School: Aldergrove [0234] 2020-2021 Revised Budget Principal: Dr. David Kun

Address: 8525 182 Street Profile  Shelagh DunnWard Trustee:

© Edmonton Public Schools 1 of 1

Enrolment Staff FTE BudgetNormalized 0.000 Custodial 1.750000 Salaries $2,360,072 95%

Weighted 0.000 Exempt 0.000000 Supplies, Equip., Services $113,602 05%

Regular 0 Support 6.543000

Teacher 17.000000

Year Opened 1976 Total 25.293000 Total $2,473,674 100%

School PhilosophyAldergrove School is a place to belong, to contribute, and to grow, a caring and respectful environment that seeks to nurture positive relationships. We believe that learning isan individual process, that by developing self-regulation, independence, and an excellent work ethic, children are prepared to take responsibility for their own learning, therebysetting the foundation for individuals to work together. We believe that learning is a social process, that by engaging in collaborative and respectful interactions with others,children learn together to achieve their potential. We believe that self-regulated independent learners, who are capable of interacting with others, are able to lead together.Our beliefs underlie our school's Mission Statement:  Working... Learning... Leading... Together! 

Community ProfileAldergrove School is located in, and serves, an active, west end community in the vicinity of West Edmonton Mall. The school was built in 1976. The Aldergrove SchoolCouncil and the Parent Advisory Association are very committed to supporting the education of their children and the work of the school. Parent volunteers provide directsupport by working in the classrooms, helping with school-wide activities, and assisting with special events. Staff, students, parents, and the community work together toprovide high quality learning experiences in a safe and secure environment. The Aldergrove Child Care, located in the Community League building adjacent to the school, andthe community-at-large continue to use the school for after-hour activities. 

Programs and OrganizationAldergrove School provides a focused academic program for all students, including those with diverse learning needs. Reading comprehension, language arts and earlyliteracy activities are the core of student success and receive strong support in our school community. The Balanced Literacy Programme is followed school-wide,kindergarten to grade six, including two district site special needs classes.  Integration of a variety of technology resources supports our plan to improve student achievementand to prepare students for the 21st Century. One Division I class and one Division II class serve the needs of students with severe behaviour and emotional disorders. Musicprogramming is provided to all students with instrumental, choral, and movement components.   Students also are supported through Leveled Literacy Intervention, theUniversity of Alberta Community Service Learning Project and Study Buddy initiatives, and Grant MacEwan University Work Integrated Learning Placement. Studentleadership activities and student-led assemblies are designed to gain a higher level of student engagement. As a school, based on Stephen Covey's, Leader in Me The Seven

, leadership is taught, promoted, and recognized. Habits of Effective People

School Community RelationshipsWe would like to acknowledge the following community members who have helped to foster the growth and success of our students:

FYi doctors West Edmonton Mall, GEF's Meadowlark Lodge, Kids on Track, Study Buddy, The Family Centre, University of Alberta

School: Aldergrove [0234] 2019-2020 Results Review Principal: Dr. David Kun

Address: 8525 182 Street Results and Implications  Shelagh DunnWard Trustee:

© Edmonton Public Schools 1 of 2

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Division Priorities 2018-2022

Foster growth and success for every student by supporting their journey from early learning through high school completion and beyond.Provide welcoming, high quality learning and working environments.Enhance public education through communication, engagement and partnerships.

Based on the three SMART goals that were established for 2019-2020, report on the results you achieved (with evidence, including referencing the School’s Accountability Pillarresults, if applicable) and describe how achievement of the goal supports the above Division’s Priorities that were in effect when the goal was set.

Goal Two: Success for Every Student  By June 2020, 75% of grades 1 - 6 students will be reading at or above grade level, as measured by Edmonton Public Schools' Reading Levels, based on studentdemonstration of relevant outcomes in the Alberta Program of Studies and the consistent administration of the Fountas and Pinnell Benchmark Assessment System in thethird term. 

Results Achieved:

This goal was not achieved.62.3% of grades 1 - 6 students were reading at or above grade level. This was a 6% decrease from the previous year's result. (Concurrently, Jasper Place Catchmentrealized a 5% decrease while the School Division realized a 3.8% decrease.) Students entering grade 1 are demonstrating deficits in literacy that impact learning andprogress towards reading 'at grade' by the end of the school year. In response, teachers in grades 1 and 2 modified the timetable in order to provide languages artsinstruction for the whole morning, from September to the end of January.60.6% of English Language Learners from grades 1 - 6 were reading at or above grade level. This was a 19.7% decrease from the previous year's results of 80.3%.31.5% of First Nations, Metis and Inuit students from grades 1 - 6 were reading at or above grade level. This was a 6.2% decrease from the previous year's result of41.3%.Due to the cancellation of the Grade 6 Provincial Achievement Tests, results for the Reading Component for Language Arts is not available.96% - Percentage of teachers, parents and students satisfied with the overall quality of basic education - Accountability Pillar.

