,239,888 22,804,034 22,056,906

Grants

Operating GrantsMinistry of Education Grants

Operating Grant 50,291,663 49,012,953 49,594,816Other Ministry Grants - 156,503 181,404Total Ministry Grants 50,291,663 49,169,456 49,776,220

Other Provincial Grants 412,915 182,261 281,163Federal Grants 178,500 139,748 113,402Grants from Others 6,750 20,595 20,340Total Operating Grants 50,889,828 49,512,060 50,191,125

Capital GrantsMinistry of Education Capital Grants 1,287,219 5,311,216 1,445,819Total Capital Grants 1,287,219 5,311,216 1,445,819

Total Grants 52,177,047 54,823,276 51,636,944

Horizon School Division No. 205Schedule A: Consolidated Supplementary Details of Revenues


A-2


Tuition and Related Fees Revenue

Operating FeesTuition Fees

School Boards - 7,500 -Federal Government and First Nations 7,396,476 7,024,582 6,508,677Individuals and Other - 3,500 1,600Total Tuition Fees 7,396,476 7,035,582 6,510,277

Other Related Fees 65,000 65,000 65,000Total Operating Tuition and Related Fees 7,461,476 7,100,582 6,575,277

Total Tuition and Related Fees Revenue 7,461,476 7,100,582 6,575,277

School Generated Funds Revenue

CurricularStudent Fees 189,887 203,109 200,840Total Curricular Fees 189,887 203,109 200,840

Non-Curricular FeesCommercial Sales - Non-GST 341,076 390,305 351,308Fundraising 1,310,737 916,632 1,008,922Grants and Partnerships 345,538 405,021 462,265Students Fees 573,229 520,768 602,921Other 144,348 228,518 164,029Total Non-Curricular Fees 2,714,928 2,461,244 2,589,445

Total School Generated Funds Revenue 2,904,815 2,664,353 2,790,285

Complementary Services


Operating Grant 465,120 465,120 450,204Total Operating Grants 465,120 465,120 450,204

Total Complementary Services Revenue 465,120 465,120 450,204

Schedule A: Consolidated Supplementary Details of Revenuesfor the year ended August 31, 2016


A-3


External Services


Other Ministry Grants 77,500 115,507 150,000

Other Grants - - 68,513

Total Operating Grants 77,500 115,507 218,513

Total External Services Revenue 77,500 115,507 218,513

Other Revenue

Miscellaneous Revenue 693,475 1,269,247 907,461Sales & Rentals 47,280 85,281 64,962Investments 220,000 130,134 176,342Gain on Disposal of Capital Assets - 5,116 -

Total Other Revenue 960,755 1,489,778 1,148,765

TOTAL REVENUE FOR THE YEAR 86,286,601 89,462,650 84,876,894


Horizon School Division No. 205Schedule A: Consolidated Supplementary Details of Revenues

B-1


Governance Expense

Board Members Expense 226,510 218,652 270,802

Professional Development- Board Members 143,560 208,327 172,471

Advisory Committees 95,818 124,119 123,671

Professional Development - Advisory Committees 14,219 2,488 2,142

Elections - 8,307 -Other Governance Expenses 248,581 282,261 241,727

Total Governance Expense 728,688 844,154 810,813

Administration Expense

Salaries 2,720,518 2,667,181 2,493,239

Benefits 359,165 452,952 641,905

Supplies & Services 394,719 401,782 538,029

Non-Capital Furniture & Equipment 31,800 34,623 24,527

Building Operating Expenses 140,750 140,637 132,326

Communications 111,000 73,354 90,946

Travel 99,612 121,729 139,962

Professional Development 105,566 90,150 102,382Amortization of Tangible Capital Assets 213,405 219,557 207,454

Total Administration Expense 4,176,535 4,201,965 4,370,770

Instruction Expense

Instructional (Teacher Contract) Salaries 43,137,922 42,437,724 41,049,401Instructional (Teacher Contract) Benefits 2,464,378 2,602,572 2,516,863Program Support (Non-Teacher Contract) Salaries 8,040,370 7,668,084 8,109,186Program Support (Non-Teacher Contract) Benefits 1,575,387 1,419,179 1,595,673Instructional Aids 1,563,525 1,125,278 1,499,348Supplies & Services 777,662 922,211 630,034Non-Capital Furniture & Equipment 236,078 253,765 236,959Communications 206,098 235,068 199,843Travel 517,706 575,857 514,376Professional Development 530,462 427,481 439,151Student Related Expense 521,051 542,886 582,363Amortization of Tangible Capital Assets 1,339,096 1,603,766 1,174,720

Total Instruction Expense 60,909,735 59,813,871 58,547,917

Horizon School Division No. 205Schedule B: Consolidated Supplementary Details of Expenses


B-2


Plant Operation & Maintenance Expense

Salaries 2,634,445 2,845,705 2,652,007Benefits 507,277 507,189 532,118Supplies & Services 16,100 88,408 138,247Non-Capital Furniture & Equipment 6,000 2,312 5,916Building Operating Expenses 7,944,096 7,588,315 7,972,920Communications 11,600 11,727 10,581Travel 91,996 90,946 93,889Professional Development 13,682 3,442 3,065Amortization of Tangible Capital Assets 1,574,855 1,529,446 1,529,976

Total Plant Operation & Maintenance Expense 12,800,051 12,667,490 12,938,719

Student Transportation Expense

Salaries 1,404,614 1,188,386 1,379,419Benefits 263,710 208,685 420,422Supplies & Services 503,000 360,579 462,581Non-Capital Furniture & Equipment 110,100 130,156 105,101Building Operating Expenses 12,850 5,467 11,480Communications 9,500 3,985 7,953Travel 11,488 12,123 13,558Professional Development 7,500 13,524 8,897Contracted Transportation 5,392,516 4,992,101 5,104,184Amortization of Tangible Capital Assets 388,530 379,070 316,138

Total Student Transportation Expense 8,103,808 7,294,076 7,829,733

Tuition and Related Fees Expense

Tuition Fees 247,500 198,245 233,840Transportation Fees - 2,642 -

Total Tuition and Related Fees Expense 247,500 200,887 233,840

School Generated Funds Expense

Academic Supplies & Services 151,076 124,354 122,248Cost of Sales 320,241 381,365 386,059Non-Capital Furniture & Equipment 235,000 75,398 78,475School Fund Expenses 2,198,498 2,193,734 2,389,297

