School: Richard Secord [0201] 2017-2018 Revised Budget Principal: Kathleen Marzolf

Address: 4025-117 Street NW, Edmonton Profile  Michael JanzWard Trustee:

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Enrolment Staff FTE BudgetNormalized 587.500 Custodial 2.813000 Salaries $3,945,279 96%

Weighted 629.917 Exempt 0.000000 Supplies, Equip., Services $184,536 04%

Regular 632 Support 8.000000

Teacher 30.476000

Year Opened 1968 Total 41.289000 Total $4,129,815 100%

Area (total) 5,056 metres

Area (partner) 1,649 metres

VisionTransforming the learners of today into the leaders of tomorrow.

MissionWe inspire student success through high quality learning opportunities, supported by meaningfully engaged students, parents, staff and community.

ValuesSupporting the Vision, Mission and Priorities are the District 's cornerstone values of accountability, collaboration, equity and integrity.

District Priorities 2014-20181. Foster growth and success for every student by supporting their journey from early learning through high school completion and beyond.2. Provide welcoming, high quality learning and working environments.3. Enhance public education through communication, engagement and partnerships.

School PhilosophyOur mission is to foster life-long learners for the 21st century in an inclusive learning community that achieves academic excellence by focusing on literacy and numeracy;celebrating cultural and linguistic diversity; providing alternative programming choices; integrating evolving forms of technology across the curriculum; cultivating positivecharacter traits and citizenship skills; and creating a safe, respectful, and nurturing environment. We believe a wide range of teaching and learning styles are effectivelyaddressed through alternative program choices. Students, staff, parents and community are committed to work in partnership to support all students in reaching their potentialas engaged learners and as responsible citizens.

Community ProfileRichard Secord School is an elementary school located in the mature southwest neighbourhood of Royal Gardens. The school was built in 1967 to serve local communitystudents. Enrolment reflects the changing community demographics over the years that resulted in the French Immersion Program (est. 1970) and Cogito Alternative Program(est. 2006) joining the Regular (mainstream) Program to create a triple-track learning environment.  Parent and community volunteers provide varied and extensive support tothe school. The school benefits from the strong support of its School Council. The gymnasium is used by community groups in the evenings. The school leases space to theRichard Secord Out of School Care Society, as well as to the Metro Edmonton Japanese Community School that shares use of several classrooms on Friday evenings.

Programs and OrganizationThe Regular (English mainstream) program, French Immersion program, and the Cogito Alternative program are offered from kindergarten to grade six. French as a SecondLanguage instruction is offered to grades four to six students in the Regular English program, and to grades one to six students in the Cogito program. The school serves allchildren in a fully inclusive setting. English Language Learners, students with special needs, and at-risk students benefit from in-class and specialized small group supports. A teacher  provides leadership and support in literacy, curriculum implementation, program support and technology. A music specialist provides music instruction to students,supplemented by extracurricular music options. Student learning groups are organized by program to preserve alternative program pedagogy, beliefs, and practices.Single-grade learning groups are organized where possible. Numerous leadership, citizenship, and interest activities are offered to students. A coordinated charactereducation program promotes positive student attitudes and conduct.

School: Richard Secord [0201] 2016-2017 Results Review Principal: Kathleen Marzolf

Address: 4025-117 Street NW, Edmonton Results and Implications  Nathan IpWard Trustee:

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1. 2. 3.

District Priorities 2014-2018

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 2016-2017, 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.

Priority 1 Goal 2: Success for Every Student  By June 2017, more students will be reading and writing at grade level as measured by HLATS, PATS, and teacher awardedmarks.  

Cross grade Guided Reading instruction in the regular program and guided reading instruction in the French Immersion program will provide differentiated readinginstruction.Create, monitor and modify intervention plans of all students not reading and writing at grade level.Reading Cohort work will provide teachers access to valuable resources.Maintain classroom libraries of curriculum related books.Professional Learning opportunities related to reading, writing, numeracy and assessment will be planned.The school created Writing Exemplar tool will be posted and used consistently in all classrooms. After school homework club and the Roadrunner Club will offer Richard Secord students support with school work and a positive community role model.

