School: Address: Profile €Michael Janz Enrolment Staff FTE ... · The number of students...

School: Old Scona [0066] 2020-2021 Revised Budget Principal: Will Deys

Address: 10523-84 Avenue Profile Michael JanzWard Trustee:

© Edmonton Public Schools 1 of 1

Enrolment Staff FTE BudgetNormalized 0.000 Custodial 2.000000 Salaries $2,163,695 87%

Weighted 0.000 Exempt 0.000000 Supplies, Equip., Services $316,408 13%

Regular 0 Support 3.000000

Teacher 16.144000

Year Opened 1907 Total 21.144000 Total $2,480,103 100%

School PhilosophyOld Scona Academic was established as an academic alternative high school in 1976 by the Board of Trustees of Edmonton Public Schools. It has emphasized this priority byoffering the International Baccalaureate program to its students since 1980. The school's purpose is to provide motivated students, who have demonstrated academicsuccess, with an opportunity to pursue a program of studies that challenges and enriches their learning experiences. A focus on Mind, Brain and Education (MBE) supportsstudents and staff in reaching optimum levels of academic excellence. Our parents are recognized as being key partners in the learning process at Old Scona Academic.

Community ProfileThe building that houses Old Scona Academic was established in 1908 and has provided excellence in education ever since then. In 2008, the Province of Alberta announcedwith pride that Old Scona Academic is an official Alberta Provincial Heritage Resource. Our school is located in the heart of the vibrant and historic Old Strathcona communityin south central Edmonton. Our campus and school history contributes to the culture, creativity and experiences of that community. We are fortunate to share communitymembership with the University of Alberta, nearby hospitals as well as the artistic, cultural and commercial venues of Whyte Avenue. Our students come to us from across thecity of Edmonton, which is our community at large. Our students participate in an entrance process where selection is based on ranking of data which includes: 1) 4 coresubject grades 2) a principal recommendation and 3) an entrance exam.

Programs and OrganizationOur program provides students with the opportunity to earn the Alberta High School Diploma and the International Baccalaureate Diploma/Certificate through full yearinstruction. Our students traditionally produce exceptional performance results in their individual pursuits of excellence. We are confident that they graduate fully prepared tocontinue these pursuits in post-secondary studies. Our school has developed a strong Alumni Association with very prominent alumni that support our current studentsthrough coaching, mentorship and insight into professional life after public education.

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

Alberta Health Services, Friends of Old Scona Academic, Heritage Youth Researcher Summer (HYRS) Program, OSA Alumni, OSA School Council, Rotary Clubs, Universityof Alberta, WISEST

School: Old Scona [0066] 2019-2020 Results Review Principal: Will Deys

Address: 10523-84 Avenue Results and Implications Michael JanzWard 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 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.

In the 2019-2020 school year, Old Scona teachers will focus on improved instructional practices that enhance student achievement. Under the umbrella of Mind, Brain,Education, students will receive instruction on methods to aid memory, specifically in the area of active retrieval practices. Teachers will receive instruction on implementingactive retrieval methods in their classrooms for all subjects. The measurement of this goal will be that at least 87% of the students will achieve a blended mark in thestandard of excellence on all six diploma subjects. An additional measure will be the Alberta Education Accountability Pillar survey with the "Education Qualifty" categorybeing maintained at 95% or higher.

Results Achieved:

Over the past year Old Scona teachers were led by the Mind, Brain, Education trained teachers in the school to provide additional "active retrieval practices". There werethree teacher learning sessions before the Covid crisis forced the cancellation of additional sessions. On a teacher survey in March, all 16 teachers responded that they werecomfortable, or very comfortable with using active retrieval methods in their instruction. Nine of the sixteen teachers responded that they believed that active retrievalmethods were "effective" (nine teachers) or "very effective" (seven teachers). There was no baseline for the survey.

No diploma exams were written this year.