Total School Generated Funds Expense 2,904,815 2,774,851 2,976,079

Horizon School Division No. 205Schedule B: Consolidated Supplementary Details of Expenses


B-3


Complementary Services Expense

Instructional (Teacher Contract) Salaries & Benefits 319,474 285,425 323,435Program Support (Non-Teacher Contract) Salaries & Benefits 129,987 170,822 128,116Transportation Salaries & Benefits 24,827 25,206 21,432Instructional Aids 12,000 15,602 11,145Supplies & Services - 425 997Travel 1,750 1,884 2,220

Professional Development (Non-Salary Costs) 2,800 6,354 2,992Student Related Expenses 15,400 9,494 10,589Contracted Transportation & Allowances 10,000 6,645 6,828

Total Complementary Services Expense 516,238 521,857 507,754

External Service Expense

Program Support (Non-Teacher Contract) Salaries & Benefits 50,800 51,411 49,470Instructional Aids 9,700 2,054 953Supplies & Services - 443 300,000Non-Capital Furniture & Equipment - - 192Communications 1,000 1,657 19Travel 8,500 6,958 11,794Professional Development (Non-Salary Costs) 500 25 150Student Related Expenses 7,000 37,237 5,935

Total External Services Expense 77,500 99,785 368,513

Other Expense

Interest and Bank ChargesCurrent Interest and Bank Charges 2,250 2,850 1,932Interest on Debentures 25,818 24,673 22,869Interest on Capital Loans 279,613 283,191 292,699Total Interest and Bank Charges 307,681 310,714 317,500

Loss on Disposal of Tangible Capital Assets - - 114,718Provision for (Recovery of) Uncollectable Accounts - 22,500 (82,057)

Total Other Expense 307,681 333,214 350,161

TOTAL EXPENSES FOR THE YEAR 90,772,551 88,752,150 88,934,299

for the year ended August 31, 2016Schedule B: Consolidated Supplementary Details of Expenses



Schedule C - Consolidated Supplementary Details of Tangible Capital Assets


Computer

Furniture Hardware and Assets

Land

Land

Improvements Buildings

Buildings

Short-Term

School

Buses

Other

Vehicles

and

Equipment

Audio Visual

Equipment

Computer

Software

Under

Construction 2016 2015

Tangible Capital Assets - at Cost

Opening Balance as of September 1 20,616,787 3,507,151 86,021,766 3,716,024 4,765,321 1,138,935 3,990,408 4,165,096 319,343 686,323 128,927,154 127,625,388

Additions/Purchases 2,694 226,197 49,672 21,246 832,918 47,314 413,638 2,418,444 318,739 6,180,812 10,511,674 4,317,971

Disposals - - - - - (78,005) (469,759) (413,231) (59,494) - (1,020,489) (3,016,205)

Closing Balance as of August 31 20,619,481 3,733,348 86,071,438 3,737,270 5,598,239 1,108,244 3,934,287 6,170,309 578,588 6,867,135 138,418,339 128,927,154

Tangible Capital Assets - Amortization

Opening Balance as of September 1 - 2,629,945 49,151,083 3,420,322 2,398,111 627,669 1,817,140 2,027,876 178,778 - 62,250,924 61,905,914

Amortization of the Period - 105,674 1,352,029 24,594 373,489 132,844 393,429 1,234,062 115,717 - 3,731,838 3,228,288

Disposals - - - - - (65,582) (469,759) (413,231) (59,494) - (1,008,066) (2,883,278)

Closing Balance as of August 31 N/A 2,735,619 50,503,112 3,444,916 2,771,600 694,931 1,740,810 2,848,707 235,001 N/A 64,974,696 62,250,924

Net Book Value

Opening Balance as of September 1 20,616,787 877,206 36,870,683 295,702 2,367,210 511,266 2,173,268 2,137,220 140,565 686,323 66,676,230 65,719,474

Closing Balance as of August 31 20,619,481 997,729 35,568,326 292,354 2,826,639 413,313 2,193,477 3,321,602 343,587 6,867,135 73,443,643 66,676,230

Change in Net Book Value 2,694 120,523 (1,302,357) (3,348) 459,429 (97,953) 20,209 1,184,382 203,022 6,180,812 6,767,413 956,756

DisposalsHistorical Cost - - - - - 78,005 469,759 413,231 59,494 - 1,020,489 3,016,205

Accumulated Amortization - - - - - 65,582 469,759 413,231 59,494 - 1,008,066 2,883,278

Net Cost - - - - - 12,423 - - - - 12,423 132,927

Price of Sale - - - - - 17,539 - - - - 17,539 18,209Gain (Loss) on Disposal - - - - - 5,116 - - - - 5,116 (114,718)

Sch

C

2016 2015

Non-Cash Items Included in Surplus (Deficit)

Amortization of Tangible Capital Assets (Schedule C) 3,731,838 3,228,288

Net (Gain) Loss on Disposal of Tangible Capital Assets (Schedule C) (5,116) 114,718

Total Non-Cash Items Included in Surplus (Deficit) 3,726,722 3,343,006

2016 2015

Net Change in Non-Cash Operating ActivitiesDecrease (Increase) in Accounts Receivable (2,281,566) 3,084,777Decrease in Accounts Payable and Accrued Liabilities (1,022,017) (2,068,272)Increase in Liability for Employee Future Benefits 85,400 121,800Increase in Deferred Revenue 157,856 186,021Decrease (Increase) in Prepaid Expenses 41,131 (251,893)

Total Net Change in Non-Cash Operating Activities (3,019,196) 1,072,433

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

Horizon School Division No. 205Schedule D: Consolidated Non-Cash Items Included in Surplus (Deficit)



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HORIZON SCHOOL DIVISION No. 205NOTES TO THE CONSOLIDATED FINANCIAL STATEMENTS

As at August 31, 2016

1. AUTHORITY AND PURPOSE

The school division operates under the authority of The Education Act, 1995 of Saskatchewanas a corporation under the name of “The Board of Education of the Horizon School DivisionNo. 205” and operates as “the Horizon School Division No. 205”. The school divisionprovides education services to residents within its geographic region and is governed by anelected board of trustees.

