School: Elmwood [0204] 2019-2020 Revised Budget Principal: Auriana Burns

Address: 16325-83 Avenue Profile  Ken GibsonWard Trustee:

© Edmonton Public Schools 1 of 1

Enrolment Staff FTE BudgetNormalized 173.500 Custodial 2.500000 Salaries $1,905,498 95%

Weighted 248.565 Exempt 0.000000 Supplies, Equip., Services $109,312 05%

Regular 188 Support 9.800000

Teacher 10.519000

Year Opened 1960 Total 22.819000 Total $2,014,810 100%

School Philosophy EVERY CHILD, EVERY DAY... NO EXCEPTIONS

Elmwood school is a place where every child belongs.We believe in the instructive power of our environment to invite, engage, ignite and inspire.We believe in the wonder and imagination of children and the process of inquiry that leads them into new discoveries.We believe in relational work and the possibilities it nurtures.We believe that beauty is found in diversity, and we celebrate the promise each child and family brings to our school and community.

Community ProfileElmwood School is located in the west end of Edmonton in a residential community that is well established. Approximately twenty percent of housing in the area consists oflow rent, multiple family dwellings. Of the 271 children and students enrolled at Elmwood School, 138 come with identified special learning needs, requiring IndividualizedProgram Plans and specialized programming. Elmwood School does not have a designated attendance area and enrolls students and children from all communities inEdmonton. The Edmonton Regional Learning Consortium and the Elmwood Out of School Care lease space within Elmwood School.

Programs and OrganizationElmwood School offers three distinct programs: Sciences K-6 with an emphasis on inquiry and concept-based learning; Individual Support Program for students with severe toprofound physical, medical and cognitive learning needs in grades 1-6, and a Pre-Kindergarten Program serving children aged 2 years 8 months to 5 years with mild,moderate, or severe learning needs or English language learners. The Sciences Program serves 177 students; the Individual Support Program serves 11 students; and thePre-Kindergarten Program serves 83 children. These three distinctive programs within Elmwood School provide a rich tapestry of expertise, knowledge and resources,which enhance the quality of experiences for learners. Elmwood School also supports Pre-Kindergarten classrooms at Brookside and Callingwood Schools.all

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

Edmonton Regional Learning Consortium, Rundle Heights Out Of School Care, The Learning Partnership, University of Alberta

School: Elmwood [0204] 2018-2019 Results Review Principal: Auriana Burns

Address: 16325-83 Avenue Results and Implications  Ken GibsonWard Trustee:

© Edmonton Public Schools 1 of 3

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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.

Each student will demonstrate growth in literacy. This will be achieved by teacher collaboration and sharing of best practices around literacy instruction, cross-classroomguided reading instruction, a school-wide home reading program, education opportunities for parents to support literacy at home, professional development for teacherresources, and effective implementation of literacy interventions and supports, both universal and differentiated. This will be measured by ongoing assessment usingbenchmarks set by Fountas and Pinnell, Leveled Literacy Intervention records, anecdotal teacher records, writing assessments and participation records for home reading.

Results Achieved:

 Percentage of students reading at or above grade level in grades 1-6 increased by 10.6% from May 2018 to May 2019 for a total of 76% reading at or above gradeSciences:level. Students reading above grade level increased by 6.8%. These incredible results are due to our implementation of differentiated literacy strategies in classrooms,consistent use across classrooms of Fountas and Pinnell assessments, Leveled-Literacy Intervention for selected grade 1-3 students, students participating in home reading,and a concerted effort by teachers to coordinate school-wide events with a reading focus. Teacher efficacy and consistent literacy practices between classrooms weresignificant factors in our positive results.  Teachers in grades 1, 2, and 3 implemented daily guided reading simultaneously in their timetables to differentiate reading activitiesand instruction across all classrooms and each student received teaching at their instructional level of reading. Similar work between grade 4, 5 and 6 classes happened twodays per week. Twice per month, at our cross-graded Inquiry Crew gatherings, students would regularly engage in science discussions and activities that incorporated booksand literacy activities. Teachers provided messaging about the importance of reading to students and parents through Seesaw and messages home. Elmwood School was alab-site school for Lucy Calkins Writer's Workshop. Two teachers implemented Writer's Workshop in their classrooms and were supported through coaching and collaborativeplanning. Professional development sessions were hosted at Elmwood School where teachers from other schools engaged in Writers Workshop training and spent timeobserving the two classrooms implementing the program. All students participated in school-wide writing tasks three times throughout the year, similar to Highest Level ofAchievement Tests. Students in grades 4, 5, and 6 regularly used a writing continuum to self-assess their writing and set goals for developing deeper writing skills.   

