School: King Edward [0517] 2020-2021 Revised Budget Principal: Eileen Rygus

Address: 8530 101 Street NW Profile  Michael JanzWard Trustee:

© Edmonton Public Schools 1 of 1

Enrolment Staff FTE BudgetNormalized 0.000 Custodial 1.625000 Salaries $1,687,220 95%

Weighted 0.000 Exempt 0.000000 Supplies, Equip., Services $94,401 05%

Regular 0 Support 8.500000

Teacher 10.100000

Year Opened 1958 Total 20.225000 Total $1,781,621 100%

School PhilosophyKing Edward School is a safe and caring community where students are creatively engaged in their learning.  The school offers an arts enriched focus for students to explore,discover, learn and grow. Within our school community, we gain confidence in our abilities and are encouraged to develop the endless possibilities we all possess. We believein: Developing a connected community of learners; Respecting and accepting each other; Enabling all individuals to succeed; Aspiring to higher levels of learning; Makingchoices which foster good citizenship; Sharing in the joys and challenges of learning and growing together.

Community ProfileKing Edward is a community school located in the heart of Old Strathcona Community. It draws a diverse student population, primarily from the university, arts, media, andWhyte Avenue business communities. Many of our students live in the immediate community and the school serves as an important centre of community life. King EdwardSchool provides space for the King Edward Child Care Centre and the Strathcona Nursery School as well as providing a Fringe venue during the summer.

Programs and OrganizationKing Edward School currently has classrooms for kindergarten to grade six.  As a District Interactions Site, we provide programming for students with autism from grades oneto six.  All students in kindergarten and grades one to six receive music instruction. Students in division two receive music and French as a Second Language as distinctentities. Particular emphases in programming includes a continued focus on academic excellence, inclusion, programming for individual differences and an exciting emphasison teaching curriculum using an arts focus. Our focus on 21st Century Literacies is aimed at promoting self directed learners who can think critically, problem solve, andcollaborate.  King Edward School is an integral part of the community and its slogan is "Celebrating the Arts in the Heart of Old Strathcona".  

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

Berna Ponich, Boys & Girls Big Brothers Big Sisters, Bryan & Alison's No Frills, Church of God, Holy Trinity Anglican Church, King Edward Child Care Society, King EdwardParent Council, Stantec, Strathcona Nursery School

School: King Edward [0517] 2019-2020 Results Review Principal: Eileen Rygus

Address: 8530 101 Street NW Results and Implications  Michael JanzWard 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.

By June 2020, more students will demonstrate growth and achieve student learning outcomes with a specific focus on literacy and numeracy.  Teachers will deepen theirunderstanding of research-based literacy and numeracy practices.  Interim measures will be in place throughout the year to track student academic progress.  Indicators ofsuccess will include HLAT scores, Provincial Achievement results, math benchmarking scores, and teacher awarded marks.Strategies and Actions:

Targeted reading instruction for students who are at risk, including ELL and FNMI studentsTargeted math instruction using push-in/pull-out modelSchool-wide tracking/focus on basic math factsIn and out of class mentorship for teachers of ELL students 

Results Achieved:In spite of the switch to on-line learning, 84% of students receiving LLI (targeted reading support) demonstrated substantial growth (one year's growth or more than oneyear).Writing Workshop (LC) conferencing skills were honed with division literacy consultant.  .2 Math teacher supported FNMI and ELL students - all students demonstrated between one half year and one full year's growth Math facts home practice program was begun, with the greatest improvement in automaticity noted in grade 3.  Teachers began a book study by John Hattie, Fisher and Frey, called with the intent of learning what works best to optimize theirVisible Learning for Mathematics students' learning. Guided Math inservicing had begun with division consultant.Teachers had made initial contact with the ESL consultant regarding strategies for language development/testing.