The Accountability Pillar results for "Education Quality" dropped from 94.4 (3 year average) to 93.4 . However, it should be noted that the survey was conducted in Januaryand was competed by Grade 10 students only.

During the 2019-2020 school year, Old Scona students and staff will work at reducing stress by working with students, staff and administration to balance workloads. Staff willbe provided opportunities to access personal PD time to collaborate either in school, or with colleagues across the district. Staff and students will be provided information anddemonstrations of stress reduction methods for home and school. Staff will also have opportunities through the year to access additional planning and preparation time. This goal will be measured by staff questions on the district survey that focus on communication, work responsibilities, opportunities for input on decisions, resources andsupports, as well as a welcoming work environment. These survey questions should be equal to or above catchment levels on the survey.

Results Achieved: Over the past school year teachers and all staff were provided with health and wellness activities and opportunities throughout the school year. Staff wellness wasconsidered for decisions that directly affected them. Some of the strategies and actions included:- Where possible, teachers were provided additional access to marking time for the courses with additional marking requirements (IB). - One teacher chose to take advantage of the ATA teacher collaboration grant and visited a colleague at another high school. - All teachers were provided time to collaborate with their subject area colleagues at other high schools via the "High School Collaboration PD" which took place on theafternoon of each PD day. - Teachers were provided a workshop on "Staff Wellness" at the November 29th PD day. - Teachers were provided two presentations on stress and how it affects students and student learning. - Teachers were invited to participate in various wellness activities on PD days and after school throughout the year. - Teachers were provided various emails with articles, positive anecdotes, and even some jokes to help foster a positive culture in the school. - Teachers were provided with "Gratitude Cards" (aka recognition/thank you cards), which were presented to teachers at each staff meeting before we went online in April.




- When the school shifted to online instruction "care groups" were established for collegial support for teachers and support staff to assist in technical support and or dealingwith the uncertainties of the situation (aka reducing stress and anxiety).

The COVID-19 crisis resulted in the cancellation of the spring Division Staff and Student Surveys. No data was collected.

Old Scona staff and students will learn about mental health well being through a variety of actions supporting the parents, students, and staff. Access to mental healthsupports in the school will be increased, as well as providing students and parents with access to information and supports to assist their children. Mental health supportsand initiatives or strategies will be communicated to students enrolling at Old Scona, as well as those currently attending or graduating. This goal will be measured by a 5 %increase in the number of parents (family) indicating on the District survey that their child can receive the support they need for their mental health well being. The DistrictSurvey question which asks staff, "Does the school helps students cope with stress", will increase to 90% positive responses.

Results Achieved:

A Success Coach was added to the school for 4 of 5 days per week (increase from 3 of 5 days). Students had increased access to the success coach. Students were provided two after school sessions on mental health topics such as dealing with stress and test anxiety. The Student Engagement Team (SET) continued toprovide students with activities and events related to mental health and well being. As part of this goal the incoming students were partnered with mentors to help themthrough the first months of school and beyond. - From the student visits to the success coach that were tracked, there were 60 visits from Sept. 18th to March 13th. - 33 of those visits were related to student's academic needs, 10 for mental health, 5 for emotional regulation, and the remainder for physical health, crisis, orsocial-emotional intervention. - Following the start of home learning, the Success Coach made calls to students in-need at their homes. This continued up until the coach was laid off in April.

Students received a presentation on "The Art of Learning" focusing on student learning and managing anxiety from an IBO speaker. This presentation was then repeated inthe evening for parents to better help them understand their child's perspective.

A new student group, "Community Helpers" was organized in the school with the goal of supporting students in the school through the provision of mental health supports toall students in the school. Students were volunteers and required training before engaging with other students.

The school created a spreadsheet to track students who were in difficulty during Covid. Two staff members called and connected with students on a weekly basis

During Covid various student groups including Athletics Council, Students Union, IB students (CAS), Community Helpers, Leadership students and SET members provided anumber of activities and events aimed at keeping students engaged, active and healthy during the online learning portion of the year.

