School:€Vernon Barford [0557] 2019-2020 Revised Budget...

School: Vernon Barford [0557] 2019-2020 Revised Budget Principal: Rick Pease

Address: 32 Fairway Drive NW Profile Michael JanzWard Trustee:

© Edmonton Public Schools 1 of 1

Enrolment Staff FTE BudgetNormalized 801.000 Custodial 3.625000 Salaries $4,515,744 93%

Weighted 880.425 Exempt 1.500000 Supplies, Equip., Services $354,806 07%

Regular 801 Support 5.000000

Teacher 34.829000

Year Opened 1967 Total 44.954000 Total $4,870,550 100%

School PhilosophyAt Vernon Barford we focus on Ensuring learning and Positive development of the whole child. We believe all students can learn and it is our moral responsibility to ensurethat they do. We value an educational process that is rigorous, relevant, and relational. We are committed to creating a school culture focused on SEARCHING (Studentsfirst, Ensuring learning + Educational Equity, Always improving, Results oriented, Collaborative, Honoring of diversity, Intentional in planning, Nurturing, and Galvanized toaction) for ways to help our clients/ students be successful in the short and long term. We employ effective research based systems designed to provide ever more effectiveanswers to our Ensuring Learning Questions (Who are the learners?, What should be learned, What strategies promote maximal learning and development, How will we knowwhat has been learned and to what level?, How will we respond if/ when students struggle to learn?, How will we respond if/ when students learn quickly or easily?, and Howwill we share information about the learning journey?). With respect to positive development of the whole child we strive to have all members of our school communityunderstand, model, and have opportunities to practice the habits of being True BLUES (Big Hearted, Leaders, United, Engaged, and Successful).

Community ProfileVernon Barford Junior High School was built in 1967 and is an optimal enrollment school located in southwest Edmonton. The legacy of Mr. Barford is celebrated by theschool logo being a musical note and our just under 800 students all being part of the BLUES community. Vernon Barford hosts students who qualify for the Regular program,Challenge program, and Literacy program. Just over one third of the school population qualifies as ELL and one third of school population has special needs coding. Theschool benefits from collaboration with schools in the Harry Ainlay catchment and works with a variety of agencies, businesses, and charitable organizations in Edmonton.The school community holds high expectations for student growth and achievement in all areas as reflected by the extensive array of academic and extracurricularinvolvement and enrichment activities available at the school.

Programs and OrganizationVernon Barford School is organized on a two day, six period per day schedule. The school presently has twenty one regular classes, six challenge classes, and two literacyclasses for students in grades seven to nine. Complementary courses include French and Spanish as well as options such as art, drama, dance, instrumental music,clothing/textiles/ fashions, food studies, construction, and other options aligned with CTF and Career Pathways. Special needs students are integrated into regularprogramming where appropriate.

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

Success Coach - Harry Ainlay Catchment

School: Vernon Barford [0557] 2018-2019 Results Review Principal: Rick Pease

Address: 32 Fairway Drive NW Results and Implications Michael JanzWard Trustee:


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District 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 2018-2019, 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 District’s Priorities that were in effect when the goal was set.

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Provide ELL classes, Routine of reading to start each LA class, Intervention time for those who not yet reading at grade level.High quality early learning = = Continue to work in collaborative teams to ensureFocus on student outcomes, being responsive to student needs, putting in place the necessary education provision

instruction, assessment, and reporting are all aligned with and organized around learning outcomes. = Build positiveHigh quality equitable teaching, high expectations for all students, respectful relationships with students, and relevant and responsive curriculum delivery

relationships. Ensure educational equity (e.g., common assessment,) across the school. Learn about and apply research best practice. = Intervention time being increased from two days to five days.Tailored support in needed areas in addition to (not instead of) regular classroom instruction

= Regular communication and parent contact as celebration or growth items occur.Enlisting the active involvement of families in helping children to learn = Student progress will be shared in an ongoing manner and students willRegular monitoring of each child's progress and timely actions in response to this information

have repeated opportunities to show additional learning throughout the school year.