-100% of Grade 6 students met the Acceptable Standard on the Provincial Achievement Tests in reading and in writing and 57% of grade 6 students met the Standard ofExcellence on the Provincial Achievement Tests in reading and in writing.-100% of Grade 6 students met the Acceptable Standard on the Provincial Achievement Tests in Social Studies and in Science.  74% of grade 6 students met the Standard ofExcellence on the Science Provincial Achievement Tests and 69% of grade 6 students met the Standard of Excellence on the Social Studies Provincial Achievement Tests.  - 82% of Students are reading at or above grade level, as measured by teacher awarded reading levels.- 91% of Students are writing at grade level, as measured by HLATs.- 13% increase in parent satisfaction and a 7% increase in teacher satisfaction with services, beyond regular instruction, that help their child to read and write, as measuredby the Accountability Pillar Survey.- 100% parent satisfaction with school library services as measured by the Accountability Pillar Survey.-100% of parents feel that the experience of school has helped their child understand the information they read, as measured by the District Feedback Survey.- 94% of students feel that they can get the help they need with reading and writing at school, as measured by the Accountability Pillar Survey.

Students in the French Immersion and Regular Programs were provided guided reading instruction.Intervention plans were created and monitored for all non-coded at risk-students.Reading Cohort work was conducted.Classroom libraries were established and maintained.Professional Learning was supported.Writing Exemplar tool was used.After school support for at-risk students and the Roadrunner Club  was maintained and very well supported by staff, volunteers and students.

Priority 2 Goal 3: Build capacity through a culture of collaboration and distributed leadership.   By June 2017, there will be increased staff satisfaction in the area ofprofessional development and growth on the District Survey and on the Accountability Pillar Survey.

Participate in Professional Learning opportunities at School, Catchment and District level and provide time for sharing.  This will include Reading Cohort work.Teacher leadership opportunities in the school will be provided.Classroom intervisitations will be facilitated.Align school plans with catchment plans for more efficient use of resources.  Use of the Harry Ainlay Catchment Share Site will be facilitated.Transition work with Junior High schools in the area of reading.

- As measured by the Accountability Pillar Survey 100% of teachers believe that their professional learning opportunities are focused on the priorities of the district and thattheir professional learning opportunities have significantly contributed to their on-going professional development. - As measured by the District Feedback Survey, 100% of teacher believe that Catchment level professional learning opportunities are effective in enhancing their professionalgrowth.

School: Richard Secord [0201] 2016-2017 Results Review Principal: Kathleen Marzolf

Address: 4025-117 Street NW, Edmonton Results and Implications  Nathan IpWard Trustee:

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Professional Learning Opportunities included: Foundations of literacy, Building on Foundations of Literacy in Reading,  Guided Math and Using Manipulatives, Power ofTen, Empowering Writers, Off to a good Start, Engagement, Rigor book study, 5 Pillars in English and in French, and Reading Road to LiteracyTeacher leadership opportunities were provided for Cogito Program work, Apple Schools initiatives, Catchment PD Initiatives, District-Wide Focus on Reading initiative,Alberta Education work, Writing Continuum work, and technology.Classroom intervisitation were facilitated within the French Immersion, Cogito and Regular Programs.School plan was aligned with Catchment goals.Transition work with Allendale, Avalon and Vernon Barford will continue.

Priority 3  Goal 2: Supports for the Whole Child  By June 2017, in the Accountability Pillar measure of Work Preparation and Citizenship, there will be an increase in parentand student satisfaction.  

Seek parental and student input into what attitudes, skills and knowledge they feel are required for student success and what 'respect' looks like.Continue to provide students with leadership and service opportunities within the school.Continue to highlight community projects in newsletters, on Schoolzone and on the school sign.Provide students with the link between school activities and work preparation.Use Alberta Health Services to offer sessions to students at all grade levels and parents.  Offer Internet Safety session to grade 5 and 6 students and all Richard Secordparents.Continue to provide parents with monthly school newsletters and classroom newsletters which will include information about the skills and attitudes. development activitiesprovided at the school level.

- In the measures of Work Preparation and Citizenship we maintained our very high and excellent standing. - The Accountability Pillar shows that 95% of parents believe that students at their child's school follow the rules; this is a 12% increase.  90% of parents believe that studentsat their child's school help each other when they can; this is a 11% increase.  86% of parents believe that students at their child's school respect each other; this is a 3%increase. 100% of parents believe that their child is encouraged at school to try his/her best and be involved in activities that help the community.- 96% of students feel that they are encouraged to try their best and 93% of students believe that students help each other at school, as measured by the Accountability PillarSurvey.