Due to the Covid-19 crisis, the Division Student and Parent Survey was not held this year. No data.

On a June 2020 in-school survey, 94% of Grade 10 students felt welcomed and supported at Old Scona at the start of the school year.

What were the biggest challenges encountered in 2019/20?

The staff had felt stressed and approaching burnt out from the previous year(s). The challenge this past year was to keep them engaged and supported through the year. Improved communication, both listening and speaking, was a goal for admin. But with the Covid crisis the anxiety/stress levels went up amongst all staff as our "normal"changed drastically and health and safety came into question. Moving meetings from in-person to online reduced the ability to provide the same level of engagement




between staff, as well as between students and staff.

The professional learning that occurred this year was good and fit in with the MBE training that 1/3 of the teaching staff had received the previous summer. But as the yearwent on, there was a struggle for some teachers to find the time to implement the new strategies in their classes. This led to the planning for more teacher-driven professionallearning that will be tried in the 2020-2021 school year.

Keeping up with an increase of mental health issues in the school continues to be a challenge. A student suicide in the first month of school increased the need for focusedefforts in the area of mental health. At the start of the pandemic we were required to let go of our Success Coach and this left our students without some strong supports. The workload shifted to the admin and teachers to provide the support.

Helping teachers transition from in-person teaching and learning to online teaching and learning was a challenge, but it also resulted in the teachers increasing theircollaboration as they worked to support each other through the transition. Online assessment was a challenge in that teachers were forced to switch from conventionalassessment methods (i.e. multiple choice exams) to different formats (short answer and oral questions).

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

Overall, Old Scona students remained very engaged in their learning from home until the end of the school year. There were a few gaps, but overall students kept up inpreparation for this year.

With the plan to remain with a modified full year program instead of quarters, we were able to ensure that in-person learners would be able to complete their full IB Diplomas,with all the courses they required. Students who moved to online have faced some challenges in receiving the full IB program they requested.

The biggest issue of concern for parents in the re-entry was how could they go to online learning yet still have their Old Scona teachers. Parents have fears about thecontinuity of their child's IB program from the online program.

Mental health of students, staff and parents was of concern when preparing for re-entry and so a psychologist was brought in to provide presentations to staff, students andparents over the first two weeks of school. The presentations focused on dealing with anxiety and stress related to Covid.

Measure Category Measure

Old Scona 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 92.1 94.1 93.7 89.4 89.0 89.2 Very High Maintained Excellent

Student Learning Opportunities

Program of Studies 82.2 84.2 82.6 82.4 82.2 82.0 Very High Maintained Excellent

Education Quality 93.4 95.8 94.4 90.3 90.2 90.1 Very High Maintained Excellent

Drop Out Rate 0.0 0.6 0.2 2.7 2.6 2.7 Very High n/a n/a

High School Completion Rate (3 yr) 97.4 100.0 100.0 79.7 79.1 78.4 Very High Declined Good

Student Learning Achievement (Grades K-9)PAT: Acceptable n/a n/a n/a 73.8 73.6 73.6 n/a n/a n/a

PAT: Excellence n/a n/a n/a 20.6 19.9 19.6 n/a n/a n/a

Student Learning Achievement (Grades 10-12)

Diploma: Acceptable 99.5 99.7 99.2 83.6 83.7 83.1 Very High Maintained Excellent

Diploma: Excellence 76.6 78.8 76.5 24.0 24.2 22.5 Very High Maintained Excellent

Diploma Exam Participation Rate (4+ Exams) 97.4 100.0 99.7 56.4 56.3 55.6 Very High Declined Good

Rutherford Scholarship Eligibility Rate 100.0 100.0 100.0 66.6 64.8 63.5 Very High n/a n/a