The school division is funded mainly by grants from the Government of Saskatchewan anda levy on the property assessment included in the school division’s boundaries at mill ratesdetermined by the provincial government. The school division is exempt from income taxand is a registered charity under the Income Tax Act.

2. SIGNIFICANT ACCOUNTING POLICIES

These consolidated financial statements have been prepared in accordance with Canadianpublic sector accounting standards for other government organizations as established bythe Public Sector Accounting Board (PSAB) and as published by the CharteredProfessional Accountants of Canada (CPA Canada).

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

a) Basis of Accounting

The consolidated financial statements are prepared using the accrual basis ofaccounting.

b) Reporting Entity and Consolidation

The consolidated financial statements include all of the assets, liabilities, revenues andexpenses of the school division reporting entity. The school division reporting entity iscomprised of the school division and the school division’s share of partnerships.

Partnerships

A partnership represents a contractual arrangement between the school division and aparty or parties outside the school division reporting entity. The partners havesignificant, clearly defined common goals, make a financial investment in thepartnership, share control of decision making, and share, on an equitable basis, thesignificant risks and benefits associated with the operations of the partnership.

Partnerships are accounted for on a proportionate, consolidation basis whereby theschool division’s pro-rata share of the partnership’s assets, liabilities, revenues andexpenses are combined on a line by line basis after adjusting the accounting policies toa basis consistent with the accounting policies of the school division. Inter-company

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2. SIGNIFICANT ACCOUNTING POLICIES – continued

b) Reporting Entity and Consolidation – continued

balances and transactions between the school division and the partnership have beeneliminated.

The school division’s only partnership interest is a 41.2% (2015 – 44.6%) share inHumboldt Collegiate Institute.

c) Trust Funds

Trust funds are properties assigned to the school division (trustee) under a trustagreement or statute to be administered for the benefit of the trust beneficiaries. As atrustee, the school division merely administers the terms and conditions embodied inthe agreement, and it has no unilateral authority to change the conditions set out in thetrust indenture.

Trust funds are not included in the consolidated financial statements as they are notcontrolled by the school division. Trust fund activities administered by the schooldivision are disclosed in Note 18 of the consolidated financial statements.

d) Measurement Uncertainty and the Use of Estimates

Canadian public sector accounting standards require management to make estimatesand assumptions that affect the reported amount of assets and liabilities and disclosureof contingent assets and liabilities at the date of the consolidated financial statements,and the reported amounts of revenues and expenses during the year.

Measurement uncertainty that may be material to these consolidated financialstatements exists for:

the liability for employee future benefits of $1,460,100 (2015 – $1,374,700)because actual experience may differ significantly from actuarial estimations;

property taxation revenue of $22,804,034 (2015 – $22,056,906) because final taxassessments may differ from initial estimates;

uncollectible taxes of $438,484 (2015 – $415,984) because actual collectabilitymay differ from initial estimates;

the receivable for First Nations tuition of $2,095,116 (2015 – $916,154) becauseactual collection may differ from initial amounts invoiced; and

useful lives of capital assets and related amortization of $3,731,838 (2015 –$3,228,288) because the actual useful lives of the capital assets may differ fromtheir estimated economic lives.

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d) Measurement Uncertainty and the Use of Estimates - continued

These estimates and assumptions are reviewed periodically and, as adjustmentsbecome necessary, they are reported in earnings in the periods in which they becomeknown.

While best estimates are used for reporting items subject to measurement uncertainty,it is reasonably possible that changes in future conditions, occurring within one fiscalyear, could require material changes in the amounts recognized or disclosed.

e) Financial Instruments

Financial instruments are any contracts that give rise to financial assets of one entityand financial liabilities or equity instruments of another entity. A contract establishinga financial instrument creates, at its inception, rights and obligations to receive ordeliver economic benefits. The school division recognizes a financial instrument whenit becomes a party to the contractual provisions of a financial instrument. The financialassets and financial liabilities portray these rights and obligations in the consolidatedfinancial statements. Financial instruments of the school division include cash and cashequivalents, accounts receivable, portfolio investments, accounts payable and accruedliabilities and long-term debt.

All financial instruments are measured at cost or amortized cost. Transaction costs area component of the cost of financial instruments measured using cost or amortized cost.For financial instruments measured using amortized cost, the effective interest ratemethod is used to determine interest revenues or expenses. Impairment losses such aswrite-downs or write-offs are reported in the consolidated statement of operations andaccumulated surplus from operations.

Gains and losses on financial instruments, measured at cost or amortized cost, arerecognized in the consolidated statement of operations and accumulated surplus fromoperations in the period the gain or loss occurs.

Foreign currency transactions are translated at the exchange rate prevailing at the dateof the transactions. Monetary assets and liabilities denominated in foreign currenciesare translated into Canadian dollars at the exchange rate prevailing at the consolidatedfinancial statement date. The school division believes that it is not subject to significantunrealized foreign exchange translation gains and losses arising from its financialinstruments.

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f) Financial Assets

Financial assets are assets that could be used to discharge existing liabilities or financefuture operations and are not for consumption in the normal course of operations.Valuation allowances are used where considered necessary to reduce the amountsreported for financial assets to their net realizable value.

Cash and Cash Equivalents consist of cash, bank deposits and highly liquidinvestments with initial maturity terms of three months or less and held for the purposeof meeting short-term operating cash commitments rather than for investing purposes.

Accounts Receivable includes taxes receivable, provincial grants receivable and otherreceivables.

Taxes receivable represent education property taxes assessed or estimated owing to theend of the fiscal period but not yet received. The allowance for uncollected taxes is avaluation allowance used to reduce the amount reported for taxes receivable to theestimated net recoverable amount. The allowance represents management’s estimateof the amount of taxes that will not be collected taking into consideration prior years’tax collections and information provided by municipalities regarding collectability ofoutstanding balances.

Provincial grants receivable represent operating, capital, and other grants earned butnot received at the end of the fiscal year, provided reasonable estimates of the amountscan 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 arerecorded where collectability is considered doubtful.

Portfolio Investments consist of co-operative equities. The school division values itsportfolio investments in accordance with its policy for financial instruments, asdescribed in Note 2 (e).

g) Non-Financial Assets

Non-financial assets are assets held for consumption in the provision of services. Theseassets do not normally provide resources to discharge the liabilities of the schooldivision 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 intendedfor sale in the ordinary course of operations. Tangible capital assets of the schooldivision include land, land improvements, buildings, buildings – short-term, school

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g) Non-Financial Assets – continued

buses, other vehicles, furniture and equipment, computer hardware and audio visualequipment, computer software, capital lease assets and assets under construction.