An emphasis on literacy throughout pre-kindergarten classrooms incorporated play-based interactions with early literacy elements, such as letters in thePre-Kindergarten: sensory table, access to writing utensils, books throughout school spaces, and visuals paired with words. Speech Language Pathologists supported classroom teams increating literacy rich provocations to target specific communication sounds. To encourage strong literacy habits in families, many Pre-kindergarten children participated in theschool-wide home reading program as well as visiting the library and signing out library books once per week. Often, children went with adults to the "Take a Book, Leave aBook" area in the school to browse and use books as conversation starters and topics. Speech Language Pathologists created regular communication to support parents withearly reading habits and ways to engage with their children while reading. Teachers regularly documented children's learning through Seesaw and would share photos, videosand stories with parents of their child engaged in play-based literacy activities. Speech Language Pathologists worked collaboratively with the Individual Support Programteacher to implement use of common visual core communication boards throughout all spaces in the school. 

Students were engaged with emergent literacy instruction daily. Visual communication boards were posted around the school so that studentsIndividual Support Program: were able to communicate inside and outside of their classroom. The entire Individual Support Program classroom team attended a bi-monthly Community of Practice onemergent literacy for students with significant delays as well as attended district and out-of-district professional development around emergent literacy and language. ISPutilized a best practice of focusing on one piece of literature for one week and implemented daily varied lessons using the book. This provided a familiar context and literaturepiece for students to engage with all while expanding student abilities with language and literacy. As students' familiarity with each book increased, so did studentengagement and active learning. Many students in ISP use augmentative and alternative communication devices or use core vocabulary communication boards on theirwheelchair tables. Continually modeling for students, all staff use visuals for communication on core boards or on card rings when communicating with students. 

 

Each student will have access to appropriate supports to assist with their emotional regulation, well-being and mental health. This will be achieved by implementing supportssuch as a social thinking program, mindfulness, and zones of regulation as well as collaborating with Inclusive Learning Services, staff, and community resources. This will bemeasured by tracking student referrals to the office, time on task in classrooms, employee incident logs and anecdotal notes. 

School: Elmwood [0204] 2018-2019 Results Review Principal: Auriana Burns

Address: 16325-83 Avenue Results and Implications  Ken GibsonWard Trustee:

© Edmonton Public Schools 2 of 3

Results Achieved:Students in all three programs were provided a variety of supports to assist with emotional regulation, well-being and mental health. A social thinking program wasimplemented with a dedicated teacher that worked with small groups of neurodiverse students at developmental stages in understanding and recognizing social cues andrituals. The teacher implemented specific vocabulary for students to connect with during structured and unstructured social situations. The teacher also shared vocabularyand strategies with classroom teachers in order to support students across all school environments. Through social thinking, it was evident that students that exhibitneurodiversity in addition to behaviour found limited success in social thinking groupwork. Staff engaged with professional development sessions that had a focus onchildren's emotional regulation, well-being and mental health, such as Social Thinking, Supporting Students with ADHD, Fidgets and Calming Centres - BehaviouralStrategies to Channel Emotions in Your Classrooms, Zones of Regulation, Challenging Behaviour Strategies, and Anxiety. Weekly art therapy was provided to students over a6 month period during the school day. Inclusive Learning provided supports for students through a Mental Health Therapist. When students are sent to the school office, areflection tool incorporated social thinking language. We implemented a process for employees to regularly record incidents of violence from students. As a school staff, weengaged in partnerships and collaborative, solution-focused conversations with stakeholders to support our students. 

Community partnerships and engagement will be enhanced. This will provide supports and services that foster growth and success for students both at home andschool through partnerships that support inquiry and play programming. This will be measured by documentation of partnerships and contributions by communityorganizations, classroom/school guests, Inquiring Mind School experiences, field trips, business contributions, and successful grant applications.

