€John D. Bracco [0573] 2020-2021 Revised Budget Principal ...

School: John D. Bracco [0573] 2021-2022 Revised Budget Principal: Sheri Long

Address: 3150 - 139 Avenue Profile Marsha NelsonWard Trustee:

© Edmonton Public Schools 1 of 1

Enrolment Staff FTE BudgetNormalized 622.000 Custodial 3.876000 Salaries $4,144,063 93%

Weighted 788.764 Exempt 0.000000 Supplies, Equip., Services $313,000 07%

Regular 622 Support 7.000000

Teacher 32.000000

Year Opened 1992 Total 42.876000 Total $4,457,063 100%

School Philosophy"WE" ARE BRACCOWe are committed to making a measurable difference at John D. Bracco by focusing on improving student academic achievement while building positive relationships withevery student. As a school community, our staff and students have identified the Pillars of Bracco that support lasting relationships: CITIZENSHIP - COURAGE - DIGNITY -INTEGRITY - RESPECT - RESPONSIBILITY. We believe in providing a wide range of learning experiences for students to develop 21st century competencies in academics,arts, athletics, and attitudes. We value our diversity in world views, cultures, languages, and interests. Our student leadership programs and extra curricular activities nurtureleadership skills and community service learning in our students.

Community ProfileJohn D. Bracco is a multi-cultural school community, serving the neighbourhoods of Homesteader, Overlanders, Cannon Ridge, Kernohan, Belmont, Sifton, Bannerman,Clareview Towne Centre, Hairsine, Kirkness, Fraser, Gorman, and Horse Hill. In addition, we have active partnerships with Schools as Community Hubs (REACHEdmonton), The Family Centre (Success Coach), Edmonton Public Library, Boys and Girls Clubs Big Brothers and Big Sisters of Edmonton (BGCBigs), City of Edmonton -Clareview Youth Night, University of Alberta - Science in the Classroom, Edmonton Chinese Lions Club, North East Edmonton Rotary Club, Communities United & The UnitedWay, Specialized Learning Supports through our Division, Clareview Recreation Centre, Northeast Community Health Centre, C5 North East Hub, Elizabeth Fry Society,Bethel Community Church, Somali Canadian Women's Association, the Edmonton Mennonite Centre for Newcomers (EMCN), Edmonton Immigrant Services Association(EISA), Centre for Resilience and Social Development (CRSD), Breakfast Clubs of Canada, Hope Mission Nutritional Program for students (lunch), Belmont Sobey's, COBSBread donation, all which continue to support diverse learning experiences for all students.

Programs and OrganizationOur school offers Regular and Pre-Advanced Placement programming as well as a specialized programming for English Language Learners, Opportunity, and BehaviourLearning Assistance/Opportunity students. An active student-leadership program supports the development of the competencies of our learners. Our Physical Education program supports healthy living for everystudent. International language instruction in French and Spanish enhance cognitive development. Fine and Performing Arts programs are essential to celebrate spatial,kinesthetic, and musical intelligences that support academic learning. Daily lunch and after-school programming addresses the academic and social needs of the youth at ourschool and supports families in teaching the Pillars of Bracco. Student choices for option classes include Guitar, Music, Art, Practical Arts, Photography, 3D Digitial Design,Programming, Robotics, Game Design, Foods, Fitness, Leadership, Sports Performance, Active Living, Aboriginal and Environmental Outdoor Education.John D. Bracco offers students the opportunity to be involved in two Sport Institute Programs; one with a focus on Soccer, the other Basketball. Our Bruins Soccer Institute - students remain in the same cohort at each grade level; develop skills,knowledge and attitude within an enhanced soccer institute, coached bysoccer performance coaches who are also teachers in our school. Our Bruins Basketball Institute - students remain in the same cohort at each grade level; following the successful plan of our Bruins Soccer Institute, coached by basketballperformance coaches who are also teachers in our school. All our students have strong connections with their homeroom teachers who teach their homeroom students daily to ensure each student is connected with a mentoring adultwho supports their success in school.

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

C5 North East Hub, Canadian Friends of Somalia, Chinese Lions Club, Clareview Youth Night, Edmonton Immigrant Services Association, Edmonton Police Service, REACH,REACH Edmonton Schools as Community Hubs, Somali Canadian Womens Association, The Family Centre, United Communities, YOUCAN Youth Services

School: John D. Bracco [0573] 2020-2021 Results Review Principal: Sheri Long

Address: 3150 - 139 Avenue Results and Implications Michelle DraperWard Trustee:


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.