By June 2020, teachers will be provided opportunities to enhance their professional capacity and leadership with a culture of targeted collaboration.  Teacher collaboration willfocus on Concept Based Teaching and Learning, collaborative unit planning, and collaborative marking, and sharing of best practices.  Indicators of success will includeAccountability Pillar indicators; School Improvement and Quality of Education, district survey data, catchment survey data, school survey data, HLAT and ProvincialAchievement Test data.Strategies and Actions:

Teachers will receive time to collaborate with others for markingTime will be given to collaborate with catchment teachers around concept based teaching as well as implementation of the new TQS in their classrooms.Staff will have opportunities to visit the classrooms of colleagues and share best practices 

  

Results Achieved:Teachers collaborated with colleagues from our school and colleagues from other catchment schools to mark.  100% of teachers reported that HLAT marking with acolleague helped them remain objective and more accurate.  When marking Lucy Calkins writing workshop assessments, 100% of teachers reported that having theopportunity to talk about student writing with a colleague increased their capacity to assess writing.Teachers collaborated with colleagues from the catchment, as well as our school, regarding the new TQS.  A half day PD session with a division consultant createda deeper understanding of the new TQS.  100% of staff reported that further PD sessions, specifically related to TQS knowledge of FNMI matters, increased theirunderstanding and capacity to include FNMI perspectives in their teaching.  Concept-based teaching collaboration/planning was reported as contributing to teachers'greater understanding and ability to plan. All teachers had more than one classroom visit from a colleague, and all had opportunity to visit classrooms of their colleagues.  100% of teachers reported the experienceas causing growth in their teaching practice.

School: King Edward [0517] 2019-2020 Results Review Principal: Eileen Rygus

Address: 8530 101 Street NW Results and Implications  Michael JanzWard Trustee:

© Edmonton Public Schools 2 of 2

By June 2020, teachers will be provided opportunities to enhance their professional capacity to improve achievement for students with significant, special needs that areincluded in their classrooms.  Indicators of success will include district surveys and school surveys.Strategies and Actions:

Continued deepening of relationships with consultants from within Inclusive Learning, as well as community agenciesProfessional Development of staff on regulation of student behaviorContinued Professional Development based on the special needs within the classrooms.

  

Results Achieved:All teachers reported increased ability to program for the children with severe, special needs that they had last term, but all teaching staff expressed a need to learn new skillsthat applied to children entering their classrooms for the coming school year.

Interactions staff were part of a COP for students with autism and were able to share strategies with teachers in the regular program.Principal was part of the Interactions Cohort Principal group and brought back strategies that were used in other schools.Inclusive Learning consultants provided strategies to help staff calm dysregulated students.Further plans were derailed by the lockdown.

What were the biggest challenges encountered in 2019/20?The biggest challenge at our school last year certainly was the pandemic.Continuing to be challenging is the yearly requirement of learning how to program for a student with a severe, special need, that the teacher has not encountered before. In addition, because of the pandemic, very obvious gaps in Mathematics became evident when students wrote the MIPI in September.

What was most important for your school community as you prepared for the 2020-2021 school year?safety of students - they appreciated the entrance/exit strategy, extra cleaning, and most supported mask wearingcohort systemover communication - our parents want to know

Measure Category Measure

King Edward 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 94.4 96.4 94.5 89.4 89.0 89.2 Very High Maintained Excellent

Student Learning Opportunities

Program of Studies 85.5 93.2 90.7 82.4 82.2 82.0 Very High Maintained Excellent

Education Quality 93.5 97.2 95.9 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 74.0 80.4 73.0 73.8 73.6 73.6 Intermediate Maintained Acceptable

PAT: Excellence 42.7 43.3 35.0 20.6 19.9 19.6 Very High Maintained Excellent

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 85.7 91.4 89.9 84.1 83.0 82.7 High Maintained Good

Citizenship 95.0 95.3 92.0 83.3 82.9 83.2 Very High Maintained Excellent

Parental Involvement Parental Involvement 87.5 92.4 90.0 81.8 81.3 81.2 Very High Maintained Excellent