Tangible capital assets are recorded at cost (or estimated cost when the actual cost isunknown) and include all costs directly attributable to the acquisition, design,construction, development, installation and betterment of the tangible capital asset. Theschool division does not capitalize interest incurred while a tangible capital asset isunder construction.

The cost of depreciable tangible capital assets, net of any residual value, is amortizedon a straight line basis over their estimated useful lives as follows:

Land improvements (pavement, fencing, lighting, etc.) 20 yearsBuildings 50 yearsBuildings – short-term (portables, storage sheds,outbuildings, garages)

20 years

School buses 12 yearsOther vehicles – passenger 5 yearsOther vehicles – heavy (graders, 1 ton truck, etc.) 10 yearsFurniture and equipment 10 yearsComputer hardware and audio visual equipment 5 yearsComputer software 5 yearsLeased capital assets Lease term

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

Assets that have a historical or cultural significance, such as works of art, monumentsand other cultural artifacts, are not recognized as tangible capital assets because areasonable estimate of future benefits associated with these properties cannot be made.

Prepaid Expenses are prepaid amounts for goods or services which will provideeconomic benefits in one or more future periods. Prepaid expenses include insurancepremiums, Saskatchewan School Boards Associate membership fees and softwarelicenses.

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h) Liabilities

Liabilities are present obligations arising from transactions and events occurring priorto year-end, which will be satisfied in the future through the use of assets or anotherform of economic settlement.

Accounts Payable and Accrued Liabilities include accounts payable and accruedliabilities owing to third parties and employees for work performed, goods suppliedand services rendered, but not yet paid, at the end of the fiscal period.

Long-Term Debt is comprised of debentures and capital loans with initial maturitiesof more than one year and are incurred for the purpose of financing capital expenses inaccordance with the provisions of The Education Act, 1995.

Long-term debt also includes capital lease obligations where substantially all of thebenefits and risks incident to ownership are transferred to the school division withoutnecessarily transferring legal ownership. The amount of the lease liability recorded atthe 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 andcompensated absence benefits that accrue to the school division's employees. The costof these benefits is recorded as the benefits are earned by employees. The liabilityrelating to these benefits is actuarially determined using the projected benefit methodpro-rated on service. Actuarial valuations are performed periodically usingassumptions including discount rate, inflation, salary escalation, termination andretirement rates and mortality. An actuary extrapolates these valuations when avaluation is not done in the current fiscal year. Actuarial gains and losses are amortizedon a straight line basis over the expected average remaining service life of the relatedemployee groups.

Deferred Revenue from Non-government Sources represents fees or payments forservices 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 ofthe resources. Revenue from tuition and related fees is recognized as the course isdelivered; revenue from contractual services is recognized as the services are delivered;and revenue from other contributions is recognized in the fiscal year in which theresources are used for the purpose specified by the contributor.

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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-employerdefined benefit plans:

i) Teachers participate in the Saskatchewan Teachers’ Retirement Plan (STRP) or theSaskatchewan Teachers’ Superannuation Plan (STSP). The school division’sobligation for these plans is limited to collecting and remitting contributions of theemployees at rates determined by the plans.

ii) Other employees participate in the Municipal Employees’ Pension Plan (MEPP). Inaccordance with the Public Sector Accounting Board (PSAB) standards, the plan isaccounted for as a defined contribution plan whereby the school division’scontributions are expensed when due.

j) Revenue Recognition

Revenues are recorded on the accrual basis. Revenues are recognized in the period inwhich the transactions or events occurred that gave rise to the revenues, provided theamount 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 accordancewith PS3410 standard, government transfers are recognized as revenues when thetransfer is authorized, all eligibility criteria have been met, the amount can beestimated and collection is reasonably assured except when, and to the extent,stipulations by the transferor give rise to an obligation that meets the definition ofa liability. For transfers with stipulations, revenue is recognized in the consolidatedstatement of operations and accumulated surplus from operations as the stipulationliabilities are settled.

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j) Revenue Recognition – continued

ii) Property Taxation

Property tax is levied and collected on a calendar year basis. Uniform educationproperty tax mill rates are set by the Government of Saskatchewan. Tax revenues arerecognized on the basis of time with 1/12th of estimated total tax revenue recorded ineach month of the school division’s fiscal year. The tax revenue for the September toDecember portion of the fiscal year is based on the actual amounts reported by themunicipalities for the calendar taxation year. For the January to August portion of itsfiscal year, the school division estimates tax revenue based on estimate informationprovided by municipalities who levy and collect the property tax on behalf of theschool division. The final annual taxation amounts are reported to the division by eachmunicipality following the conclusion of each calendar taxation year, and anydifference between final amounts and the school division’s estimates is recorded asan 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 theyare earned. Amounts that are restricted pursuant to legislation, regulation oragreements with external parties that may only be used in the conduct of certainprograms or in the delivery of specific services and transactions are initially recordedas deferred revenue and subsequently recognized as revenue in the fiscal year therelated 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 theyear the funds are committed to the school division if the amount can be reasonablyestimated and collection is reasonably assured. Externally restricted contributions arecontributions for which the contributor has placed restrictions on the use of theresources. Externally restricted contributions that are to be held in perpetuity arerecognized as revenue in the year in which they are received or committed if theamount can be reasonably estimated and collection is reasonably assured. Externallyrestricted contributions that are not held in perpetuity are deferred until the resourcesare used for the purpose specified, at which time the contributions are recognized asrevenue. In-kind contributions are recorded at their fair value when they are received.

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k) Consolidated Statement of Remeasurement Gains and Losses

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

3. SHORT-TERM BORROWINGS

Bank indebtedness consists of a demand operating line of credit with a maximumborrowing limit of $20,000,000 that bears interest at RBC Royal Bank prime rate less1.00% per annum. This line of credit is authorized by a borrowing resolution by the boardof education and is secured by provincial grants and property taxation. This line of creditwas approved by the Minister of Education on November 18, 2010. The balance drawn onthe line of credit at August 31, 2016 was $Nil (August 31, 2015 - $Nil).