Goal Three: Building capacity through a culture of collaboration and distributed leadership

By June 2020, 100% of Aldergrove Staff will have demonstrated the application of foundational knowledge about First Nations, Metis and Inuit in the classroom, as measuredby an individually prepared qualitative account. Staff will engage in monthly collaborative discussions to share approaches and strategies in support of application. Staff, also,will continue to engage in professional learning through presentations and workshops in order to build upon the work of 2018-2019 to develop foundational knowledge of FirstNations, Metis, and Inuit.    

Results Achieved: (Note: 19% of students identified as First Nations, Metis, or Inuit)

This goal was partially achieved. During the course of the year, Staff continued to build foundational knowledge about First Nations, Metis, and Inuit and met monthly forcollaborative discussions. A Consultant with Curriculum and Learning Supports provided a presentation on how to weave First Nations, Metis and Inuit Literature into Math, aswell as a presentation on how to implement the Literacy Seed Kit, a collection of 76 books written or illustrated by a person with First Nations, Metis or Inuit heritage. Thebooks have curricular connections to language arts, science, social studies, health and art. The application of foundational knowledge was grounded in the use of literacyresources. The Teaching Quality Standard notes that the learning experiences of all students is supported by the use of resources that accurately reflect and demonstrate thestrength and diversity of First Nations, Metis and Inuit. Staff were concerned with the potential to generalize their worldview with an FNMI worldview and, thus, to inaccuratelyreflect First Nations, Metis and Inuit. Consequently, the ability to use approved resources contributed to staff confidence in their ability to apply foundational knowledge.  

School: Aldergrove [0234] 2019-2020 Results Review Principal: Dr. David Kun

Address: 8525 182 Street Results and Implications  Shelagh DunnWard Trustee:

© Edmonton Public Schools 2 of 2

Goal Two: Supports for the whole child  By June 2020, Aldergrove School will have maintained existing school-community relationships and will have established two new community partnerships to enhance publiceducation. This goal will be measured by the attainment of school-community relationships denoted as Volunteer and Community Friend. Community partnerships will becommunicated to parents throughout the school year through SchoolZone, classroom newsletters, and events to convey the supportive relationships the broader communityhas with Aldergrove School.  

Results Achieved:

Public Education was enhanced through the maintenance of existing school-community relationships and by the development of additional relationships.The School initiated a ‘Volunteer’ relationship with Grant MacEwan University through the “Change Making Initiative for Academic Community Involvement”. Four universitystudents worked in classrooms to provide support to students.The school secured a ‘Business’ relationship with the Family Centre to provide a 0.1 FTE Mental Health Therapist, at cost to the school. Altogether, the Therapist providedcounselling to 11 students from September to March. Subsequent to classes being cancelled due to COVID-19, the Therapist continued online with eight students, havingweekly or bi-weekly Google Meets with the student and parent. Parents were also provided with strategies to use during the time of class cancellation.For a second year, a ‘Business’ relationship continued with the Assistant Golf Professional from the Royal Mayfair Golf Club to provide golf lessons to students, through anArtist in Residency. This endeavour was funded by the Aldergrove Parent Advisory Association.Aldergrove also developed a ‘Partnership’ with the Edmonton Food Bank to provide food donations to the school, as needed. A recess snack was provided to students whorequested one, and lunch was provided to students who had forgotten to bring one to school.

What were the biggest challenges encountered in 2019/20?

The biggest challenges encountered included the following:Students entering grade 1 demonstrating greater deficits in reading and writing knowledge and skills.

Since the 2017-2018 school year, there has been a noticeable decline in the percentage of students reading at grade level and writing with a performance level ofadequate or higher. 

COVID-19 and class cancellationsThe cancellation of classes on March 14th, 2020, due to the COVID-19 Pandemic, impacted the ability of teachers to address the reading skills and comprehension ofstudents. This was particularly evident at the kindergarten to grade 2 levels. Additionally, intervention supports could not be sustained, nor levels of student engagementin their learning.

What was most important for your school community as you prepared for the 2020-2021 school year?