Continuous Improvement School Improvement 86.6 89.7 86.7 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: 7517 King Edward School

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School: King Edward [0517] 2020-2021 Plans Principal: Eileen Rygus

Address: 8530 101 Street NW Plans  Michael JanzWard 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

By June 2021, more students will demonstrate growth and achieve student learning outcomes with a specific focus on literacy and numeracy. Indicators of success willinclude HLAT scores, Provincial Achievement Tests, Math benchmarking and teacher awarded marks.Strategies and Actions:

Teachers will deepen their understanding of research-based literacy and numeracy practices; Book study: by John Hattie et al. and Visible Learning for Mathematics by Marshall and French.Concept-Based Inquiry in Action 

Guided Math professional development will continue for staff.Interim measures will be in place to track student academic progress.School-wide tracking/focus on basic math facts.Targeted reading instruction for students who are at risk, including ELL and FNMI students (as the budget allows).

  

By June 2021, teachers will be provided opportunities to enhance their professional capacity and leadership with a culture of targeted collaboration.  Teacher collaborationand sharing of best practices will focus on guided math, concept based teaching and learning, and common marking practices. Indicators of success will includeAccountability Pillar indicators (School Improvement and Quality of Education), district survey data, catchment survey data, school survey data, district and provincial testingdata.Strategies and Actions:

Teachers will engage in collaborative marking.Teachers will plan collaboratively using concept based teaching strategies.If cohorting restrictions are eased, teachers will engage in team teaching using guided math strategies.If cohorting restrictions are eased, teachers will visit colleague's classrooms to observe concept-based teaching.  If needed, the possibility of virtual visits will be explored.Sharing math activities/resources via a shared math google folder will begin.

  

By June 2021, teachers will be provided opportunities to enhance their professional capacity to improve achievement for students with significant special needs.  In addition,there will be a focus on mental health initiatives for both teachers and their students as both groups learn how to maneuver through these unprecedented times. Indicators ofsuccess will include school surveys and district surveys.Strategies and Actions:

Deeper work and relationships with the Inclusive Learning Team.Professional Development for staff on regulation of student behavior.Targeted Professional Development based on the special needs within the classrooms.Professional Development/readings on dealing with stress for students and the staff.

    

School: King Edward [0517] 2020-2021 Revised Budget Principal: Eileen Rygus

Address: 8530 101 Street NW Budget Summary Report  Michael JanzWard Trustee:

© Edmonton Public Schools 1 of 1

2020-21 Spring Proposed 2020-21 Fall Revised

Resources 1,781,621 1,781,621

Internal Revenue 0 0

REVENUE TOTAL 1,781,621 1,781,621

Classroom 9.100000 935,399 9.100000 935,399

Leadership 1.000000 131,208 1.000000 131,208

Teaching - Other .000000 0 .000000 0

Teacher Supply .000000 32,055 .000000 32,055

TOTAL TEACHER 10.100000 1,098,662 10.100000 1,098,662

(% of Budget) 61.67% 61.67%

Exempt (Hourly/OT) .000000 20,029 .000000 20,029

Support 8.500000 465,440 8.500000 465,440

Support (Supply/OT) .000000 3,000 .000000 3,000

Custodial 1.625000 98,889 1.625000 98,889

Custodial (Supply/OT) .000000 1,200 .000000 1,200

TOTAL NON-TEACHER 10.125000 588,558 10.125000 588,558

(% of Budget) 33.03% 33.03%

TOTAL STAFF 20.225000 1,687,220 20.225000 1,687,220

(% of Budget) 94.7% 94.7%

SUPPLIES, EQUIPMENT AND SERVICES 62,060 62,060

INTERNAL SERVICES 32,141 32,141

OTHER INTEREST AND CHARGES 200 200

TOTAL SES 94,401 94,401

(% of Budget) 5.3% 5.3%

TOTAL AMOUNT BUDGETED 1,781,621 1,781,621

Carry Forward Included 0 0

Carry Forward to Future 0 0