4. PORTFOLIO INVESTMENTS

Portfolio investments are comprised of the following:

Portfolio investments in the cost and amortized cost category: Cost Cost

Co-operative equities 78,700$ 76,670$

Total portfolio investments 78,700$ 76,670$

2016 2015

5. EXPENSES BY FUNCTION AND ECONOMIC CLASSIFICATION

FunctionSalaries &

Benefits

Goods &

ServicesDebt Service

Amortization

of TCA

2016

Actual

2015

Actual

Governance $ 218,652 $ 625,502 $ - $ - $ 844,154 $ 810,813

Administration 3,120,133 862,275 - 219,557 4,201,965 4,370,770

Instruction 54,127,559 4,082,547 - 1,603,765 59,813,871 58,547,917

Plant 3,352,894 7,785,150 - 1,529,446 12,667,490 12,938,719

Transportation 1,397,071 5,517,935 - 379,070 7,294,076 7,829,733

Tuition and Related Fees - 200,887 - - 200,887 233,840

School Generated Funds - 2,774,851 - - 2,774,851 2,976,079

Complementary Services 481,453 40,404 - - 521,857 507,754

External Services 51,411 48,374 - - 99,785 368,513

Other - 22,500 310,714 - 333,214 350,161

TOTAL $62,749,173 $21,960,425 $ 310,714 $ 3,731,838 $88,752,150 $88,934,299

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6. EMPLOYEE FUTURE BENEFITS

The school division provides certain post-employment, compensated absence andtermination benefits to its employees. These benefits include accumulating non-vested sickleave, retirement gratuity and paid time-off banks. The liability associated with thesebenefits is calculated as the present value of expected future payments pro-rated for serviceand is recorded as Liability for Employee Future Benefits in the consolidated statement offinancial position. Morneau Shepell Ltd, a firm of consulting actuaries, performed anactuarial valuation and extrapolated the results to estimate the Liability for EmployeeFuture Benefits as at August 31, 2016.

Details of the employee future benefits are as follows:

2016 2015

Actuarial extrapolation date Aug. 31, 2016 Aug. 31, 2015

Long-term assumptions used:

Discount rate at end of period 2.10% 2.50%

Inflation and productivity rate (excluding merit and promotion) 3.20% 3.20%

Expected average remaining service life (years) 14 14

Liability for Employee Future Benefits 2016 2015

Accrued Benefit Obligation - beginning of year 1,559,900$ 1,350,600$

Current period service cost 128,000 117,500

Interest cost 41,000 40,500

Benefit payments (96,800) (42,700)

Actuarial losses 76,400 94,000

AccruedBenefit Obligation - end of year 1,708,500 1,559,900

Unamortized Net Actuarial Losses (248,400) (185,200)

Liability for Employee Future Benefits 1,460,100$ 1,374,700$

Employee Future Benefits Expense 2016 2015

Current period service cost 128,000$ 117,500$

Amortization of net actuarial loss 13,200 6,500

Benefit cost 141,200 124,000

Interest cost 41,000 40,500

Total Employee Future Benefits Expense 182,200$ 164,500$

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7. PENSION PLANS

Multi-Employer Defined Benefit Plans

Information on the multi-employer pension plans to which the school division contributesis 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 andpensionable earnings.

The STRP and STSP are funded by contributions by the participating employeemembers and the Government of Saskatchewan. The school division’s obligation tothe STRP and STSP is limited to collecting and remitting contributions of theemployees at rates determined by the plans. Accordingly, these consolidated financialstatements do not include any expense for employer contributions to these plans. Netpension assets or liabilities for these plans are not reflected in these consolidatedfinancial statements as ultimate responsibility for retirement benefits rests with theSaskatchewan Teachers’ Federation for the STRP and with the Government ofSaskatchewan for the STSP.

Details of the contributions to these plans for the school division’s employees are asfollows:

2015

STRP STSP TOTAL TOTAL

Number of active School Division members 602 27 629 609

Member contribution rate (percentage of salary) 10.20%-13.50% 6.05%-7.85% 6.05%-13.50% 6.05%-11.30%

Member contributions for the year 4,501,960$ 66,212$ 4,568,172$ 4,010,174$

2016

ii) Municipal Employees’ Pension Plan (MEPP)

The MEPP provides retirement benefits based on length of service and pensionableearnings.

The MEPP is funded by employer and employee contributions at rates set by theMunicipal Employees’ Pension Commission.

Every three years, an actuarial valuation is performed to assess the financial positionof the plan and the adequacy of plan funding. Any actuarially determined deficiency isthe responsibility of the participating employers and employees which could affectfuture contribution rates and/or benefits.

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7. PENSION PLANS – continued

ii) Municipal Employees’ Pension Plan (MEPP) – continued

The contributions to the MEPP by the participating employers are not segregated inseparate accounts or restricted to provide benefits to the employees of a particularemployer. As a result, individual employers are not able to identify their share of theunderlying assets and liabilities, and the net pension assets or liabilities for this planare not recognized in these consolidated financial statements. In accordance with thePublic Sector Accounting Board (PSAB) standards, the plan is accounted for as adefined contribution plan whereby the school division’s contributions are expensedwhen due.

Details of the MEPP are as follows:

2016 2015

Number of active School Division members 485 482

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

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

Member contributions for the year 1,071,633$ 1,080,750$

School Division contributions for the year 1,071,633$ 1,080,750$

Actuarial (extrapolation) valuation date (Dec-31-2015) Dec-31-2014

Plan Assets (in thousands) 2,148,676$ 2,006,587$

Plan Liabilities (in thousands) 1,831,743$ 1,672,585$

Plan Surplus (in thousands) 316,933$ 334,002$

8. ACCOUNTS RECEIVABLE

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

Total Valuation Net of Total Valuation Net of

Receivable Allowance Allowance Receivable Allowance Allowance

Taxes Receivable 12,749,451$ 438,484$ 12,310,967$ 12,152,743$ 415,984$ 11,736,759$

Provincial Grants Receivable 523,048 - 523,048 100,000 - 100,000

Other Receivables 3,053,958 - 3,053,958 1,769,648 - 1,769,648

Total Accounts Receivable 16,326,457$ 438,484$ 15,887,973$ 14,022,391$ 415,984$ 13,606,407$

2016 2015

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9. ACCOUNTS PAYABLE AND ACCRUED LIABILITIES

Details of accounts payable and accrued liabilities are as follows:

