Creight Annual

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1 Creight ton School Division #111 Annual Report Approved November 25, 2013 Creighton School Division Board of Education Annual Report

2 Table of Contents Letter of Transmittal Highlights/Accomplishments for Introduction School Division Profile About Us Division Mission Statement Division Vision Statement Division Core Values and Beliefs Program Overview School Division Planning Strategic Plan Continuous Improvement and Accountability Framework The School Division in the Community Community and Parent Involvement Community Partnerships Governance The Board of Education School Community Councils Our Students and Staff Students Staff Profile Higher Literacy and Achievement Grade 12 Graduation Average Final Marks Equitable Opportunities Strategies to Meet Needs of Diverse Students Smooth Transitions Grade 7 to 10 Transitions Credit Attainment System Accountability and Governance School Community Councils and Learning Improvement Plans Facilities and Transportation Facilities Student Transportation Financial Overview Budget to Actual Expenditure Creighton School Division Board of Education Annual Report

3 Appendix A: Management Report and Audited Financial Statements Appendix B: Organization Chart Appendix C: School List Appendix D: Payee List Board of Education Remuneration Personal Services Supplier Payments Appendix E: Infrastructure Projects List of Figures Figure 1: Location of Creighton School Division Figure 2: Enrolment by Grade September Figure 3: School Division Staff Figure 4: Grade 12 Graduation Students Completing Grade 12 in Three Years Figure 5: Grade 12 Graduation Students Completing Grade 12 in Five Years Figure 6: Average Final Marks in Selected Secondary Level Courses Figure 7: Student Transitions Between Grades 7 and Figure 8: Average Credits Earned per Post-Secondary Student Figure 9: Student Transportation Figure 10: Summary of Revenue and Expenses Creighton School Division #111 Box 158, Creighton, SK S0B 0A0 Phone: (306) Fax: (306) Website: info@creightonschool.com An electronic copy of this report is available at Creighton School Division Board of Education Annual Report

4 Letter of Transmittal Honourable Dan Morgan Minister of Education Dear Minister Morgan, The Board of Education of Creighton School Division #111 is pleased to provide you and the residents of the School Division with the annual report. This report outlines activities and accomplishments of the School Division and provides audited financial statements for the fiscal year September 1, 2012 to August 31, Respectfully submitted Janet Clark Chairperson Creighton School Division Board of Education Annual Report Page 1

5 Highlights/Accomplishments for The following are significant division accomplishments for the 2012/2013 school: 1. Data Driven Decision Making The processes of collecting assessment data on student achievement, and using that data to make instructional decisions has become embedded in the practices of the teachers in the division. Examples of that process this year include the data for the Canadian Achievement Test, and the data from the Tell Them From Me Survey. 2. First Nations Metis Education Achievement Plan A three-year First Nations Metis Education Achievement plan (FNMEA) has been developed and submitted to the Ministry of Education. With the submission of this plan the Division will receive approximately $23, in funding to increase achievement of our FNM students. The goals identified in this plan include increased student engagement for our FNM students as identified by the Tell Them From Me Survey, and increased literacy levels of our FNM students so that they are achieving at grade level expectations. 3. Individual Achievement Account Transition to Work Creighton School Division has applied for and received funding to implement a Transition to Work Program for our at risk students. The Division has received a total of $102, during the last two years to fund this program. The overall goal of this program is to assist vulnerable youth to stay in school, and to contribute to their local community by increasing their ability to manage their financial affairs, to gain employment skills, and to assist with their post-secondary plans or the transition to work. 4. Tell Them From Me Survey During this past year our Grade 4-12 students have participated in a perceptual survey that measures a variety of student achievement outcomes. This survey tool is an opportunity for students to have their voice heard, and the results of the survey are a strong indicator of student engagement in schooling. Highlights of the survey data this year indicated that students at Creighton Community School have a very high sense of belonging to their school, they value school outcomes, and they are intellectually engaged and find learning interesting. All of these scores for Creighton Community School were well-above Canadian norms. 5. Board Governance Policy Handbook During the 2012/2013 school year, the Board of Creighton School Division #111 reviewed/revised all of their governance polices. A new school governance policy handbook has been approved that outlines the Board s role in providing good governance practices. The purpose of this process was to identify the Board s role in providing goals and direction to the division, and administration s role in carrying out those decisions. Creighton School Division Board of Education Annual Report Page 2

6 Introduction This annual report presents an overview of Creighton School Division s activities and results for the fiscal year September 1, 2012 to August 31, This annual report provides a snapshot of Creighton School Division, its governance structures, students, staff, programs and facilities. It also offers information regarding the Continuous Improvement & Accountability Framework priorities: higher literacy and achievement, equitable opportunities, smooth transitions, and system accountability and governance. In addition to detailing the School Division s activities and performance in implementing the CIAF, this report outlines the financial overview of the Division, its audited financial statements, and includes appendices such as an organizational chart and payee list. Financial statements included in this report have been audited by an independent auditor following the Canadian Generally Accepted Auditing Standards. Creighton School Division Board of Education Annual Report Page 3