Results Achieved:ELL classes provided at grade 7, 8, 9 level. Routine of reading to start each LA class occurred. Experimentation with how to provide intervention time for those who notyet reading at grade level occurred with refined plan initiated in 2019-20 Collaborative team time was provided within the regular school day. Instruction, assessment, and reporting were all aligned with and organized around learningoutcomes. All students were provided with repeated opportunities to show additional learning around outcomes with no marks becoming final until the end of June.Ongoing formal and informal efforts to build positive relationships with all stakeholder groups occurred. Educational equity across the school occurred. Faculty read"Mindset" and applied this to work with students in ongoing manner. Continued application of "Make It Stick" book concepts also occurred.Intervention time was increased from two days to five days/ week. Intervention and enrichment were provided in all core and option areas based on a daily priority system.Regular communication and parent contact as celebration or growth items occurred. Primary strategies included school zone, ongoing communication from classroomteachers, as well "Greetings from Vernon Barford" emails from principal to all parents.VB PAT achievement results were significantly higher than both Harry Ainlay catchment, EPSB, and Alberta results for both acceptable standard and standard ofexcellence. Prior level of achievement data in both language arts and math were again very positive and HLAT data for VB exceeded catchment average by just under10%. 87.2% of VB students now read at or above grade level. These results are particular impressive given that approximately 1/3 of the VB student population qualify asELL students. Accountability pillar results are also very strong with 9 of 10 assessed areas being at the very high level. Even more impressive is that VB accountabilitypillar results continue to be at very high levels despite significant declines in PAT acceptable and PAT Excellence at the Harry Ainlay Catchment and EPSB levels and onlyintermediate results in these areas at the Alberta level.

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= Ongoing efforts will be made to ensure smooth transitions occur for students and families transitioning to and from VB. Early learning ... = Faculty in each department will use a variety of measures to determine what students know, understand, are able to demonstrate.Student outcomes ...

= Mentoring program, True BLUES culture encouraged, student and faculty safety, building enhancements will occur.High quality equitable teaching ... = Grade level coordinator positions, success coach hiring, and study buddies. Enrichment opportunities will also be provided.Tailored support ...

= Ongoing sharing of information with parents will occur. Parents and students encouraged to informally and formally connect. DailyInvolvement of families ...announcements shared online, school information shared, and faculty using technology to allow online access to curricular information.

= Ongoing demonstrations of learning will be collected from students and ongoing opportunities to learn about and share with respect to school fociRegular monitoring ...will occur (e.g., making adjustments to safety process in crosswalks as a result of information shared at parent council). A variety of internal (e.g., BLUES student survey)and external (EPSB. Alberta Learning survey) instruments will be provided to collect further evidence and insights.

Results Achieved:In additional to traditional strategies such as offering an open house and individual conversations, smooth transitions to VB resulted from ongoing collaboration betweencatchment principals and schools, new to VB student and parent orientations being offered, all grade 7's being part of a mentorship group, spring transition conversationswith elementary teachers, Grade 6 student visits after the completion of pre-registration, etc.




All departments continue to collect learning evidence by conversations, observations, and products then assign marks based on informed professional judgement.Mentoring program was initiated at VB and involved Grade 8 and 9 students mentoring grade 7 students. True BLUES culture was encouraged and celebrated throughBLUES days, Celebration, assemblies, daily announcements, and ongoing emphasis in the school.Building enhancements occurred with a few examples being universal washrooms, upgrade of foods and science labs, etc.Grade level coordinator positions were established. A success coach was hired to provide support 2 days/ week. Ongoing enrichment opportunities were providedthrough an extensive array of clubs, teams, and activities outside of class time so all students can accessDaily announcements were shared online. School information was shared in a variety of ways that included balancing information having to be pulled by parents andschool pushing information out to parents. This continues to be very well received by parents who are busy so need a balance in terms of information sharing. A variety of internal and external instruments were used to collect information about perceived impact of enhancements that were incorporated. Highlights include allareas of the accountability pillar being at the high or very high level. Improvement occurred in the area work preparation despite already being at the very high level while aslight decline was noted in the program of studies area due to ever increasing demands in the area of technology that are difficult to support and sustain in all areas (e.g.,3D printers, CNC machine in construction, etc.). . Another interesting finding is that while VB continues to excel in all areas related to achievement and record high scoresin many survey areas, different stakeholder groups have quite differing perceptions in a number of surveyed areas (e.g., safety, diversity, etc) with parent and facultyperceptions being more positive than surveyed student perceptions.