2016 2015

Accrued Salaries and Benefits 1,789,761$ 1,743,918$

Supplier Payments 2,257,437 3,305,889

Playground Projects 196,460 215,868

Total Accounts Payable and Accrued Liabilities 4,243,658$ 5,265,675$

10. LONG-TERM DEBT

Details of long-term debt are as follows:

2016 2015

Debentures: Debenture repayable in equal annual

payments of $59,553 including

interest at 4.85%, due 2026

517,613$ 552,493$

517,613 552,493

Capital Loans: RBC loan repayable in monthly

instalments of $30,617 including


4,425,290 4,591,731

RBC loan repayable in monthly

instalments of $12,058 including


1,742,849 1,808,403

6,168,139 6,400,134

Other Long-Term Debt:

Capital Leases Capital Ford capital lease repayable

in monthly instalments of $1,560

including interest at 5.00%

- 29,346

Capital Ford capital lease repayable



- 29,692

Capital Ford capital lease repayable



- 29,692

- 88,730

Total Long-Term Debt 6,685,752$ 7,041,357$

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10. LONG-TERM DEBT – continued

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

Debentures Capital Loans Total

2017 35,372$ 241,712$ 277,084$

2018 37,087 252,767 289,854

2019 38,886 264,327 303,213

2020 40,772 276,416 317,188

2021 42,749 289,056 331,805

Thereafter 322,747 4,843,861 5,166,608

Total 517,613$ 6,168,139$ 6,685,752$

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

Debentures Capital Loans

Capital

Leases 2016 2015

Principal 34,880$ 231,995$ 88,730$ 355,605$ 511,941$

Interest 24,673 280,105 3,086 307,864 315,568

Total 59,553$ 512,100$ 91,816$ 663,469$ 827,509$

11. DEFERRED REVENUE

Details of deferred revenues are as follows:

Balance Additions Revenue Balance

as at during the recognized as at

Aug. 31, 2015 Year in the Year Aug. 31, 2016

Capital projects:

Federal capital tuition 1,338,920$ 168,939$ -$ 1,507,859$

Total capital projects deferred revenue 1,338,920 168,939 - 1,507,859

Other deferred revenue:

Buddies, Treaty Smarts, Nutrition Programs 40,691 39,709 20,702 59,698

Saskatchewan Community Literacy Grant 1,642 - - 1,642

Regional Kids First 38,611 76,896 115,507 -

Minority Language Grant - 8,521 - 8,521

Total other deferred revenue 80,944 125,126 136,209 69,861

Total Deferred Revenue 1,419,864$ 294,065$ 136,209$ 1,577,720$

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12. COMPLEMENTARY SERVICES

Complementary services represent those services and programs where the primary purpose isother than K-12 learning/learning support, but which have the specific objective of enhancingthe school division’s ability to successfully deliver its K-12 curriculum/learning programs.

Following is a summary of the revenues and expenses of the Complementary Servicesprograms operated by the school division in 2016 and 2015:

Summary of Complementary Services Revenues

and Expenses, by ProgramPre-K Programs 2016 2015

Revenues:

Operating Grants $ 465,120 $ 465,120 $ 450,204

Total Revenues 465,120 465,120 450,204

Expenses:

Salaries & Benefits 481,453 481,453 472,983

Instructional Aids 15,602 15,602 11,145

Supplies and Services 425 425 997

Travel 1,884 1,884 2,220

Professional Development (Non-Salary Costs) 6,354 6,354 2,992

Student Related Expenses 9,494 9,494 10,589

Contracted Transportation & Allowances 6,645 6,645 6,828

Total Expenses 521,857 521,857 507,754

Deficiency of Revenues over Expenses $ (56,737) $ (56,737) $ (57,550)

The purpose and nature of each Complementary Services program is to provide a Pre-Kprogram within the school division.

13. EXTERNAL SERVICES

External services represent those services and programs that are outside of the schooldivision’s learning/learning support and complementary programs. These services have nodirect link to the delivery of the school division’s K-12 programs nor do they directlyenhance the school division’s ability to deliver its K-12 programs.

Following is a summary of the revenues and expenses of the External Services programsoperated by the school division in 2016 and 2015:

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13. EXTERNAL SERVICES – continued

Summary of External Services

Revenues and Expenses, by Program

Regional

Kids First 2016 2015

Revenues:

Operating Grants $ 115,507 $ 115,507 $ 218,513

Total Revenues 115,507 115,507 218,513

Expenses:

Salaries & Benefits 51,411 51,411 49,470

Instructional Aids 2,054 2,054 953

Supplies and Services 443 443 300,000

Non-Capital Equipment - - 192

Communications 1,657 1,657 19

Travel 6,958 6,958 11,794

Professional Development 25 25 150

Student Related Expenses 37,237 37,237 5,935

Total Expenses 99,785 99,785 368,513

Excess (Deficiency) of Revenues over Expenses $ 15,722 $ 15,722 $ (150,000)

The purpose and nature of the Regional Kids First program is aimed at providing knowledgeand support to vulnerable families in areas such as literacy, nutrition, transportation andspecialized counselling services.

14. ACCUMULATED SURPLUS

Accumulated surplus represents the financial assets and non-financial assets of the schooldivision less liabilities. This represents the accumulated balance of net surplus arising fromthe operations of the school division including school generated funds.

Certain amounts of the accumulated surplus, as approved by the board of education, havebeen designated for specific future purposes including tangible capital asset expenditures,school generated funds, Humboldt Collegiate Institute, St. Brieux renovations, facilitiesrenewal, technology renewal and enhancements, administration efficiencies andrationalization and curriculum development and implementation. These internallyrestricted amounts are included in the accumulated surplus presented in the consolidatedstatement of financial position. The school division does not maintain separate bankaccounts for the internally restricted amounts.