7 School Division Profile Figure 1: Location of Creighton School Division About Us Creighton School Division #111 is a rural one-school division located in northeast Saskatchewan that encompasses the communities of Creighton and Denare Beach. Included in the Denare Beach community is a small reserve that includes members of the Peter Ballantyne Cree Nation (PBCN). The map on the right shows the geographic location of Creighton School Division. Division Mission Statement Our mission is to work together to create a student centered environment that fosters healthy living, lifelong learning and responsible citizenship. Division Vision Statement Our Vision is that each student who enters our doors shall leave with abundant respect for self and others and the capability to meet the challenges of tomorrow. Division Core Values and Beliefs Every organization s actions and decisions are guided by those things that its members value and believe. The Board of Education of the Creighton School Division #111 believes that: Each individual is unique and has significant intrinsic value and has significant value for our community and society. It is vital that society provides education that addresses the personal, physical, spiritual, emotional and intellectual needs of each person. Students current and future needs must be foremost in all decisions. Creative, proactive, visionary and accountable leadership provides the foundation for success. Collaboration and teamwork are effective, productive and desirable. Positive relationships that empower students, parents, staff, administration, community members, partner organizations and other stakeholders are essential to meaningful education. Program Overview The students in Creighton School Division are diverse. They vary in age, personal circumstances, learning styles, interests, and individual strengths and needs. In order to provide the best education possible for all our students, Creighton School Division offers a wide range of programs in Creighton Community School. Central to the program is the provincially-mandated core curricula, broad areas of learning and cross-curricular competencies. Classroom instruction is designed to incorporate differentiated instruction, First Nations and Métis (FNM) content, FNM perspectives and ways of knowing, and differentiated instruction. Creighton School Division Board of Education Annual Report Page 4

8 In addition, Creighton Community School offers specialized programming that responds to the needs of its students. The following list identifies programs in operation at the school: Alternative programming for vulnerable students Community School programming Core French instruction Music/band programming Practical Arts Programming Technology-enhanced learning Given the size of the Division a limited number of specialized services and supports are offered to students and teachers: Learning Coach (.5) Educational Psychologist (one of the learning support teachers is the educational psychologist) Contracted Occupational Therapist (20 days) Contracted Speech& Language Pathologist (50 days) Student Counsellors (2.0 FTE) First Nations and Métis Education The Ministry of Education requires that each school division create a First Nations and Métis Education Plan that aligns with the Continuous Improvement and Accountability Framework. The highlights of Creighton School Division s First Nations and Métis Education Plan appear below. The full plan is available at The full plan provides detailed information about performance measures, target outcomes, and instructional strategies. Goal #1 Equitable Outcomes By June 2016 our FNM students in Grades 4-12 will demonstrate student engagement levels similar to all students in our school. By June 2016 the literacy levels of our FNM students in Grades 1-3 will be at or above grade level. Goal #2 Knowledge of First Nations and Métis Contributions By June 2016 Creighton School Division students will score at or above the provincial mean on the TULA Survey. Goal #3 Data Collection and Reporting By June 2016, the attendance of FNM students in Creighton School Division will at the 88% level in K-6, and at the 75% level in 7-12, as reported to Saskatchewan Education on the student data system. By June % of all FNM students will complete high school within three years of starting Grade 10. By June 2016 the average number of credits earned per grade level for FNM students will be at the same level as our non-fnm students. Goal #4 Shared Management To partner collaboratively with PBCN to enhance student success. To create a HUB style support program as a result of the interagency meetings. Creighton School Division Board of Education Annual Report Page 5

9 School Division Planning Creighton School Division #111 has a well-coordinated planning process which enables the alignment of School Division priorities with the Continuous Improvement and Accountability Framework (CIAF) priorities and alignment of all School Division planning activities. Since there is only one school in the division, Creighton Community School, it has been decided that the division CIAF will also serve as the Learning Improvement Plan for Creighton Community School. Strategic Plan Creighton School Division has never engaged in the development of a Strategic Plan. With only having one school in the division, the strategies outlined in the Continuous Improvement and Accountability Framework serves as the strategic plan for the division. A copy of the CIAF is available at Continuous Improvement and Accountability Framework The Continuous Improvement and Accountability Framework (CIAF) aligns School Division and CIAF priorities. The priority areas of the CIAF are: 1. Improve literacy and numeracy achievement for all students so that students in Creighton Community School achieve at provincial and national norms. 2. Enhance character education programming to improve students self-worth, citizenship skills and social development. 3. Establish structures and processes that foster meaningful, active and effective relationships with First Nations and Métis organizations and that promote positive First Nations relationships among students, staff and parents. 4. Encourage parent/guardian involvement in the school system through engaging and encouraging the School Community Council. 5. Enhance programming that promotes student career development and life-long learning. Creighton School Division Board of Education Annual Report Page 6