Based on the three SMART goals that were established for 2020-2021, report on the results you achieved (with evidence, including referencing the school's Alberta EducationAssurance Measure results (formerly the Accountability Pillar results) and describe how achievement of the goal supports the above Division Priorities that were in effect when thegoal was set.

By June 2021, all students will demonstrate growth in achievement in the areas of literacy and numeracy, and community awareness. The teachers will developtailored and responsive learning activities that “can make the curriculum much more relevant to Indigenous students’ lives", and for all students; "byincorporating local places [river valley, neighbourhood], history [First Nations, Metis and Inuit consultants] and events" (OECD, 2017, p. 104). Summative andformative assessment strategies will be used to measure and report this growth. Assessments such as PATS/Diplomas, HLAT Writing, Reading AchievementAssessment Reports, Fountas and Pinnell, MIPI and teacher professional judgment (informed by observation, conversation, and student products) will guideinstruction.

At JDB we have moved to COHORT teaching for each homeroom, with lead subject teachers at each grade level to support student relationships and connections with theirteacher and to develop a community of learners to safely support teaching and learning in a pandemic. Through our homeroom cohorts we will continue to provide studentswith weekly intervention or extension opportunities in literacy and numeracy. We will use data from teacher observation, teacher awarded marks, MIPI, and Reading at GradeLevel statistics to measure the success of our homeroom cohort groupings.

Results Achieved:The Global Pandemic significantly impacted many of our interventions and instructional practices. Last year’s goals were made with the assumption that there would be alevel of continuity and consistency in which both quality Tier 1 and 2 interventions could be implemented. Factors that impacted our success included:

the shifting of students attending online and in-person classes over the course of the year; class quarantines where students were sent online; and, government-directed at home learning

JDB students require high levels of support in order to provide a successful start to schooling. Based on this data, as well as other qualitative and quantitative data gatheredfrom teacher assessments, students who were working online last year appear to have greater gaps in their learning compared to their in-person counterparts. From a quantitative capacity, there were no PAT Exams written last year. Prior to the global pandemic, the Eastglen Catchment was achieving important gains in relation tostudent academic growth and performance. For example, Diploma Exam trends from 2014 to 2019 achieved an increase of 23% in Diploma Exam results, to an average of88.3%, which exceeded both Division and Provincial results. These results represent the strategic collective effort of our Eastglen Catchment Schools over the years. All schools in our catchment participated in professional learning connected to competency #5: Foundational Knowledge, to support our First Nation, Metis and Inuit students.

Our classrooms are filled with formative assessment tasks as we continued to focus on differentiation in our classrooms, both in instructional practice and assessmentpractice. While in homeroom cohorts, we continued to support and focus on instructional strategies that provided a commonality across classrooms in each grade and amonggrades and programs. We committed resources for push-in classroom support that provided teacher assistance with literacy and numeracy foundations. For example weprovided teacher push in support for all grade 7 classes with a focus on numeracy interventions.We continue to be very proud of meeting various levels within our classrooms as well as our improved attendance data, which illustrates that our students felt safe at school,in homeroom cohorts during a pandemic. Data from the May 2021 Resiliency Survey - students across all grades indicated above average connection to teachers, aboveaverage sense of belonging and above average academic engagement, which can be attributed to our homeroom cohort, and single teacher with one group of students, plan.Our continued focus in providing a welcoming, safe environment, coupled with positive relationship and mental health capacity building can also work towards enhancing ourachievement results as we continue to focus on meeting students where they are at and moving them forward. This past year we were also able to support students andfamilies with access to a full time Success Coach, and along with our ADMIN team, worked together to support student safety in our community and at our large complexJunior High School. Our students and families continue to indicate that they are more than satisfied with their experiences at John D. Bracco. Data from the 2021 AssuranceSurvey indicates that our parents continue to be more satisfied than dissatisfied by the quality of education their children experience while at John D. Bracco.

By June 2021, all staff will develop high quality teaching and instructional practices through engagement in catchment collaboration and job embeddedprofessional learning. Areas of focus include: literacy and numeracy, mental health, Indigenous education, arts embedded programming, trauma informedpractices, technology, and leadership development. This will be measured by the Accountability Pillar, formal and informal surveys, staff participation atcatchment, individual professional development opportunities and teacher reflective feedback based on self-identified goals.