Results Achieved:

Staff pursued involvements with a number of community organizations to support our inquiry and play programming. A partnership with APEGA engaged families in a sciencenight in March and in April, four teams of students competed in the APEGA Science Olympics. An extended partnership with Swim, Drink, Fish and the North SaskatchewanRiver Keeper worked closely with classes from grades K-5 on a school-wide "Water" inquiry project which culminated in a river walk to clean up the shores of the NorthSaskatchewan alongside a Water Walker. For the fourth year, classes engaged with Skype a Scientist where they connected with scientists across North America, includingJane Goodall. The BMO Entrepreneurial Adventure involved our grade 2/3 class in creating a business, raising awareness and funds for the Humane Animal Rescue Teamand winning a local award from BMO for ingenuity. Students participated in the Inquiring Minds School programs Green School at the University of Alberta Botanic Garden(grade 4), Ice School at Rogers Place (grade 5) and City Hall School (grade 1). We involved botanists and Science Fundamentals from the University of Alberta. Studentswere engaged with the local community when delivering community cards during Random Acts of Kindness week and the winter holiday season as well as regularlyscheduled collaboration with junior high students from Hillcrest Junior High School. We recognized Orange Shirt Day school-wide, as well as voiced Treaty Recognitionweekly on the announcements and at all assemblies. The Alberta Foundation of the Arts supported our 12-day artist residency with Kimberly Smith through our successfulgrant application. Additional partnerships included Edmonton Regional Learning Consortium (ERLC), Elmwood Out of School Care, Telus World of Science, The LearningPartnership (BMO Entrepreneurial Adventure, Welcome to Kindergarten), Edmonton Public Library, University of Alberta, and Grant MacEwan University.

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What were the biggest challenges encountered in 2018/19?The diversity of learning needs in classrooms is challenging. Providing appropriate levels of support with the resources allocated is an ongoing challenge.Emotional dysregulation of students interrupted learning. Student behaviours that put themselves or others at risk required extensive support for students, families andstaff.Unfilled staff vacancies caused disruptions to continuity of student learning.

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What are the implications from 2018/19 that will impact your current year plan?Continued implementation and deepening of staff practices in supporting student regulation and behaviour, including Zones of Regulation, Social Thinking, emotionalregulation tools and strategies, and supports for ADHD. Continued involvement with Inclusive Learning Services to support all students with a specific emphasis onregulation and social skills.Although we have increased significantly in percentage of students reading at or above grade level (76%), there is a need to focus on writing achievement. We haveimproved over the past three years and now have 71% of students writing at or above grade level; however, with reading and writing demands in our Sciences program,we would like to see further growth in writing. We will continue to implement best practices and supports for reading across classrooms; however, we will increase ourfocus on daily writing and staff professional growth in writing instruction. We will address student writing development through universal and targeted supports,interventions, and resources.Continued professional development opportunities around differentiation, inquiry, play and regulation.

Measure Category Measure

Elmwood 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 92.6 87.1 87.2 89.0 89.0 89.3 Very High Improved Excellent

Student Learning Opportunities

Program of Studies 85.8 91.5 85.9 82.2 81.8 81.9 Very High Maintained Excellent

Education Quality 95.7 96.1 91.7 90.2 90.0 90.1 Very High Improved Excellent

Drop Out Rate n/a n/a n/a 2.6 2.3 2.9 n/a n/a n/a

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 72.1 66.3 72.1 73.8 73.6 73.6 Intermediate Maintained Acceptable

PAT: Excellence 14.7 30.0 20.6 20.6 19.9 19.6 Intermediate Maintained Acceptable

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 90.6 86.4 80.4 83.0 82.4 82.6 Very High Maintained Excellent

Citizenship 89.2 85.8 84.9 82.9 83.0 83.5 Very High Maintained Excellent

Parental Involvement Parental Involvement 75.1 79.0 79.1 81.3 81.2 81.1 Intermediate Maintained Acceptable

Continuous Improvement School Improvement 88.4 65.3 73.8 81.0 80.3 81.0 Very High Improved Significantly 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: 7204 Elmwood School

105

School: Elmwood [0204] 2019-2020 Plans Principal: Auriana Burns

Address: 16325-83 Avenue Plans  Ken GibsonWard Trustee:

© Edmonton Public Schools 1 of 1

1. 2. 3.