10 The School Division in the Community Creighton School Division is an integral part of community life in north east Saskatchewan. Creighton Community School is linked to the broader community in a multitude of ways. The Board of Education places strong emphasis on community and parent involvement, and on community partnerships. Community and Parent Involvement Research has shown that students achieve at higher levels in school when their parents/guardians and other community members are involved in education. Creighton Community School has programs and initiatives to encourage community and parent involvement. For example, Creighton Community School is establishing a parents room where the coffee is always on and families are always welcome. Creighton School Division believes in the importance of School Community Councils (SCCs) as a mechanism for connecting community and school. SCCs play a role in governance (described more fully in the next section) and most have established formal processes to foster community and parent involvement. Community Partnerships Interagency Meetings Creighton School Division has a number of informal partnerships with community agencies that provide support and resources for programs at Creighton Community School. The school division coordinates a bi-monthly interagency meeting that includes representation from Kids First North, Flin Flon Friendship Center, Peter Ballantyne Cree Nation, Northern Sport Recreation and Culture, Royal Canadian Mounted Police, Village of Denare Beach, Town of Creighton, Indian Child and Family Services, Child and Family Services, Mamawetan Churchill River Health Region, Ministry of Justice, and Creighton Alcohol and Drug Abuse Center. To facilitate the provision of wrap-around services by these multiple agencies, an interagency coordinator has been hired for the 2013/2014 school year. The funding for this position was obtained through the Community Initiatives Fund, but long term funding for the program will eventually need to be absorbed as a partnership between all the agencies. A review of the effectiveness of this position will be undertaken towards the end of the 2014/2014 school year. One of the goals for the school division is strengthen some of the informal partnerships by engaging in discussions with a number of community agencies that will lead to formal written partnership agreements. Governance The Board of Education provides governance for Creighton School Division as a whole and the School Community Council provides advice to Creighton Community School. The Board of Education Creighton School Division is governed by a six 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. Creighton School Division Board of Education Annual Report Page 7

11 Trustees are elected at large throughout the boundaries of the division except for the Denare Beach reserve. 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. The Board of Education members are: Board Chair Janet Clark Board Vice-chair Ray Biberdorf PBCN Hermeline Fagnan Trustee Tracy Andrusiak Trustee Rhonda Werbicki Trustee Heather Jacobsen (resigned from the Board on March 21, 2013) When Heather Jacobsen resigned from the Board on March 21, 2013, a decision was made by the Board to reduce the number of trustees from six to five members. A list of the remuneration paid to board members is provided in Appendix D. School Community Councils Left to Right: Tracy Andrusiak, Janet Clark, Hermalene Fagnan, Rhonda Werbicki, Ray Biberdorf The Creighton School Community School is active in organizing a variety of activities for the school. The School Community Council includes representation from both parents and employees in the school. While there is a designated Peter Ballantyne Cree Nation representative on the Board, the School Community Council has not been successful in securing PBCN representation on the School Community Council. This past year the Creighton Community School has provided classroom space to the School Community Council to create a family room that will allow a variety of family programming options for parents to take place. Creighton School Division Board of Education Annual Report Page 8

12 Our Students and Staff The section that follows provides information about the Creighton School Division s students and staff. Students Figure 2: Enrolment by Grade September 30 Grade School Year Kindergarten Total Subpopulation Enrolments Self-Identified FNMI English as an Additional Language 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, 2013 Grades School Year K to to to to Total to 3 4 to 6 7 to 9 10 to 12 Total 19 PreK Note: The table above identifies the actual number of students enrolled in each grade as of September 30 of each year. Creighton School Division Board of Education Annual Report Page 9

13 Staff Figure 3 below provides an overview of all Division staff. An organizational chart showing the reporting structure is provided in Appendix B. Figure 3: School Division Staff Job Category FTEs Classroom teachers 30.4 Principals, vice-principals 2.0 Other educational staff e.g., educational psychologists, educational assistants, 17 school community coordinators, speech language pathologists Administrative and financial staff e.g., clerks, accountants, IT people, 5 administrative assistants Plant operations and maintenance e.g., caretakers, handypersons, carpenters, 4.5 plumbers, electricians, gardeners, supervisors Transportation (contracted service) 0 Senior management team e.g. chief financial officer, director of education, 2 superintendents Total Full-Time Equivalent (FTE) Staff 60.9 Notes: The number of employees listed above represents full-time equivalents (FTEs). The actual number of employees is greater because some people work part-time or seasonally. Some individuals are counted in more than one category. For example, a teaching principal might be counted 0.4 as a classroom teacher and 0.6 as a principal. Information for all staff is at September 1, Staff Profile Creighton School Division is the fifth largest employer in the Creighton/Flin Flon/Denare Beach area and makes a significant contribution to the regional economy. The Division employs the full-time equivalent of 61.0 people. About 53% of these employees are teachers, the other 47% represent a wide range of occupations. The School Division needs educational assistants, clerical staff, information technology (IT) people, caretakers, bus drivers, accountants and other staff in order to provide a quality education for students of the Division. Senior Management Team The Director of Education, Bob Smith, and the Secretary-Treasurer, Sheola Jansen report directly to the Board of Education. Creighton School Division Board of Education Annual Report Page 10