At JDB we continue to support collaborative professional learning for all staff through our Eastglen Catchment Communities of Practise. We are using Inquiry BasedProfessional Growth Plans as a template to embed action research, directly related to the TQS and our areas of focus and need. We have changed our timetable andschedule to be able to focus and enhance our instruction and learning safely during a pandemic, and as a result all staff continue to be involved in providing literacy andnumeracy instructional intervention and/or extension. We will continue to use data collected by teachers around student literacy and numeracy needs and growth to assessour cohort focused classrooms and timetable changes necessitated this school year. We will also use data from our District Survey to assess students reporting they can gethelp, are proud of their school, and find school work interesting, as well as parents reporting in areas within Preparation for Lifelong Learning, World of Work, Citizenship andContinuous Improvement areas in the Accountability Survey.

Results Achieved: Our staff professional development focused on Literacy and Numeracy, as well as supporting students’ increased mental health needs. All schools consistently implementedIBPGP’s as guided by the Eastglen Leadership Group (ELG). The Eastglen Leadership Group surveyed the catchment staff on IBPGPs, and feedback from staff indicatedthat teachers appreciated the flexibility provided by self-selected PD days and how that choice complemented their IBPGP’s.Staff professional learning also focused on enhancing student engagement as schools worked to pivot from in-person learning to online learning. Teachers learned aboutuses for the Division’s Learning Packs, and developed the skills, knowledge and abilities to change platforms from in-person to online seamlessly.

Dedicated intervention time in all Catchment schools, literacy and numeracy PL remained a priority. Schools joined together to collaborate in various PL endeavors, includingmonthly CoPs (Communities of Practice), Indigenous foundational knowledge, Mardi Bernard's series which focused on trauma informed practices based on Bruce Perry'sbrain research, were well attended by staff during Emergent Remote Learning in the spring.

The Eastglen Leadership Group also surveyed all staff to collect data on anti-racism professional learning which is being used to guide future Catchment professionaldevelopment for 2021-2022.

We continue to focus on developing relationships with our students and families to assist our students to be the best they can be and get involved at John D. Bracco. Through this focus we have realized positive results as indicated by the Assurance Survey and continue to gather data and feedback from a variety of sources to help usguide our continued focus and work in enhancing parental involvement, support and connection to John D. Bracco and public education.

Our continued focus in providing a welcoming, safe environment, coupled with positive relationship and mental health capacity building will also work towards enhancing ourachievement results as we continue to focus on meeting students where they are at and moving them forward. We believe that through our continued focus on best practicesin literacy and numeracy instructional strategies each week, we will continue to support our students success across all three grades and all subjects.

By June 2021, we will actively involve people and engage community partners in providing support for students and families beginning with our early childhoodeducation. Measurements may include the number of parents attending school events/activities, parental communication, number of referrals to internal andexternal agencies, community partnerships and initiatives, our results from the Accountability Pillar in the area of parental involvement, examples of CareerPathways involvement as well as anecdotes demonstrating the impact of relationships with the community.

At JDB we continue to focus on investigating and enhancing numerous partnerships and supports for our students and their families through our school as a CommunityResource. We will use data collected by our Success Coach regarding referrals and support, data collected through the Youth Enhanced Deployment program, which hasreplaced our School Resource Officer, as well as student, staff, parent survey results from our District Survey and Accountability Pillar Survey. For example, using data fromareas including Student Learning Opportunities, Parental Involvement and Continuous Improvement in the Accountability Pillar Survey and Commitment to Learning andInstructional Supports in the District Survey.

Results Achieved:All schools partnered with a variety of community partners to support students and families - these partnerships looked different throughout the pandemic. Forthose that were not able to continue in person, the school maintained partnerships through ongoing conversations with these agencies. Due to Covid 19 protocols the nature of interaction with our parent communities changed. Of our Catchment schools polled, 80% reported an increase in the useof Schoolzone, email, phone calls, meeting outside and text messages for communicating with families. 90% reported an increase in the use of Google Classroomand 100% reported an increase in the use of Google Meets as a way to communicate with families.

At JDB, although our parents (families) indicated that school communication was enhanced; the level of parent involvement declined significantly and we are investigating




ramifications, but have already seen an increase in parent involvement in our GoogleMeet monthly parent & school council meets this year. This year we are looking at moreauthentic conversations and involvement with parents, through our homeroom cohorts – not just a sounding board of our ideas, to enhance and ensure that our parents knowthat if they give feedback that we use it and their feedback & information is accepted or supports CHANGE, or does not support the direction thereby requiring much moreopportunities for conversations.