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Collaborate and learn from other schools who are are committed to ensuring learning and positive development of the whole child.Early learning ... = = Continue to ensure that VB culture, systems, and processes are focused on outcome based assessment and reporting. Continue to accessStudent outcomes ...

resources to support identified needs (technology, high level professional development aligned with school journey, etc) = A strong emphasis on honoring and supporting all students, cultures, and backgrounds will occur at VB. A concerted effort will beHigh quality equitable teaching ...

made to enhance faculty learning with respect to FNMI culture. = Provide a success coach as well as work with the EPSB Inclusive learning team to provide additional mental health support to students across theTailored support ...

catchment. We will also access cultural support workers or other external supports and agencies on an as needed basis. = Continue to work with EPSB, Catchment colleagues, VB Parent Fundraising Society and VB Parent Advisory Committee to secure funding forInvolvement of families ...

school enhancements as well as ensure equitable support for all programs throughout the school. Complete one active research project (debate club) with a hybridmodel of offering support and enrichment in partnership with parents.

= Continue to collect, monitor, and promote positive student, parent, faculty, and external agency perceptions. Enhancements and adjustments toRegular monitoring ...current practice will also occur based on evidence collected.*** For all priority goals, completion of listed activities will be the informal indicator of success while formalindicator of success will be continued high levels/improvements in school achievement and survey data.

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Results Achieved:Collaboration with other schools occurred at catchment PD days, ongoing transition visits, as well as a sharing and scouting day with DS MacKenzie.Outcome based assessment and reporting was continued. High level professional development aligned with school journey was accessed through school PD days (e.g.,proficiency scales, summer PD institutes) as well as through involvement with catchment PD days focused on reading and thinking skills.A strong emphasis on honoring and supporting all students, cultures, and backgrounds occurred. Interestingly diversity of perception exists in this area and additionalgrowth is required as faculty are at 96% (agree or strongly agree on EPSB survey), parents at 90%, and students being at 80%.A concerted effort was made to enhance faculty learning with respect to FNMI culture though having departments share how they currently teach about and honor FNMIculture, review of new TQS requirements, hosting an elder on a school PD day, and intentional honoring and visibility of FNMI culture throughout the school.Success coach was hired to help enhance support for student mental health. Cultural support workers and other external supports and agencies were accessed asneededOngoing support from VB Parent Fundraising Society and VB Parent Advisory Committee was secured to fund school enhancements for all programs throughout theschool. An active research project that employed a hybrid model of offering support and enrichment in partnership with parents (e.g., debate club) was a success.Ongoing data collection regarding impact of enhancements did occur. Highlights include continued strong results and improved results in many areas such as familyperceptions (e.g., interim information on child's success +15.9%, Transitions to the world of work +12.1%, Information about childs learning helps support child +21.6%),Staff perceptions (e.g., Opportunities to use leadership skills +14.7%, Professional growth enhanced by coaching and mentoring +12.1%), and students (Studentkindness outside the classroom +9.1%, Building is well maintained +7.2%). Areas of concern for faculty relate to dealing with stress and realities of serving in an olderbuilding while for parents healthy eating and trustee explanation of decision making process were noted areas. The lowest student scores were noted around areas suchas awareness of student senate role, transition to the world of work, and comfortable furniture.

What were the biggest challenges encountered in 2018/19?




Continuing to show improvement when achievement and survey results are already at a very high level.Continued loss of highly skilled and experienced faculty to retirement and enhanced leadership roles in other schools.Living with realities of an aging building (e.g., dramatic temperature variations with weather changes)Increasing diversity of student needs coupled with higher demands and expectations in all areas creates challenges for life balance, stress, and satisfaction for faculty.

What are the implications from 2018/19 that will impact your current year plan?Continued emphasis on True BLUES (Big hearted, Leaders, United, Engaged, Successful) culture with all stakeholders as while all members are aware, consistency ofpostive habits is at odds with ongoing deluge of messaging from popular media.Continued commitment to a focus on Ensuring learning and Postive development of the whole child coupled with intentional refinement of commitment to culture, systems,and results.

Measure Category Measure

Vernon Barford 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 91.1 91.4 92.9 89.0 89.0 89.3 Very High Maintained Excellent

Student Learning Opportunities

Program of Studies 84.6 87.7 88.7 82.2 81.8 81.9 Very High Declined Good

Education Quality 92.0 90.9 92.2 90.2 90.0 90.1 Very High Maintained Excellent

Drop Out Rate 0.6 0.9 0.5 2.6 2.3 2.9 Very High Maintained Excellent

High School Completion Rate (3 yr) n/a n/a n/a 79.1 78.0 77.5 n/a n/a n/a

Student Learning Achievement (Grades K-9)PAT: Acceptable 85.7 89.7 88.6 73.8 73.6 73.6 Very High Declined Good

PAT: Excellence 50.8 47.5 48.9 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 56.3 55.7 55.1 n/a n/a n/a