14 Higher Literacy and Achievement Increased student literacy and achievement is a priority for Creighton School Division. The indicators below illustrate student performance as informed by Division and provincial data. Grade 12 Graduation Three-Year Graduation Rates In June 2012, 88% of all Creighton School Division students graduated within three years of entering Grade 10. A comparison with the June 2009 year shows that Creighton s overall graduation rate has been increasing during that time. However, in June 2013 the percentage of students graduating within three years has dropped to 77%. However, there is a significant difference between the graduation rate for FNM students and non-fnm students. Reducing this difference is one of the Division s most important goals. See Figure 4. Figure 4: Grade 12 Graduation Students Completing Grade 12 Within Three Years: Baseline Year with Two Most Recent Years 100% On-time Graduation Rates, Province and Creighton SD (Students Completing Grade 12 Within 3 Years of 'starting' Grade 10) 90% 80% 70% 60% 50% 40% 74.6% 78.1% 83.3% 78.6% 73.7% 88.2% 82.9% 89.7% 74.8% 76.5% 83.9% 88.5% 30% 20% 10% 31.8% 35.9% 37.4% 0% All Non-FNMI FNMI All Non-FNMI FNMI All Non-FNMI FNMI Province Graduating by Graduating by Graduating by ( cohort) ( cohort) ( cohort) CrSD Note: On-time graduation rates are calculated as the percentage of students who complete Grade 12 within 3 years of starting Grade 10. Results for populations of 10 or fewer have not been reported to avoid identifying individuals or very small groups of students. FNMI students are those who choose to self-identify as First Nations (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNMI students are those who do not identify themselves to be FNMI, and may include FNMI students who choose not to selfidentify. Source: Ministry of Education, 2013 Note: Significant fluctuations in data for Creighton School Division can occur when a single student does not graduate because of the small population size. Creighton School Division Board of Education Annual Report Page 11

15 Five-Year Graduation Rates Some students need more time to complete all the courses necessary to graduate, and so they continue in school longer than three years after beginning Grade 10. The graduation rate increases when these extra years of schooling are considered. In June 2009, 94% of all Creighton School Division students who had entered Grade 10 five years previously had graduated. While still above the provincial average, our five year graduation rate declines to 82% by June Because our FNM population is low, the data for the FNM graduation rate is not reported. Figure 5: Grade 12 Graduation Students Completing Grade 12 Within Five Years: Baseline Year with Two Most Recent Years 120% Extended-time Graduation Rates, Province and Creighton SD (Students Completing Grade 12 Within 5 Years of 'starting' Grade 10) 100% 80% 60% 40% 81.4% 93.8% 86.8% 93.3% 81.2% 84.4% 88.0% 96.2% 80.1% 81.5% 87.0% 90.9% 20% 47.1% 49.7% 50.0% 0% All Non-FNMI FNMI All Non-FNMI FNMI All Non-FNMI FNMI Graduating by... Province CrSD Note: Extended-time graduation rates are calculated as the percentage of students who complete Grade 12 within 5 years of starting Grade 10 (and include those who graduate on-time). Results for populations of 10 or fewer have not been reported to avoid identifying individuals or very small groups of students. FNMI students are those who choose to self-identify as First Nations (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNMI students are those who do not identify themselves to be FNMI, and may include FNMI students who choose not to self-identify. Source: Ministry of Education, Graduating by Graduating by ( cohort) ( cohort) ( cohort) Note: Significant fluctuations in data for Creighton School Division can occur when a single student does not graduate because of the small population size. Creighton School Division Board of Education Annual Report Page 12

16 Average Final Marks When registering for secondary level courses, students have many opportunities for choice. In , the average final marks for all Creighton School Division students were equal to or exceeded the provincial results in English Language Arts 10, English Language Arts 20 and Math Workplace and Apprenticeship 20. The average final marks for Creighton School Division students were below the provincial results in Science 10, Math Workplace and Apprenticeship 10, Math Foundations and Pre-calculus 10 and Math Foundations 20. The results for the FNMI students cannot be published because fewer than 10 students were in each of these classes. See Figure 6. Figure 6: Average Final Marks in Selected Secondary-Level Courses Average Final Marks in Selected Secondary-Level Courses Subject All Students Non-FNMI FNMI Province Creighton SD Province Creighton SD Province Creighton SD English Language Arts A nr English Language Arts B nr Science nr Math: Workplace and Apprenticeship nr Math: Foundations and Pre-calculus nr English Language Arts nr Math: Workplace and Apprenticeship nr Math: Foundations nr Note: Results for populations of 10 or fewer have not been reported to avoid identifying individuals or very small groups of students (nr). FNMI students are those who choose to self-identify as First Nations (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNMI students are those who do not identify themselves to be FNMI, and may include FNMI students who choose not to self-identify. Source: Ministry of Education, 2013 Creighton School Division Board of Education Annual Report Page 13