What was most important for our school community was providing reassurance to parents/guardians that student learning would be safe during the COVID-19 Pandemic.Reassurance was attained through two means:             1) Providing family choice for either in-person or online learning. For parents/guardians who were concerned about their child potentially coming into contact withCOVID-19 through face-to-face interactions with other students, the option to have their child engage in online learning alleviated such a concern. For parents/guardians whoneeded or wanted their child to attend school, the option for in-person learning was available. Additionally, the option to choose up to four times during the course of theschool year provided reassurance that families could respond with flexibility to any imminent changes in the spread of COVID-19 with the greater community.

             2) Letting parents/guardians know what safety precautions and protocols were in place for in-person learning. This entailed preparing a School Re-entry Strategy tosupplement the School Division's Re-entry Strategy, as well as a video to show parents/guardians the safety protocols that had been put in place to support students andstaff.

Measure Category Measure

Aldergrove School Alberta Measure Evaluation

Current Result

Prev Year Result

Prev 3 Year Average

Current Result

Prev Year Result

Prev 3 Year Average Achievement Improvement Overall

Safe and Caring Schools Safe and Caring 92.4 93.4 95.2 89.4 89.0 89.2 Very High Maintained Excellent

Student Learning Opportunities

Program of Studies 89.3 89.3 92.8 82.4 82.2 82.0 Very High Maintained Excellent

Education Quality 96.0 96.6 97.5 90.3 90.2 90.1 Very High Maintained Excellent

Drop Out Rate n/a n/a n/a 2.7 2.6 2.7 n/a n/a n/a

High School Completion Rate (3 yr) n/a n/a n/a 79.7 79.1 78.4 n/a n/a n/a

Student Learning Achievement (Grades K-9)PAT: Acceptable 71.2 69.2 71.8 73.8 73.6 73.6 Intermediate Maintained Acceptable

PAT: Excellence 20.2 20.1 13.7 20.6 19.9 19.6 High Maintained Good

Student Learning Achievement (Grades 10-12)

Diploma: Acceptable n/a n/a n/a 83.6 83.7 83.1 n/a n/a n/a

Diploma: Excellence n/a n/a n/a 24.0 24.2 22.5 n/a n/a n/a

Diploma Exam Participation Rate (4+ Exams) n/a n/a n/a 56.4 56.3 55.6 n/a n/a n/a

Rutherford Scholarship Eligibility Rate n/a n/a n/a 66.6 64.8 63.5 n/a n/a n/a

Preparation for Lifelong Learning, World of Work, Citizenship

Transition Rate (6 yr) n/a n/a n/a 60.1 59.0 58.5 n/a n/a n/a

Work Preparation 100.0 80.4 91.5 84.1 83.0 82.7 Very High Improved Excellent

Citizenship 95.4 91.5 93.1 83.3 82.9 83.2 Very High Maintained Excellent

Parental Involvement Parental Involvement 91.8 77.8 84.2 81.8 81.3 81.2 Very High Maintained Excellent

Continuous Improvement School Improvement 88.8 89.1 89.9 81.5 81.0 80.9 Very High Maintained Excellent

Report Generated: Apr 26, 2020Locked with Suppression for May 2020

Report Version 1.0Data Current as of Mar 29, 2020

Notes:1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*).2. Overall evaluations can only be calculated if both improvement and achievement evaluations are available.3. Student participation in the survey was impacted between 2014 and 2017 due to the number of students responding through the OurSCHOOL/TTFM (Tell Them From Me) survey tool.4. Aggregated PAT results are based upon a weighted average of percent meeting standards (Acceptable, Excellence). The weights are the number of students enrolled in each course. Courses included: English Language Arts (Grades 6, 9, 9 KAE), Français (6e

et 9e année), French Language Arts (6e et 9e année), Mathematics (Grades 6, 9, 9 KAE), Science (Grades 6, 9, 9 KAE), Social Studies (Grades 6, 9, 9 KAE).5. Participation in Provincial Achievement Tests was impacted by the fires in May to June 2016 and May to June 2019. Caution should be used when interpreting trends over time for the province and those school authorities affected by these events.6. Aggregated Diploma results are a weighted average of percent meeting standards (Acceptable, Excellence) on Diploma Examinations. The weights are the number of students writing the Diploma Examination for each course. Courses included: English

Language Arts 30-1, English Language Arts 30-2, French Language Arts 30-1, Français 30-1, Mathematics 30-1, Mathematics 30-2, Chemistry 30, Physics 30, Biology 30, Science 30, Social Studies 30-1, Social Studies 30-2.7. Participation in Diploma Examinations was impacted by the fires in May to June 2016 and May to June 2019. Caution should be used when interpreting trends over time for the province and those school authorities affected by these events.8. Weighting of school-awarded marks in diploma courses increased from 50% to 70% in the 2015/16 school year. Caution should be used when interpreting trends over time. 9. 2016 results for the 3-year High School Completion and Diploma Examination Participation Rates have been adjusted to reflect the correction of the Grade 10 cohort.10.Improvement evaluations are not calculated for school and school authority Drop Out and Rutherford Scholarship Eligibility rates. Starting in 2019, an updated methodology was applied to more accurately attribute results in cases where students receive

programming from more than one provider within a school year. Caution should be used when interpreting school and school authority results over time.