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

Each student will demonstrate growth in literacy. 

Elmwood School will increase the number of grade 1-6 students achieving at or above grade level in literacy by 3%. This will be achieved by a focus on writingSciences:using daily, authentic writing tasks across the curriculum, Writer's Workshop, Empowering Writers, school wide writing measures in October and February, and the DistrictHighest Level of Achievement Test in April as well as teacher collaboration and sharing of best practices around writing instruction. This will be achieved by a continued focuson reading through cross-classroom guided reading instruction, a school-wide home reading program, education opportunities for parents to support literacy at home,professional development for teacher resources, and effective implementation of literacy interventions and supports, both universal and differentiated.Writing growth will be measured by the percentage of students achieving at or above grade level on Highest Level of Achievement Tests and the Provincial Achievement TestLanguage Arts (Grade 6 Part A Writing). Reading growth will be measured by the percentage of students reading at or above grade level in June 2020 using benchmarks setby Fountas and Pinnell and the Provincial Achievement Test Language Arts (Grade 6 Part B Reading). 

This will be achieved by daily practices with early and emergent literacy, use of core vocabulary boards, visuals,Pre-Kindergarten and Individual Support Program: American Sign Language, augmentative and alternative communication; weekly library book sign out; student participation in the school-wide home reading program; HanenTraining for all staff; and education opportunities for parents to support literacy at home. This will be measured by tracking growth through Individualized Program Plans,ongoing data collection of targeted individualized strategies, documentation of children's learning and progress, case-conferencing around individual student needs, andmeasuring family implementation of strategies through home visits, and home reading logs.  

Each student will have access to supports to assist with their emotional regulation, well-being and mental health. This will be achieved by expanding effectivesupports implemented or learned about in the previous school year, zones of regulation, social thinking, and environmental adaptations, such as Hanen, mindfulness,collaboration with Inclusive Learning Services, staff, and community resources. This will be measured by growth in students' focus, attention and engagement in activities,teacher anecdotal notes, social thinking assessment and progress notes, and a 3% increase on postive student, parent and staff responses regarding citizenship andleadership on the District Survey.  

School community partnerships and engagement will be enhanced. This will provide supports and services that foster growth and success for students both at home andschool through partnerships that support inquiry and play programming. This will be achieved with a focus on increased communication of opportunities for families to connectwith organizations in both the community and the school, seeking partnerships for our programming through our parent community and connections to organizations, andteachers providing off site, curriculum-based experiences for classes.  This will be measured by documentation of partnerships and contributions by community organizations,classroom/school guests, Inquiring Mind School experiences, field trips, business contributions, successful grant applications, and a 10% increase on positive familyresponses regarding partnerships on the District Survey. 

School: Elmwood [0204] 2019-2020 Revised Budget Principal: Auriana Burns

Address: 16325-83 Avenue Budget Summary Report  Ken GibsonWard Trustee:

© Edmonton Public Schools 1 of 1

2019-20 Spring Proposed 2019-20 Fall Revised

Resources 1,974,758 2,014,810

Internal Revenue 0 0

REVENUE TOTAL 1,974,758 2,014,810

Classroom 9.194100 945,073 9.519000 978,467

Leadership 1.000000 141,062 1.000000 140,142

Teacher Supply .000000 56,000 .000000 56,000

TOTAL TEACHER 10.194100 1,142,135 10.519000 1,174,609

(% of Budget) 57.84% 58.3%

Exempt (Hourly/OT) .000000 20,028 .000000 20,028

Support 10.000000 539,130 9.800000 528,348

Support (Supply/OT) .000000 20,000 .000000 21,217

Custodial 2.500000 157,296 2.500000 157,296

Custodial (Supply/OT) .000000 4,000 .000000 4,000

TOTAL NON-TEACHER 12.500000 740,454 12.300000 730,889

(% of Budget) 37.5% 36.28%

TOTAL STAFF 22.694100 1,882,589 22.819000 1,905,498

(% of Budget) 95.33% 94.57%

SUPPLIES, EQUIPMENT AND SERVICES 68,519 48,870

INTERNAL SERVICES 23,650 60,442

OTHER INTEREST AND CHARGES 0 0

TOTAL SES 92,169 109,312

(% of Budget) 4.67% 5.43%

TOTAL AMOUNT BUDGETED 1,974,758 2,014,810

Carry Forward Included 0 5,074

Carry Forward to Future 0 0

School: Elmwood Pre-Kindergarten [4071] 2019-2020 Revised Budget Principal: Auriana Burns