What were the biggest challenges encountered in 2020/21?

Many of our students begin school with limited language experience and high social vulnerability and as a result a great deal of time is needed to assist students in learningroutines and providing the structure to build foundations in literacy and numeracy. Poverty impacts how our students and their families meet these challenges such as schoolsupplies and adequate nutrition. Regular school attendance can also be a challenge as well as transiency. Parents continue to require support in establishing routines,accessing services and having a sense of belonging in the school community. Being a large junior high school with a high number of students with learning difficulties, often aresult of gaps in school development and transiency, can impact the whole school. We continue to focus on being a viable community resource for families and students; that they feel that our school is safe and caring, and that parents feel involved, but weneed to continue this work. We continue to focus on John D Bracco being a key resource in our community and are committed to providing our students and parents’opportunities to be involved in our school.

What are the implications from 2020/21 that will impact your current year plan?It will be critical to collect accurate baseline data this year in order to effectively organize high quality Tier 1 instruction, as well as coordinate targeted Tier 2 & 3 support. Using the data from CAT4 in September 2021 and again in the spring of 2022, will provide data to ensure that our weekly Tier 1 literacy and numeracy intervention, along withtargeted support teachers provide, is effective.

Cohorting continues to be a positive organization approach for junior high school students; they are able to build strong connections to their cohorted peers. At JDB westarted the year in homeroom cohorts with 1 key teacher teaching all subjects to a single group of students; to continue to build connections and communities as indicated byour success last year. This year we have over 200 students across all 3 grade levels that haven't been in-person learning for over 18 months. The connection to 1 teacherand 1 group of students is vital to continued success, not only academically but socially as well.

With the absence of large, system wide, assessment tools, we appreciate the opportunity to reflect on the importance of school based data. The circumstances of thepandemic have broadened our understanding of the role of anecdotal, qualitative evidence as a measure of school success. Being in single class cohorts last year, providedteachers with a unique experience to support 1 group of students across subject levels; which ultimately made a huge difference in teacher awarded marks.

Building staff capacity in the area of mental health continues to be a focus for our catchment as support from outside agencies becomes harder to access due to Covidrestrictions.

We will also continue to use the OECD report to guide our practices in supporting our First Nations, Metis and Inuit students. We will involve all elementary schools in somecapacity with the Division’s Equity Achievement Project. We will work to use Communities of Practice to build staff collaborative practices in alignment with the Division’sEquity Achievement Project. Our Catchment will continue to develop and refine the IBPGP process within and across the catchment.

One main focus will be reviewing school-based data and provincial survey feedback. We will use data from new measures such as the Resiliency survey, Assurance Surveyto evaluate and refine our stakeholder engagement.We will continue to evaluate and reflect on the changes in practices introduced during Covid and determine the more effective strategies worth keeping.

School: John D. Bracco [0573] 2021-2022 Plans Principal: Sheri Long

Address: 3150 - 139 Avenue Plans Marsha NelsonWard Trustee:


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 2021/2022 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 2: Success for Every StudentBy June 2022, all students will demonstrate at least one year's growth in one year in literacy (reading and writing) and numeracy (number sense) through participation in andimplementation of research based best practices including those identified through the Equity Achievement Project. Where possible, teachers will tie literacy and numeracyactivities to land based activities including environments in the neighborhood, the river valley, and the community to increase the relevance of learning for indigenous students(and all of our students) (OECD, 2017, p.104). Summative and formative assessment strategies will be used to measure and report this growth. Assessments such asDiplomas, PATs, HLAT Writing, Literacy and Numeracy Screeners (Division 1), the BAS, MIPI, CAT-4 and teacher professional judgment (informed by observation,conversation, and student products) will guide instruction. At JDB we continue to COHORT teaching for each homeroom, with lead subject teachers at each grade level to support student relationships and connections with theirteacher and to develop a community of learners to safely support teaching and learning in a pandemic. Through our homeroom cohorts we will continue to provide studentswith weekly intervention or extension opportunities in literacy and numeracy. We will use data from teacher observation, teacher awarded marks, MIPI, Reading at GradeLevel statistics as well as the CAT4, to measure the success of our homeroom cohort groupings and our weekly literacy and numeracy intervention programs.