Accountability Pillar Overall Summary3-Year Plan - May 2020School: 7234 Aldergrove School

127

School: Aldergrove [0234] 2020-2021 Plans Principal: Dr. David Kun

Address: 8525 182 Street Plans  Shelagh DunnWard Trustee:

© Edmonton Public Schools 1 of 1

1. 2. 3.

Division Priorities 2018-2022

Foster growth and success for every student by supporting their journey from early learning through high school completion and beyond.Provide welcoming, high quality learning and working environments.Enhance public education through communication, engagement and partnerships.

The following SMART (Specific, Measureable, Attainable, Relevant, Time-Framed) goals have been established for the 2020/2021 school year. Select the Division Priority numberthat the goal supports from the drop-down box. Schools are to set one goal for each priority. Central DU's can set their goals around one or more priorities.

Priority 1

Priority 2

Priority 3

Goal Two: Success for every student 

By June 2021, 70% of grades 1 - 6 students will be reading at or above grade level, as measured by Edmonton Public Schools' Reading Levels, based on studentdemonstration of relevant outcomes in the Alberta Program of Studies and the consistent administration of the Fountas and Pinnell Benchmark Assessment System (3rd ed.)in the fourth Quarter.   

Goal 1: A focus on well-being and student citizenship 

By June 2021, Aldergrove Staff will establish, promote and sustain inclusive learning environments by increasing awareness of the emotional and mental health needs ofstudents. Staff will engage in monthly readings and online professional learning in the , presented by Dr. Jody Carrington,VIP Course: How to Connect with Kids These Daysand will engage in collaborative discussions to share thoughts, approaches and strategies in support of this endeavour.

This goal will be measured by staff participation in professional learning activities, and by the Accountability Pillar Results for the categories of Safe and Caring Schools, andCitizenship.  

Goal Two: Supports for the whole child. 

By June 2021, Aldergrove School will have maintained current school-community relationships and endeavoured to implement two new relationships to enhance publiceducation. Community relationships will be communicated to parents throughout the school year through SchoolZone and classroom newsletters to convey the supportiverelationships the broader community has with Aldergrove School.

This goal will be measured by the attainment of school-community relationships denoted as 'Community Friend' and 'Business Partnership'.  

School: Aldergrove [0234] 2020-2021 Revised Budget Principal: Dr. David Kun

Address: 8525 182 Street Budget Summary Report  Shelagh DunnWard Trustee:

© Edmonton Public Schools 1 of 1

2020-21 Spring Proposed 2020-21 Fall Revised

Resources 2,473,674 2,473,674

Internal Revenue 0 0

REVENUE TOTAL 2,473,674 2,473,674

Classroom 15.000000 1,541,865 15.000000 1,541,865

Leadership 2.000000 250,440 2.000000 250,440

Teacher Supply .000000 58,410 .000000 58,410

TOTAL TEACHER 17.000000 1,850,715 17.000000 1,850,715

(% of Budget) 74.82% 74.82%

Exempt (Hourly/OT) .000000 23,378 .000000 23,378

Support 6.543000 366,501 6.543000 366,501

Support (Supply/OT) .000000 8,000 .000000 8,000

Custodial 1.750000 104,479 1.750000 104,479

Custodial (Supply/OT) .000000 7,000 .000000 7,000

TOTAL NON-TEACHER 8.293000 509,358 8.293000 509,358

(% of Budget) 20.59% 20.59%

TOTAL STAFF 25.293000 2,360,073 25.293000 2,360,073

(% of Budget) 95.41% 95.41%

SUPPLIES, EQUIPMENT AND SERVICES 75,221 75,221

INTERNAL SERVICES 38,381 38,381

OTHER INTEREST AND CHARGES 0 0

TOTAL SES 113,602 113,602

(% of Budget) 4.59% 4.59%

TOTAL AMOUNT BUDGETED 2,473,675 2,473,675

Carry Forward Included 0 0

Carry Forward to Future 0 0