Rutherford Scholarship Eligibility Rate n/a n/a n/a 64.8 63.4 62.2 n/a n/a n/a

Preparation for Lifelong Learning, World of Work, Citizenship

Transition Rate (6 yr) n/a n/a n/a 59.0 58.7 58.7 n/a n/a n/a

Work Preparation 90.0 74.1 81.6 83.0 82.4 82.6 Very High Improved Excellent

Citizenship 85.8 85.1 88.2 82.9 83.0 83.5 Very High Maintained Excellent

Parental Involvement Parental Involvement 81.8 79.0 81.9 81.3 81.2 81.1 High Maintained Good

Continuous Improvement School Improvement 81.7 78.2 82.5 81.0 80.3 81.0 Very High Maintained Excellent

Report Generated: Sep 20, 2019Locked with Suppression for Oct 2019

Report Version 1.0Data Current as of Aug 23, 2019

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. Results for the ACOL measures are available in the detailed report: see "ACOL Measures" in the Table of Contents.4. 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.5. 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).6. 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.7. 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 30-2.8. Caution should be used when interpreting evaluations and results over time for Mathematics 30-1/30-2, as equating was not in place until the 2016/17 school year. Alberta Education does not comment on province wide trends until it has five years of equated

examination data.9. 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.10.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. 11.2016 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.

Accountability Pillar Overall SummaryAnnual Education Results Reports - Oct 2019School: 7557 Vernon Barford School

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School: Vernon Barford [0557] 2019-2020 Plans Principal: Rick Pease

Address: 32 Fairway Drive NW Plans Michael JanzWard Trustee:


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District 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 2019/2020 school year. Select the District Priority number thatthe 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 2020, alignments and enhancements at Vernon Barford will occur in support of the following areas:Focus = Ensuring Learning and Positive Development of the whole childCulture = Students (True BLUES), Faculty (SEARCHING). See school profile for detailsSystems = Ensuring Learning Questions as outlined in school profileResults = Enhanced results will be evident in achievement and survey measures related to above areas

Note: Specific details and rationale for planned enhancements in each area available upon request.

By June 30 2020, intentional efforts will be made to support the Harry Ainlay Catchment goals including:100% of HAC students will show growth in reading, writing and mathematics.100% of HAC teachers will engage in meaningful collaboration that demonstrates increased capacity to support teaching and learning.100% of HAC schools will support positive mental health and awareness for students, families and staff.

By June 30 2020, ongoing intentional efforts will have been made at Vernon Barford to support public education through incorporation of effective practices related to:Communication = Balancing push and pull communication so as to honor busy reality of people's livesEngagement = Continue to strive for students and parents as partners in education which implies regular and ongoing discussion and sharing of relevant informationPartnerships = Continue to build partnerships and experiment with hybrid models of offering support and enrichment.

School: Vernon Barford [0557] 2019-2020 Revised Budget Principal: Rick Pease

Address: 32 Fairway Drive NW Budget Summary Report Michael JanzWard Trustee:


2019-20 Spring Proposed 2019-20 Fall Revised

Resources 4,830,215 4,870,550

Internal Revenue 0 0

REVENUE TOTAL 4,830,215 4,870,550

Classroom 32.665000 3,357,666 31.414000 3,229,075

Leadership 2.978000 421,170 3.415000 461,209

Teacher Supply .000000 125,000 .000000 150,000

TOTAL TEACHER 35.643002 3,903,836 34.828999 3,840,284

(% of Budget) 80.82% 78.85%

Exempt 1.000000 115,155 1.500000 153,349

Exempt (Hourly/OT) .000000 31,752 .000000 1,000

Support 5.000000 273,233 5.000000 273,233

Support (Supply/OT) .000000 3,000 .000000 4,000

Custodial 3.625000 230,878 3.625000 230,878

Custodial (Supply/OT) .000000 6,000 .000000 13,000

TOTAL NON-TEACHER 9.625000 660,018 10.125000 675,460

(% of Budget) 13.66% 13.87%

TOTAL STAFF 45.268002 4,563,854 44.953999 4,515,744

(% of Budget) 94.49% 92.72%

SUPPLIES, EQUIPMENT AND SERVICES 149,761 204,006

INTERNAL SERVICES 116,600 150,800

TOTAL SES 266,361 354,806

(% of Budget) 5.51% 7.28%

TOTAL AMOUNT BUDGETED 4,830,215 4,870,550

Carry Forward Included 0 37,888

Carry Forward to Future 0 0

School:€Vernon Barford [0557] 2019-2020 Revised Budget...

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