17 Equitable Opportunities Strategies to Meet the Needs of Diverse Students Creighton School Division strives to provide the best education possible for all its students. Creighton Community School offers programming that responds to the needs of its students such as: Prekindergarten and alternative programming for vulnerable students; distance education; services and supports of educational psychologists and speech and language pathologists. In addition Creighton School Division provides outreach programming for Peter Ballantyne Cree Nation students at the band office two nights a week. These programs and supports are intended to provide equitable opportunities for equitable outcomes for all students. Smooth Transitions Grade 7 to 10 Transitions There are several critical transition points as students move through the Prekindergarten to Grade 12 education system. The transition from middle to secondary grades is particularly important. Figure 8 below shows that all of Creighton School Division students, including our FNM students, who began Grade 7 in 2008/2009 are still in school three years later. See Figure 7. Figure 7: Student Transitions Between Grades 7 and 10, Creighton School Division Grade 7 Cohort Progressing from Grade 7 to 10 On- Time Still In School Baseline Cohort Cohort Cohort Cohort All students % 100.0% 96.4% 96.4% Non-FNMI students na na 21 na na nr nr FNMI students nr nr 7 nr nr nr nr Note: Students who have not progressed to Grade 10 on-time may have remained in a previous grade or were not re-enrolled in subsequent years. Still in School is the proportion of students either in Grade 10 or continuing a previous grade. Results for populations of 10 or fewer have not been reported to avoid identifying individuals or very small groups of students (nr). Categories where results are not available at this time are recorded as (na). FNMI students are those who choose to self-identify as First Nations (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNMI students are those who do not identify themselves to be FNMI, and may include FNMI students who choose not to self-identify. Source: Ministry of Education, 2013 Creighton School Division Board of Education Annual Report Page 14

18 Credit Attainment Saskatchewan secondary students must accumulate at least 24 secondary-level credits in order to graduate. This means that to graduate within a three-year period after beginning Grade 10, students must accumulate at least eight credits per year. In recent years, the provincial results have been relatively stable at just under 68% of all students attaining 8 or more credits per year. In a greater percent of Creighton students earned more than eight credits than the provincial average. In the percentage of Creighton students earning more than eight credits was less than the provincial average. However, the percentage of FNMI students earning more than eight credits was slightly greater than the provincial average in both years. See Figure 8. The school division will be reviewing and monitoring its programming practices to ensure that all students are earning enough credits to graduate in a three year period. Figure 8: Proportion of Secondary Students Attaining 8 or More Credits Yearly 90% Proportion of Secondary Students Attaining 8 or More Credits Yearly 80% 70% 60% 50% 40% 30% 67.6% 65.2% 75.4% 74.3% 68.4% 75.9% 76.3% 82.4% 68.2% 60.5% 75.7% 62.9% 20% 32.9% 36.6% 38.5% 37.5% 45.5% 10% 20.0% 0% All Non-FNMI FNMI All Non-FNMI FNMI All Non-FNMI FNMI Baseline Province Creighton SD Note: Results for populations of 10 or fewer have not been reported to avoid identifying individuals or very small groups of students. FNMI students are those who choose to self-identify as First Nations (Registered/Treaty/Status Indian, Non-Status Indian), Métis, or Inuit/Inuk. Non-FNMI students are those who do not identify themselves to be FNMI, and may include FNMI students who choose not to self-identify. Source: Ministry of Education, 2013 Note: Significant fluctuations in data for Creighton School Division can occur when a one or two students do not earn eight credits due to the small population size. Creighton School Division Board of Education Annual Report Page 15

19 System Accountability and Governance Creighton School Division is committed to operational effectiveness, transparency and fiscal responsibility and to the long-term stability of the education system in order to provide a high quality education for all students. School Community Councils and Learning Improvement Plans School Community Councils (SCCs) are required by legislation to cooperate with school staff to develop a school Learning Improvement Plan that is in accordance with the school division s Continuous Improvement and Accountability Plan. However, since there is only one school in the division it was decided that the Division CIAF would be the School Learning Improvement Plan. The involvement of the School Community Council in the development of the Division Continuous Improvement and Accountability Framework has been relatively limited. Creighton School Division Board of Education Annual Report Page 16

20 Facilities and Transportation Facilities Creighton Community School Creighton School Division pays careful attention to the maintenance of Creighton Community School. The division only has one full time maintenance employee; however the day custodian assists with minor maintenance projects. Major repairs of any kind often require outside contracted services. The school is cleaned every day and major cleaning such the waxing of floors, the washing of walls, and the cleaning of shelving takes place during the summer break. A four-year preventative maintenance and renewal plan has been developed and approved by the Board. Student Transportation Much of Creighton School Division is rural, so a significant number of students are transported to school from Denare Beach. A few Creighton town students are transported as well, when the distance between school and home is too great to walk. The School Division has contracted with First Student Canada to provide transportation for students. Transportation Statistics Figure 10: Student Transportation Students transported 201 In-town students transported (included in above) 4 Transportation routes 6 Number of buses 5 Kilometres travelled daily 258.4km Capacity utilized on buses 87% Average one-way ride time Longest one-way ride time (French Immersion) 37 min. 60 min. Creighton School Division contracts out the daily transportation of students to school each day. Denare Beach is a nearby community that is 18 km from Creighton and some division students attend French Immersion in nearby Flin Flon, Manitoba. Creighton owns a mini-bus and a van that in total travels about 45,000 km a year transporting students to a variety of sporting and school events. Special needs transportation is also a contracted service and some costs are shared with the Flin Flon School Division. Creighton School Division Board of Education Annual Report Page 17