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14. ACCUMULATED SURPLUS – continued

Details of accumulated surplus are as follows:

August 31

2015

Additions

during the

year

Reductions

during the

year

August 31

2016

Invested in Tangible Capital Assets:

Net Book Value of Tangible Capital Assets 66,676,230$ 10,511,674$ 3,744,261$ 73,443,643$

Less: Debt owing on Tangible Capital Assets (7,041,357) - (355,605) (6,685,752)

59,634,873 10,511,674 3,388,656 66,757,891

S.286 pre-April 2009 capital reserves (1) 3,231,291 - 2,115,817 1,115,474

PMR maintenance project allocations (2) - 1,581,618 1,581,618 -

Internally Restricted Surplus:

Capital projects:

Designated for tangible capital asset expenditures - 4,901,382 - 4,901,382

- 4,901,382 - 4,901,382

Other:

School generated funds 895,217 2,664,353 2,774,851 784,719

Humboldt Collegiate Institute 104,684 51,670 - 156,354

St. Brieux renovations - 1,500,000 - 1,500,000

Facilities renewal 3,200,000 1,600,000 3,200,000 1,600,000

Technology renewal and enhancements 2,000,000 - 2,000,000 -

Administration efficiencies and rationalization 6,200,000 - 278,819 5,921,181

Curriculum development and implementation 4,000,000 - 4,000,000 -

16,399,901 5,816,023 12,253,670 9,962,254

Unrestricted Surplus 3,666,308 - 2,760,436 905,872

Total Accumulated Surplus 82,932,373$ 22,810,697$ 22,100,197$ 83,642,873$

(1) S.286 pre-April 2009 Capital Reserves represent capital reserves that were createdby pre-April 2009 board of education motions that designated certain prior years'operating surpluses to be set aside for the purpose of future capital expenditures.Pursuant to S.286 of The Education Act, 1995, the school division is required to holdthese reserves as a special fund for the purpose of constructing or acquiring any capitalworks that may be approved by the Minister of Education.

(2) PMR Maintenance Project Allocations represent transfers received from theMinistry of Education as funding support for maintenance projects on the schooldivision’s approved 3 year capital maintenance plans. Unspent funds at the end of afiscal year are designated for future approved capital plan maintenance projectexpenditures.

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14. ACCUMULATED SURPLUS – continued

The purpose and nature of each Internally Restricted Surplus amount is as follows:

Amounts designated for tangible capital asset expenditures represent the amount restrictedto allow for the renewal and replacement of school buses, other vehicles, furniture andequipment and computer hardware and audio visual equipment.

School generated funds represents the accumulated surplus in relation to funds received,raised or collected in the name of individual schools or school activities including fees,commercial sales, fundraising and grants from various external sources.

Humboldt Collegiate Institute represents revenues in excess of expenses resulting from theschool division’s share of the operations of the school. The school is jointly administered withSt. Paul’s Roman Catholic Separate School Division No. 20.

St. Brieux renovations represents the amount restricted to allow for the renewal of the portionof the St. Brieux school that is not covered by Ministry of Education capital grant funding.

Facilities renewal represents the amount restricted to address the identified requirements ofthe maintenance, renewal and upgrading of the school division’s facilities.

Technology renewal and enhancements represents the amount restricted to continue theinvestment in upgrading and enhancement of technology used to support student learning andadministrative support activities throughout the school division.

Administration efficiencies and rationalization represents the amount restricted to continueefforts of consolidating the school division’s administrative functions. At the time ofamalgamation, the administrative duties were dispersed between three separate geographiclocations. In an effort to optimize efficiency and reduce administrative costs, the schooldivision has initiated a process of relocating the staff and operations to one central location tobetter serve all schools in the school division.

Curriculum development and implementation represents the amount restricted to addressthe need for investment to enhance supports for instructional staff in improving studentoutcomes.

15. BUDGET FIGURES

Budget figures included in the consolidated financial statements were approved by theBoard of Education on June 24, 2015 and the Minister of Education on August 20, 2015.

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16. PARTNERSHIP

The school division operates the Humboldt Collegiate Institute under a joint operatingagreement between the school division and St. Paul’s Roman Catholic Separate SchoolDivision No. 20. The purpose of the partnership is to provide secondary education to theCatholic and Public students of Humboldt, SK and surrounding area. Any distribution(recovery) of annual operating surplus (deficit) is shared between the partners according totheir proportionate share of the student population for the given fiscal year.

The following is a schedule of relevant financial information as stated within theconsolidated financial statements for the partnership for the year ended August 31, 2016.These amounts represent 100% of the partnership’s financial position and activities asreported under Public Sector Accounting Board Standards. The cost of the school andrelated assets have been capitalized and amortized in the consolidated financial statementsof the relative school division based on the percentage of ownership established underseparate agreement.

2016 2015

Financial Assets -$ 113,773$

Capital Assets 15,900,815 16,382,745

Total Assets 15,900,815 16,496,518

Financial Liabilities - 113,773

Accumulated Surplus 15,900,815 16,382,745

Total Liabilities and Accumulated Surplus 15,900,815 16,496,518

Revenues 3,509,206 3,331,706

Expenses 3,384,366 3,396,246

Total Operating Surplus (Loss) 124,840 (64,540)

Less: Allocated to Horizon School Division No. 205 51,445 (28,765)

Less: Allocated to St. Paul's Roman Catholic Separate 73,395 (35,775)

School Division No. 20

Total Accumulated Surplus -$ -$

The above amounts have been proportionately consolidated in the school division’sconsolidated financial statements at the school division’s partnership share of 41.2% (2015– 44.6%). After adjusting the accounting policies to be consistent with those of the schooldivision and eliminating transactions between the partnership and the school division, thefollowing amounts have been included in the school division’s consolidated financialstatements:

2016 2015

Capital Assets 4,912,582$ 5,058,276$

Financial Liabilities -$ 28,765$

Revenues 1,446,102$ 1,484,882$

Expenses 1,394,657$ 1,513,647$

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16. PARTNERSHIP – continued

The school division’s allocation of the accumulated balance of net operating surplusincluding school generated funds arising from the operations of Humboldt CollegiateInstitute has been included in internally restricted surplus as disclosed in Note 14 –Accumulated Surplus.

17. RELATED PARTIES

These consolidated financial statements include transactions with related parties. Theschool division is related to all Government of Saskatchewan ministries, agencies, boards,school divisions, health authorities, colleges, and crown corporations under the commoncontrol of the Government of Saskatchewan. The school division is also related to non-crown enterprises that the Government jointly controls or significantly influences. Inaddition, the school division is related to other non-government organizations by virtue ofits economic interest in these organizations.

Related Party Transactions

Transactions with these related parties are in the normal course of operations. Amountsdue to or from and the recorded amounts of transactions resulting from these transactionsare included in the consolidated financial statements and the table below. They are recordedat exchange amounts which approximate prevailing market rates charged by thoseorganizations and are settled on normal trade terms.