Preparation for Lifelong Learning, World of Work, Citizenship

Transition Rate (6 yr) 86.8 87.5 93.4 60.1 59.0 58.5 Very High Declined Good

Work Preparation 83.7 88.4 90.5 84.1 83.0 82.7 High Maintained Good

Citizenship 95.7 99.1 97.1 83.3 82.9 83.2 Very High Maintained Excellent

Parental Involvement Parental Involvement 80.6 92.1 86.9 81.8 81.3 81.2 High Maintained Good

Continuous Improvement School Improvement 72.0 85.8 78.9 81.5 81.0 80.9 Intermediate Declined Issue

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: 7066 Old Scona School

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School: Old Scona [0066] 2020-2021 Plans Principal: Will Deys

Address: 10523-84 Avenue Plans Michael JanzWard 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 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

By June 30, 2021 all online and in-person Old Scona students will demonstrate success in learning by having achieved the acceptable standard in all core classes, with atleast 75% of all students achieving the honours standard (80% or above). At least 75% of IB students will achieve a final grade of "4" or above. This will be achieved byproviding the support for students both online or in-person. Teachers will pursue their professional learning through professional development and collaboration within theschool and catchment on areas of interest aimed at improving their instructional and/or assessment practices.

By June 29, 2021, at least 80% of OSA teachers and support staff will indicate on staff and/or school surveys that Old Scona is a good place to work. This will beaccomplished by increasing the staff involvement in decisions, receiving meaningful feedback, as well as engagement in school wide decisions. Staff appreciation andwellness activities will be integrated into staff meetings, activities and events.

By June 29th, 2021, parents will be engaged in the learning of their child(ren) at Old Scona. This will be demonstrated by at least 10% attendance at all parent activities orevents held in school (if permitted) or online throughout the school year, as well as at least 90% of parents will respond positive to parental involvement on the Division and/orprovincial surveys. This will be achieved by communicating with parents through SchoolZone, students, as well as other means. The school staff will look for opportunities toshare information with parents at School Council meetings, as well as arranging for guest speakers and presentations online to parents.

School: Old Scona [0066] 2020-2021 Revised Budget Principal: Will Deys

Address: 10523-84 Avenue Budget Summary Report Michael JanzWard Trustee:


2020-21 Spring Proposed 2020-21 Fall Revised

Resources 2,480,103 2,480,103

Internal Revenue 0 0

REVENUE TOTAL 2,480,103 2,480,103

Classroom 13.143000 1,350,983 13.143000 1,350,983

Leadership 2.572000 336,666 2.572000 336,666

Teaching - Other .429000 44,097 .429000 44,097

Teacher Supply .000000 89,000 .000000 89,000

TOTAL TEACHER 16.143999 1,820,746 16.143999 1,820,746

(% of Budget) 73.41% 73.41%

Exempt .000000 0 .000000 0

Exempt (Hourly/OT) .000000 15,000 .000000 15,000

Support 3.000000 177,514 3.000000 177,514

Support (Supply/OT) .000000 4,500 .000000 4,500

Custodial 2.000000 134,935 2.000000 134,935

Custodial (Supply/OT) .000000 11,000 .000000 11,000

TOTAL NON-TEACHER 5.000000 342,949 5.000000 342,949

(% of Budget) 13.83% 13.83%

TOTAL STAFF 21.143999 2,163,695 21.143999 2,163,695

(% of Budget) 87.24% 87.24%

SUPPLIES, EQUIPMENT AND SERVICES 252,258 252,258

INTERNAL SERVICES 64,150 64,150

OTHER INTEREST AND CHARGES 0 0

TOTAL SES 316,408 316,408

(% of Budget) 12.76% 12.76%

TOTAL AMOUNT BUDGETED 2,480,103 2,480,103

Carry Forward Included 0 0

Carry Forward to Future 0 0

School: Address: Profile €Michael Janz Enrolment Staff FTE ... · The number of students...

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