Goal 3: Building capacity through a Culture of Diversity, Collaboration and Distributed Leadership.By June 2022, 100% of staff will deepen their understanding of high quality, evidence based, teaching and instructional practices (OECD, 2017, p. 21) through engagement incatchment collaboration and job-embedded professional learning including through learning accessed through the Equity Achievement Project. Areas of focus in catchmentschools include: literacy and numeracy best practices, mental health, diversity, antiracism, Indigenous education, trauma informed practices, technology, and leadershipdevelopment. Results will be measured by the Provincial Assurance Measures, formal and informal surveys, staff participation at catchment communities of practice,individual professional development opportunities and teacher reflective feedback based on self-identified professional learning goals. At JDB we continue to support collaborative professional learning for all staff. Our use of Inquiry Based Professional Growth Plans embed action research, directly related tothe TQS and our areas of focus and need. We have changed our timetable and schedule to be able to focus and enhance our instruction and learning, as a result all staffcontinue to be involved in providing literacy and numeracy instructional intervention and/or extension. We continue to use data from the CAT4, Resiliency Survey and datacollected by teachers to assess our cohort focused classrooms to support intervention strategies. .At JDB we also are deeply integrated in Antiracism, have an Anti-RacismTeam of teachers guiding our work, and have developed an Anti-Racist Statement, that is displayed in all classrooms and offices in our building. It is a living document thatwill be revisited at the start of every year to ensure we are always moving forward, recommitting, and responding to the needs within our school and our community.

Goal 1: Families as PartnersBy June 2022, we will actively engage school stakeholders and community partners in providing support for students and families which extend beyond classroom instruction(OECD, 2017, p. 21). Measurements may include tracking the number of parents attending school events/activities (virtual and/or in-person), frequency and mode of parentalcommunication, parent surveys, number of referrals to internal and external agencies, types of community partnerships and initiatives, our results from the ProvincialAssurance Measures in the area of parental involvement, Career Pathways involvement as well as anecdotes demonstrating the impact of school-community relationshipbuilding. At JDB we continue to focus on investigating and enhancing numerous partnerships and supports for our students and their families through our school as a CommunityResource. We will use data collected by our Success Coach regarding referrals and support, data provided through our Mental Health Capacity Building Project and WellnessCoach. Student, staff and parent survey data from our Resiliency Survey, our Division Survey and the Alberta Assurance Survey will be used to provide evidence for successor need for further intervention. For example, using data from areas including Student Learning Opportunities, Parental Involvement and Continuous Improvement in theAssurance Survey and Commitment to Learning and Instructional Supports in the Division Survey.

School: John D. Bracco [0573] 2021-2022 Revised Budget Principal: Sheri Long

Address: 3150 - 139 Avenue Budget Summary Report Marsha NelsonWard Trustee:


2021-22 Spring Proposed 2021-22 Fall Revised

Resources 4,493,948 4,457,063

Internal Revenue 0 0

REVENUE TOTAL 4,493,948 4,457,063

Classroom 29.000000 2,982,128 29.000000 2,982,128

Leadership 3.000000 385,335 3.000000 386,111

Teacher Supply .000000 90,410 .000000 90,410

TOTAL TEACHER 32.000000 3,457,873 32.000000 3,458,649

(% of Budget) 76.95% 77.6%

Exempt .000000 0 .000000 0

Exempt (Hourly/OT) .000000 0 .000000 0

Support 7.000000 385,801 7.000000 390,736

Support (Supply/OT) .000000 26,000 .000000 40,419

Custodial 3.876000 238,261 3.876000 238,261

Custodial (Supply/OT) .000000 16,000 .000000 16,000

TOTAL NON-TEACHER 10.876000 666,062 10.876000 685,416

(% of Budget) 14.82% 15.38%

TOTAL STAFF 42.876000 4,123,935 42.876000 4,144,065

(% of Budget) 91.77% 92.98%

SUPPLIES, EQUIPMENT AND SERVICES 280,100 214,060

INTERNAL SERVICES 89,915 97,840

OTHER INTEREST AND CHARGES 0 1,100

TOTAL SES 370,015 313,000

(% of Budget) 8.23% 7.02%

TOTAL AMOUNT BUDGETED 4,493,950 4,457,065

Carry Forward Included 0 0

Carry Forward to Future 0 0

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