2016 2015

Revenues:

Ministry of Education 55,061,299$ 51,740,756$

55,061,299$ 51,740,756$

Expenses:

Carlton Trail College 362,779$ 352,452$

SaskEnergy 422,040 655,042

SaskPower 1,206,160 1,162,856

SaskTel 892,446 160,082

SaskTel Mobility 108,127 92,122

Sask Government Insurance 97,998 98,758

Sask Workers Compensation Board 262,381 312,821

Other 16,189 76,872

3,368,120$ 2,911,005$

Accounts Receivable:

Ministry of Education - Capital Grant 523,048$ 100,000$

523,048$ 100,000$

Accounts Payable and Accrued Liabilities:

Other 181,560$ 157,056$

181,560$ 157,056$

Deferred Revenue:

Ministry of Education - Regional Kids First -$ 38,611$

-$ 38,611$

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17. RELATED PARTIES – continued

In addition, the school division pays Provincial Sales Tax to the Saskatchewan Ministry ofFinance on all its taxable purchases and customer sales on items that are deemed taxable.Taxes paid are recorded as part of the cost of those purchases.

A portion of the operating grant revenue from the Ministry of Education includes fundingallocated to principal and interest repayments on some school board loans.

Other transactions with related parties and amounts due to/from them are describedseparately in the consolidated financial statements or notes thereto.

18. TRUSTS

The school division, as the trustee, administers trust funds for legacy and Horizon SchoolDivision No. 205 scholarships. The trust assets and transactions are not included in theconsolidated financial statements.

Information about these trusts is as follows:

2016 2015

Cash and short-term investments 650,474$ 646,232$

Total Assets 650,474 646,232

Revenues

Contributions and donations 18,723 15,475

Interest on investments 16,900 29,221

35,623 44,696

Expenses

Scholarship payments - recipients 31,381 26,681

31,381 26,681

Excess of Revenues over Expenses 4,242 18,015

Trust Fund Balance, Beginning of Year 646,232 628,217

Trust Fund Balance, End of Year 650,474$ 646,232$

Scholarship Funds

19. CONTINGENT LIABILITIES

Litigation

The school division has been named as a defendant in certain legal actions in whichdamages have been sought. The outcome of these actions is not determinable as at the dateof reporting and accordingly, no provision has been made in these consolidated financialstatements for any liability that may result. The school division's share of settlement, ifany, will be charged to expenses in the year in which the amount is determinable.

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20. CONTRACTUAL OBLIGATIONS AND COMMITMENTS

The school division has ongoing commitments under an operating lease for office rental.Future minimum operating lease payments under this obligation are as follows:

2017 – $100,260 2018 – $100,260 2019 – $41,775

As at August 31, 2016, the school division has committed to capital projects not yetcomplete in the amount of $2,743,284 (2015 – $8,478,521), with an anticipated capitalgrant of $380,550 (2015 – $4,103,049) to assist with funding the project. The preventativemaintenance and renewal projects not yet complete at year-end amounted to $65,484 (2015– $105,471).

21. RISK MANAGEMENT

The school division is exposed to financial risks from its financial assets and liabilities.These risks include credit risk, liquidity risk and market risk (consisting of interest rate riskand foreign exchange risk).

i) Credit Risk

Credit risk is the risk to the school division from potential non-payment of accountsreceivable. The credit risk related to the school division's receivables from theprovincial government, federal government and their agencies are considered to beminimal. For other receivables, the school division has adopted credit policies whichinclude the analysis of the financial position of its customers and the regular review oftheir credit limits in order to reduce its credit risk including close monitoring of overdueaccounts.

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 avaluation allowance is necessary to reflect impairment in collectability.

The aging of grants and other accounts receivable as at August 31, 2016 was:

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

Grants Receivable 523,048$ 523,048$ -$ -$ -$

Other Receivables 2,561,407 461,460 894 1,680 2,097,373

Gross Receivables 3,084,455 984,508 894 1,680 2,097,373

Allowance for Doubtful Accounts - - - - -

Net Receivables 3,084,455$ 984,508$ 894$ 1,680$ 2,097,373$

August 31, 2016

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21. RISK MANAGEMENT – continued

ii) Liquidity Risk

Liquidity risk is the risk that the school division will not be able to meet its financialobligations as they come due. The school division manages liquidity risk bymaintaining adequate cash balances and through budget practices, monitoring andforecasting.

The following table sets out the contractual maturities of the school division’s financialliabilities:

Within

6 months

6 months

to 1 year 1 to 5 years > 5 years

Accounts payable and accrued liabilities 4,243,658$ -$ -$ -$

Long-term debt 154,877 122,207 1,242,060 5,166,608

Total 4,398,535$ 122,207$ 1,242,060$ 5,166,608$

iii) Market Risk

The school division is exposed to market risks with respect to interest rates and foreigncurrency exchange rates, as follows:

Interest Rate Risk

Interest rate risk is the risk that the fair value or future cash flows of a financialinstrument will fluctuate because of changes in market interest rates. The schooldivision’s interest rate exposure relates to cash and cash equivalents. The schooldivision is exposed to interest rate price risk on its long-term debt as the interest ratesare fixed.

The school division also has an authorized bank line of credit of $20,000,000 withinterest payable monthly at a rate of prime less 1.00%. Changes in the bank's primerate can cause fluctuation in interest payments and cash flows. There was no balanceoutstanding on this credit facility as of August 31, 2016.

The school division minimizes these risks by:

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

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; and managing its interest rate risk on long-term debt through the exclusive use of

fixed rate terms for its long-term debt.

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21. RISK MANAGEMENT – continued

iii) Market Risk – continued

Foreign Currency Risk

Foreign currency risk is the risk that the fair value or future cash flows of a financialinstrument will fluctuate because of changes in foreign exchange rates. The schooldivision is exposed to currency risk on purchases denominated in U.S. dollars for whichthe related accounts payable balances are subject to exchange rate fluctuations;however, the school division believes that it is not subject to significant foreignexchange risk from its financial instruments.

Documents

HORIZON SCHOOL DIVISION - Microsoft€¦ · Horizon School Division Board of Education Annual Report – 2015-16 – Page 8 School Division in the Community Horizon School Division