21 Financial Overview In , as in previous years, Creighton School Division s single largest expense was instruction. Instruction includes salaries and benefits for teachers and other staff who work with students, resource materials and classroom supplies. The second largest expense was Plant Operations and Maintenance The largest single source of revenue was ministry grants, followed by property taxes. Revenue and Expenses Figure 10 below summarizes Creighton School Division s main categories of revenues and expenditures in Figure 10: Summary of Revenue and Expenses Revenue Property Taxation Ministry Grants Tuition and Related Fees School Generated Funds Other Revenue Expenditures Governance Administration Instruction Plant Operation & Maintenance Pupil Transportation School Generated Funds Payments to Other School Systems Creighton School Division Board of Education Annual Report Page 18

22 Budget to Actual Expenditures Budget to Budget to Actual Actual % Actual Actual Budget Variance Over / (Under) Variance Note REVENUES Property Taxation 1,022, ,134 1,035,698 (42,564) -4% Grants 4,939,338 4,909,047 4,685, ,701 5% Tuition and Related Fees 506, , ,622 11,979 2% School Generated Funds 158,421 85,698 65,500 20,198 31% 1 Complementary Services* - 126, , External Services** Other 158, , ,500 58,564 49% 2 Total Revenues 6,785,006 6,786,152 6,514, ,878 4% EXPENSES Governance 129, , ,206 (9,184) -7% 3 Administration 191, , ,904 (36,307) -15% 4 Instruction 4,583,254 4,457,469 4,581,079 (123,610) -3% Plant 710, , ,174 39,572 5% Transportation 372, , ,902 (19,013) -4% Tuition and Related Fees 169, , ,238 10,129 7% 5 School Generated Funds 153, ,608 65,500 35,108 54% 6 Complementary Services* - 115, ,608 (10,668) -8% 7 External Services** Other Expenses 8,044 26,049 58,663 (32,614) -55% 8 Total Expenses 6,317,746 6,367,687 6,514,274 (146,587) -2% Surplus (Deficit) for the Year 467, , * Complementary services are services and programs where the primary purpose is other than K-12 learning/learning support, but which have the specific objective of enhancing the School Division s ability to successfully deliver its K-12 curriculum/learning programs. For example, Prekindergarten and nutrition programs. ** External services are services and programs that are outside of the School Division s learning/learning support and complementary programs. These services have no direct link to the delivery of the School Division s K-12 program nor do they directly enhance the School Division s ability to deliver its K-12 programs. For example, fees paid to the School Division to or on behalf of its associate schools. Explanation for Variances 1 More school generated funds were received than anticipated. The offset to this increase can be found in the School Generated Funds expense (Note 6). 2 More grant money was received than anticipated. The offset to this increase can be found in Other Expenses (Note 8). 3 One board member resigned and was not replaced. 4 Administration salaries were less than anticipated. 5 We had more students attend Flin Flon School Division for the French Immersion Program than anticipated. 6 See note 1. 7 Salaries were lower than anticipated. 8 See note 2 Creighton School Division Board of Education Annual Report Page 19

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28 CREIGHTON SCHOOL DIVISION NO. 111 Statement of Operations and Accumulated Surplus from Operations for the year ended August 31, 2013 page Budget Actual Actual REVENUES (Note 14) Property Taxation 1,035, ,134 1,022,264 Grants 4,685,346 4,909,047 4,939,338 Tuition and Related Fees 480, , ,508 School Generated Funds 65,500 85, ,421 Complementary Services (Note 12) 126, ,608 - Other 120, , ,475 Total Revenues (Schedule A) 6,514,274 6,786,152 6,785,006 EXPENSES Governance 123, , ,133 Administration 248, , ,744 Instruction 4,581,079 4,457,469 4,583,254 Plant 723, , ,010 Transportation 433, , ,939 Tuition and Related Fees 153, , ,085 School Generated Funds 65, , ,537 Complementary Services (Note 12) 126, ,940 - Other Expenses 58,663 26,049 8,044 Total Expenses (Schedule B) 6,514,274 6,367,687 6,317,746 Operating Surplus for the Year - 418, ,260 Accumulated Surplus from Operations, Beginning of Year 5,168,524 5,168,524 4,701,264 Accumulated Surplus from Operations, End of Year 5,168,524 5,586,989 5,168,524 The accompanying notes and schedules are an integral part of these statements