Parental input was gathered through school and classroom newsletters, and there was a school-wide focus on what parents' believed their children need to learn in schoolto be successful in the work place.Student Leadership and Service groups were maintained.School Community projects were highlighted.o Students and parents were provided with links between what is learned at school and what is needed for work preparation.  At assemblies, concerts, parent evenings,etc. parents were provided with information about how school activities link to work preparation. Math Games Night, Science Night, Internet Safety, Edmonton Public Library session, Spelling Bee, Math Games, Resources for helping your child with Homework,  Winterand Spring Concert, and Family Dance were opportunities for parents to engage in activities to support their child's academic, social and emotional growth and buildcommunity.Monthly school and classroom newsletters were provided to parents.  Newsletters included strategies for parents to use at home to support citizenship development.

Providing differentiated professional learning opportunities for staff in three diverse programs will continue. On-going review of assessment practices and close monitoring of students not making expected progress in writing, reading and math will continue to be a priority.Our focus on engagement of staff, students and parents will continue to be an area of focus.  

Monitor the practice or Guided Reading and ensure that this is in fact the best way to support our most at risk readers. Continue to use our Writing Continuum to support students who are not yet writing at grade level. Within the Cogito program, we will work with our adequate and proficient students, and provide them with challenging and engaging work to support their growth.The MIPI will continue to be used to identify our students at risk in numeracy.  Once identified, the students will be provided with an intervention plan in the area ofnumeracy.  Guided math will be further explored as a differentiated way to support growth in numeracy.Staff, in all three programs, will be involved in self-directed Professional Learning with goal being to support targeted intervention of at, below or above grade levelstudents.Continue our work to engage parents in the opprotunities that we provide to their children, to support their academic, social and emotional growth.

Measure Category Measure

Richard Secord 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 96.8 94.4 95.5 89.5 89.5 89.3 Very High Maintained Excellent

Student Learning Opportunities

Program of Studies 94.3 90.7 91.8 81.9 81.9 81.5 Very High Maintained Excellent

Education Quality 99.2 95.8 95.7 90.1 90.1 89.6 Very High Improved Excellent

Drop Out Rate n/a n/a n/a 3.0 3.2 3.3 n/a n/a n/a

High School Completion Rate (3 yr) n/a n/a n/a 77.9 76.5 76.1 n/a n/a n/a

Student Learning Achievement (Grades K-9)PAT: Acceptable 98.9 98.6 95.7 73.4 73.6 73.2 Very High Improved Excellent

PAT: Excellence 55.4 63.5 56.3 19.5 19.4 18.8 Very High Maintained Excellent

Student Learning Achievement (Grades 10-12)

Diploma: Acceptable n/a n/a n/a 83.0 82.7 83.1 n/a n/a n/a

Diploma: Excellence n/a n/a n/a 22.2 21.2 21.5 n/a n/a n/a

Diploma Exam Participation Rate (4+ Exams) n/a n/a n/a 54.9 54.6 53.1 n/a n/a n/a

Rutherford Scholarship Eligibility Rate n/a n/a n/a 62.3 60.8 60.8 n/a n/a n/a

Preparation for Lifelong Learning, World of Work, Citizenship

Transition Rate (6 yr) n/a n/a n/a 57.9 59.4 59.3 n/a n/a n/a

Work Preparation 88.1 88.6 92.3 82.7 82.6 81.9 Very High Maintained Excellent

Citizenship 94.7 93.8 93.8 83.7 83.9 83.6 Very High Maintained Excellent

Parental Involvement Parental Involvement 89.8 86.8 88.0 81.2 80.9 80.7 Very High Maintained Excellent

Continuous Improvement School Improvement 98.4 94.9 92.4 81.4 81.2 80.2 Very High Improved Significantly Excellent

Report Generated: Sep 30, 2017Locked with Suppression for Oct 2017

Report Version 1.0Data Current as of Aug 28, 2017

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. Survey results for the province and school authorities were impacted by the changes in the number of students responding to the survey through the introduction of the OurSCHOOL/TTFM (Tell Them From Me) survey in 2014.5. 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

(Grades 6, 9), French Language Arts (Grades 6, 9), Mathematics (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 flooding in June 2013 (Grade 9 only) and by the fires in May to June 2016. 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 flooding in June 2013 and by the fires in May to June 2016. 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 2015/2016 school year. Caution should be used when interpreting trends over time. 11.Due to the change from previous data source systems to Provincial Approach to Student Information (PASI), Rutherford Scholarship Eligibility Rate results prior to 2015 are not available.