Address: 16325-85 Avenue Profile  Ken GibsonWard Trustee:

© Edmonton Public Schools 1 of 1

Enrolment Staff FTE BudgetNormalized 83.000 Custodial 0.000000 Salaries $2,457,243 95%

Weighted 495.983 Exempt 7.800000 Supplies, Equip., Services $119,886 05%

Regular 83 Support 18.400000

Teacher 5.306000

Year Opened Total 31.506000 Total $2,577,129 100%

School Philosophy EVERY CHILD, EVERY DAY... NO EXCEPTIONS

Elmwood school is a place where every child belongs.We believe in the instructive power of our environment to invite, engage, ignite and inspire.We believe in the wonder and imagination of children and the process of inquiry that leads them into new discoveries.We believe in relational work and the possibilities it nurtures.We believe that beauty is found in diversity, and we celebrate the promise each child and family brings to our school and community.

Community ProfileElmwood School is located in the west end of Edmonton in a residential community that is well established. Approximately twenty percent of housing in the area consists oflow rent, multiple family dwellings. Of the 271 children and students enrolled at Elmwood School, 138 come with identified special learning needs, requiring IndividualizedProgram Plans and specialized programming. Elmwood School does not have a designated attendance area and enrolls students and children from all communities inEdmonton. The Edmonton Regional Learning Consortium and the Elmwood Out of School Care lease space within Elmwood School. 

Programs and OrganizationElmwood School offers three distinct programs: Sciences K-6 with an emphasis on inquiry and concept-based learning; Individual Support Program for students with severe toprofound physical, medical and cognitive learning needs in grades 1-6, and a Pre-Kindergarten Program serving children aged 2 years 8 months to 5 years with mild,moderate, or severe learning needs or English language learners. The Sciences Program serves 177 students; the Individual Support Program serves 11 students; and thePre-Kindergarten Program serves 83 children. These three distinctive programs within Elmwood School provide a rich tapestry of expertise, knowledge and resources,which enhance the quality of experiences for learners. Elmwood School also supports Pre-Kindergarten classrooms at Brookside and Callingwood Schools.all

School Community RelationshipsCommunity supports play an important role in the success of our students. At this time our school does not have partnerships we are able to share publicly.

School: Elmwood Pre-Kindergarten [4071] 2019-2020 Revised Budget Principal: Auriana Burns

Address: 16325-85 Avenue Budget Summary Report  Ken GibsonWard Trustee:

© Edmonton Public Schools 1 of 1

2019-20 Spring Proposed 2019-20 Fall Revised

Resources 2,657,925 2,577,129

Internal Revenue 0 0

REVENUE TOTAL 2,657,925 2,577,129

Classroom 4.259000 437,787 4.306000 442,618

Leadership 1.000000 121,926 1.000000 121,466

Teacher Supply .000000 10,000 .000000 16,000

TOTAL TEACHER 5.259000 569,713 5.306000 580,084

(% of Budget) 21.43% 22.51%

Exempt 7.900000 814,343 7.800000 803,130

Exempt (Hourly/OT) .000000 2,000 .000000 2,000

Support 19.500000 1,083,581 18.400000 1,012,029

Support (Supply/OT) .000000 45,000 .000000 60,000

TOTAL NON-TEACHER 27.400000 1,944,924 26.200001 1,877,159

(% of Budget) 73.17% 72.84%

TOTAL STAFF 32.658999 2,514,637 31.506001 2,457,243

(% of Budget) 94.61% 95.35%

SUPPLIES, EQUIPMENT AND SERVICES 120,658 96,716

INTERNAL SERVICES 22,630 23,170

TOTAL SES 143,288 119,886

(% of Budget) 5.39% 4.65%

TOTAL AMOUNT BUDGETED 2,657,925 2,577,129

Carry Forward Included 0 0

Carry Forward to Future 0 0