29 CREIGHTON SCHOOL DIVISION NO. 111 Statement of Changes in Net Financial Assets for the year ended August 31, 2013 page Budget Actual Actual (Note 14) Net Financial Assets, Beginning of Year 1,062,043 1,062, ,973 Changes During the Year: Operating Surplus for the Year - 418, ,260 Acquisition of Tangible Capital Assets (Schedule C) (93,500) (276,871) (252,448) Amortization of Tangible Capital Assets (Schedule C) 195, , ,972 Net Acquisition of Inventory of Supplies - 1, Net Change in Other Non-Financial Assets - (569) (1,587) Change in Net Financial Assets 102, , ,070 Net Financial Assets, End of Year 1,164,445 1,419,278 1,062,043 The accompanying notes and schedules are an integral part of these statements

30 CREIGHTON SCHOOL DIVISION NO. 111 Statement of Cash Flows for the year ended August 31, 2013 page OPERATING ACTIVITIES Operating Surplus for the Year 418, ,260 Add Non-Cash Items Included in Surplus (Schedule D) 214, ,972 Net Change in Non-Cash Operating Activities (Schedule E) 200,254 (88,342) Cash Provided by Operating Activities 833, ,890 CAPITAL ACTIVITIES Cash Used to Acquire Tangible Capital Assets (276,871) (252,448) Cash (Used) by Capital Activities (276,871) (252,448) INVESTING ACTIVITIES Cash Used to Acquire Portfolio Investments (578) (92,869) Cash (Used) by Investing Activities (578) (92,869) FINANCING ACTIVITIES Proceeds from Issuance of Long Term Debt ,869 Repayment of Long Term Debt (52,699) (50,685) Cash Provided (Used) by Financing Activities (52,121) 38,184 INCREASE IN CASH AND CASH EQUIVALENTS 504, ,758 CASH AND CASH EQUIVALENTS, BEGINNING OF YEAR 1,322,634 1,044,876 CASH AND CASH EQUIVALENTS, END OF YEAR 1,826,684 1,322,634 REPRESENTED ON THE FINANCIAL STATEMENTS BY: Cash and Cash Equivalents 1,826,684 1,322,634 CASH AND CASH EQUIVALENTS, END OF YEAR 1,826,684 1,322,634 The accompanying notes and schedules are an integral part of these statements

31 CREIGHTON SCHOOL DIVISION NO. 111 Schedule A: Supplementary Details of Revenue for the year ended August 31, 2013 A-1 Property Taxation Revenue Budget Actual Actual Tax Levy Revenue: Property Tax Levy Revenue 1,035, ,378 1,064,322 Total Property Tax Revenue 1,035, ,378 1,064,322 Grants in Lieu of Taxes: Federal Government - 7,077 8,503 Provincial Government - 13,535 8,248 Total Grants in Lieu of Taxes - 20,612 16,751 Other Tax Revenues: House Trailer Fees - 6,899 8,239 Total Other Tax Revenues - 6,899 8,239 Additions to Levy: Penalties - 18,126 21,525 Total Additions to Levy - 18,126 21,525 Deletions from Levy: Discounts - (8,016) (54,221) Cancellations - (7,865) (34,352) Total Deletions from Levy - (15,881) (88,573) Total Property Taxation Revenue 1,035, ,134 1,022,264 Grants: Operating Grants Ministry of Education Grants: K-12 Operating Grant 4,685,346 4,725,282 4,672,976 Other Ministry Grants - 44, ,408 Total Ministry Grants 4,685,346 4,769,963 4,854,384 Other Provincial Grants - 25,145 23,501 Total Operating Grants 4,685,346 4,795,108 4,877,885 Capital Grants Ministry of Education Capital Grants - 113,939 61,453 Total Capital Grants - 113,939 61,453 Total Grants 4,685,346 4,909,047 4,939,338

32 CREIGHTON SCHOOL DIVISION NO. 111 Schedule A: Supplementary Details of Revenue for the year ended August 31, 2013 A-2 Tuition and Related Fees Revenue Budget Actual Actual Operating Fees: Tuition Fees: Federal Government and First Nations 441, , ,647 Total Tuition Fees 441, , ,647 Transportation Fees 33,000 43,006 45,561 Other Related Fees 6,300 6,300 6,300 Total Operating Tuition and Related Fees 480, , ,508 Total Tuition and Related Fees Revenue 480, , ,508 School Generated Funds Revenue Curricular Fees: Student Fees - 7,502 18,935 Total Curricular Fees - 7,502 18,935 Non-Curricular Fees: Fundraising 65,500 78, ,486 Total Non-Curricular Fees 65,500 78, ,486 Total School Generated Funds Revenue 65,500 85, ,421 Complementary Services Operating Grants: Ministry of Education Operating Grants: Ministry of Education-Foundation Operating Grant 126, ,608 - Total Operating Grants 126, ,608 - Total Complementary Services Revenue 126, ,608 - Other Revenue Miscellaneous Revenue 116, , ,364 Sales & Rentals Investments 4,500 12,909 7,061 Total Other Revenue 120, , ,475 TOTAL REVENUE FOR THE YEAR 6,514,274 6,786,152 6,785,006