Accountability Pillar Overall SummaryAnnual Education Results Reports - Oct 2017School: 7201 Richard Secord School

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School: Richard Secord [0201] 2017-2018 Plans Principal: Kathleen Marzolf

Address: 4025-117 Street NW, Edmonton Plans  Michael JanzWard Trustee:

© Edmonton Public Schools 1 of 1

1. 2. 3.

District Priorities 2014-2018

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 2017/2018 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 2

Priority 2

Priority 2

By June 2018, 100% of students will have demonstrated at least one year's growth as measured by Fountas and Pinnell Benchmark Assessments, PAT data, teacherawarded marks and end of year reading achievement levels.-Create, monitor and modify intervention plans of students not reading and writing at grade level.-The school created Writing Exemplar tool will be posted and used consistently in all classrooms by students and staff.-After school Homework Club and the Roadrunner Club will offer students support with school work and a positive community role model.-Differentiated reading instruction will be provided for all students below, at and above grade level; ensuring success and literacy growth for every student-Student engagement in reading will be enhanced through: classroom library of books with a focus on curriculum topics, a full time teacher librarian, and a school wide focuson 'building a culture of egaged readers'.

By June 2018, there will be an increase in staff satisfaction in professional learning opportunities as measured on the accountability survey and an increase in teacher efficacyspecific to being a teacher of reading as measured by a school survey.-Staff will engage in year long collaborative work and professional learning designed to grow and enhance their knowledge and skills in the area of literacy.  Teachers willselect a target area of growth (below, at or above grade level readers) based on their individual skills, professional development goals and current classroom context andspecific resources to support their self directed professional learning will be provided.  Professional learning for educational assistants will be organized.-Consistency within the school, in determining reading level of students transitioning to Junior High schools, will be supported-Leadership opportunities will be supported and cohort assistant principals will attend the District Focus on Reading sessions and share information with staff accordingly-Classroom inter-visitations will be facilitated

By June 2018, there will be an increase in the measure of Parental Involvement on the Accountability Pillar.-Monthly school and classroom newsletters will be sent home as well as posted to SchoolZone. Monthly School newsletter invites feedback and input from parents-Schoolzone (and/or other digital/Google apps, such as Google Classroom) will be consistently utilized by classroom teachers and school administration-100% parents will participate in fall and winter parent/teacher/student conferences-Parent Sessions related to supporting academic, social and emotional growth of students will be offered throughout the school year-Increase in student leadership opportunities-Annual volunteer appreciation event acknowledging our school volunteers-School generated parent surveys provide feedback to school happenings

School: Richard Secord [0201] 2017-2018 Revised Budget Principal: Kathleen Marzolf

Address: 4025-117 Street NW, Edmonton Budget Summary Report  Michael JanzWard Trustee:

© Edmonton Public Schools 1 of 1

2017-18 Spring Proposed 2017-18 Fall Revised

Resources 4,027,597 4,129,815

Internal Revenue 0 0

REVENUE TOTAL 4,027,597 4,129,815

Classroom 28.500000 2,929,544 28.476000 2,927,077

Leadership 2.000000 257,967 2.000000 258,235

Teaching - Other .000000 0 .000000 0

Teacher Supply .000000 53,000 .000000 102,047

TOTAL TEACHER 30.500000 3,240,511 30.476000 3,287,359

(% of Budget) 80.46% 79.6%

Exempt (Hourly/OT) .000000 48,000 .000000 54,000

Support 7.000000 366,667 8.000000 408,069

Support (Supply/OT) .000000 0 .000000 10,000

Custodial 2.812500 171,271 2.813000 178,351

Custodial (Supply/OT) .000000 3,000 .000000 7,500

TOTAL NON-TEACHER 9.812500 588,938 10.813000 657,920

(% of Budget) 14.62% 15.93%

TOTAL STAFF 40.312500 3,829,449 41.289000 3,945,279

(% of Budget) 95.08% 95.53%

SUPPLIES, EQUIPMENT AND SERVICES 79,420 137,378

INTERNAL SERVICES 118,729 47,158

TOTAL SES 198,149 184,536

(% of Budget) 4.92% 4.47%

TOTAL AMOUNT BUDGETED 4,027,598 4,129,815

Carry Forward Included 0 15,544

Carry Forward to Future 0 0