33 CREIGHTON SCHOOL DIVISION NO. 111 Schedule B: Supplementary Details of Expenses for the year ended August 31, 2013 B Budget Actual Actual Governance Expense Board Members Expense 60,980 54,693 63,111 Professional Development- Board Members 16,000 9,614 15,284 Advisory Committees 3,000 3,000 6,000 Elections 1, Other Governance Expenses 41,300 45,807 44,738 Total Governance Expense 123, , ,133 Administration Expense Salaries 169, , ,548 Benefits 44,394 50,221 39,378 Supplies & Services 16,300 28,223 20,719 Non-Capital Furniture & Equipment 1,500 1, Communications 7,600 7,731 8,123 Travel 8,315 8,585 8,832 Professional Development 1, Amortization of Tangible Capital Assets - 1,078 1,078 Total Administration Expense 248, , ,744 Instruction Expense Instructional (Teacher & LEADS Contract) Salaries 2,816,771 2,681,865 2,858,285 Instructional (Teacher & LEADS Contract) Benefits 131, , ,689 Program Support (Non-Teacher Contract) Salaries 920, , ,822 Program Support (Non-Teacher Contract) Benefits 201, , ,876 Instructional Aids 160, , ,413 Supplies & Services 72,582 94, ,441 Non-Capital Furniture & Equipment 56,553 31,663 35,299 Communications 14,600 14,630 15,699 Travel 22,730 4,355 4,355 Professional Development 51,500 50,182 41,791 Student Related Expense 67,100 69,797 71,251 Amortization of Tangible Capital Assets 64,767 68,934 65,333 Total Instruction Expense 4,581,079 4,457,469 4,583,254

34 CREIGHTON SCHOOL DIVISION NO. 111 Schedule B: Supplementary Details of Expenses for the year ended August 31, 2013 B Budget Actual Actual Plant Operation & Maintenance Expense Salaries 237, , ,757 Benefits 53,745 51,684 50,548 Non-Capital Furniture & Equipment 2,500 1,147 1,838 Building Operating Expenses 302, , ,559 Communications 1, Travel Amortization of Tangible Capital Assets 124, , ,926 Total Plant Operation & Maintenance Expense 723, , ,010 Student Transportation Expense Supplies & Services 64,417 73,010 74,004 Non-Capital Furniture & Equipment 4,500 6,374 - Travel 11, Contracted Transportation 346, , ,300 Amortization of Tangible Capital Assets 6,635 6,635 6,635 Total Student Transportation Expense 433, , ,939 Tuition and Related Fees Expense Tuition Fees 153, , ,085 Total Tuition and Related Fees Expense 153, , ,085 School Generated Funds Expense Supplies & Services 14,000 10,090 17,589 Special Programs 51,500 90, ,948 Total School Generated Funds Expense 65, , ,537

35 CREIGHTON SCHOOL DIVISION NO. 111 Schedule B: Supplementary Details of Expenses for the year ended August 31, 2013 B-3 Complementary Services Expense Budget Actual Actual Instructional (Teacher & LEADS Contract) Salaries & Benefits 90,158 81,012 - Program Support (Non-Teacher Contract) Salaries & Benefits 30,500 28,978 - Plant Operation & Maintenance Salaries & Benefits 4,950 4,950 - Instructional Aids 1,000 1,000 - Total Complementary Services Expense 126, ,940 - Other Expense Interest and Bank Charges: Current Interest and Bank Charges 805 5,951 8,044 Interest on Other Capital Loans and Long Term Debt School Facilities 52, Other 5, Total Interest and Bank Charges 58,663 5,951 8,044 Provision for Uncollectable Taxes - 20,098 - Total Other Expense 58,663 26,049 8,044 TOTAL EXPENSES FOR THE YEAR 6,514,274 6,367,687 6,317,746

36 CREIGHTON SCHOOL DIVISION NO. 111 Schedule C - Supplementary Details of Tangible Capital Assets for the year ended August 31, 2013 Tangible Capital Assets - at Cost: Furniture Computer Land Buildings School Other and Hardware and Computer Land Improvements Buildings Short term Buses Vehicles Equipment Audio Equipment Software Opening Balance as of September 1 101, ,705 6,638, ,093 79,621 33,818 1,510, ,987 31,987 9,228,823 8,976,375 Additions/Purchases , ,957 53, , ,448 Closing Balance as of August , ,705 6,802, ,093 79,621 33,818 1,570, ,027 31,987 9,505,694 9,228,823 Tangible Capital Assets - Amortization: Opening Balance as of September 1-453,485 3,197,897 29,040 26,540 33,818 1,298, ,575 2,637 5,174,786 4,968,814 Amortization of the Period - 3, ,473 5,555 6,635-46,867 23, , ,972 Closing Balance as of August 31 N/A 456,711 3,327,370 34,595 33,175 33,818 1,345, ,721 2,637 5,389,688 5,174,786 Net Book Value: Opening Balance as of September 1 101,084 48,220 3,440,755 82,053 53, ,082 87,412 29,350 4,054,036 4,007,561 Closing Balance as of August ,084 44,994 3,475,156 76,498 46, , ,306 29,350 4,116,006 4,054,036 Change in Net Book Value - (3,226) 34,401 (5,555) (6,635) - 13,090 29,894-61,969 46,475 Sch C