School: Callingwood [0237] 2020-2021 Revised Budget Principal: Sanaa El-Hassany

Address: 17335 - 76 Avenue Profile  Ken GibsonWard Trustee:

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Enrolment Staff FTE BudgetNormalized 0.000 Custodial 2.000000 Salaries $2,595,485 93%

Weighted 0.000 Exempt 0.000000 Supplies, Equip., Services $193,240 07%

Regular 0 Support 10.000000

Teacher 17.120000

Year Opened 1977 Total 29.120000 Total $2,788,725 100%

School PhilosophyStudent success and growth are achieved when children discover their own talents and interests through a multi faceted approach to literacy, numeracy, technology, athletics,and the arts. We believe that these approaches serve as vehicles for teaching and learning.  We value the current community partnerships that enrich our students' educationand we are always seeking to establish new relationships in the interests of our students. We are committed to improving student achievement and to helping all studentsrealize their full potential. We recognize that all students have different needs and each student is programmed for at their individual level. Student growth is enhanced whenall stakeholders share in the development and education of the child. Our school focus is built around three overarching school goals designed to foster a) student growth anddevelopment in literacy, numeracy and social emotional well-being b) meaningful staff collaboration and wellness and c) meaningful partnerships with parents and caregivers.

Community ProfileOur student population draws from Callingwood and Callingwood South. In Callingwood 67% of housing consists of multiple family dwellings while Callingwood South has nosingle family housing. The socio-economic mix tends toward a lower middle-income demographic. The school is located in close proximity to the Lois Hole Library, JamiePlatz YMCA and Callingwood Twin Ice Arenas. We are fortunate to have four neighbourhood daycares that service our school, providing transportation for many of ourstudents, as well as fixed route bussing which serves students living in the Callingwood South community.

Programs and OrganizationStudents in grades K to 6 are currently organized into integrated classroom groupings. Callingwood has a Pre-Kindergarten program that supports children who have a firstlanguage other than English or mild, moderate or severe delays in their development to build their strengths and skills in a playful, language-rich environment.  We also havetwo District Behaviour Learning Assistance Program classes, each with a full time teacher and educational assistant.  Callingwood has a strong music program offered to allstudents and is led by a music specialist. A wide range of extra-curricular programs are offered to enhance the education and development of the whole child as acontributing, caring and connected citizen of our community.

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

Alberta Reads Network (Wee Read), COBS Bread, E4C, GoAuto, Kids on Track, The Family Centre

School: Callingwood [0237] 2019-2020 Results Review Principal: Allan Henkelman

Address: 17335 - 76 Avenue Results and Implications  Ken GibsonWard Trustee:

© Edmonton Public Schools 1 of 2

1. 2. 3.

Division Priorities 2018-2022

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

Based on the three SMART goals that were established for 2019-2020, report on the results you achieved (with evidence, including referencing the School’s Accountability Pillarresults, if applicable) and describe how achievement of the goal supports the above Division’s Priorities that were in effect when the goal was set.

During the 2019-2020 school year, we will improve literacy and numeracy achievement.Literacy and numeracy best practices will be utilized.Universal supports in all classrooms to support literacy and numeracy will be implemented.Evidenced-based targeted interventions for students will be provided.

This will be measured by data analysis of student reading levels as reported by teachers, Highest Level of Achievement (writing) Test results, Provincial Achievement TestResults, and Accountability Pillar and District Feedback Survey results.

Results Achieved:The latest Callingwood PAT results show that 81.5 % of students achieved at the acceptable level and 8.9% achieved at the Standards of Excellence. This is an increase of12.7%  based on the previous three year’s average. However, only 53% of our students achieved at or above grade level in their Reading as reported by their teachers, whichrepresents a decline of 12.7% from the previous year. In addition, only 53% of our students achieved at or above their grade level in writing based on the HLAT results. Thisrepresents a decline of 3% from the previous year.  64% of our students achieved at or above their grade level as measured by the Division MIPI math assessment. Thisrepresents an increase of 1.4% as compared to the previous three year’s average. Despite COVID-19 and the transition to online learning, we continue to focus on highimpact literacy and numeracy practices and literacy intervention to meet the diverse needs of our students. 

During the 2019-2020 school year, we will build staff capacity, expertise and leadership. Staff will engage in professional learning and collaborative efforts at the school,catchment and district level. Staff will be presented with opportunities for meaningful engagement in the collaborative process and have the ability to select professionallearning opportunities suited to meet their individual needs and the needs of the school. These professional learning opportunities will provide school staff with opportunities tobuild their leadership and collaborative capacity. This work will connect all Callingwood staff to the work of the catchment and district.   Accountability Pillar & DistrictFeedback Survey results on collaboration, professional learning, leadership capacity, and school improvement will be positively impacted  .

Results Achieved:Ongoing professional learning, professional reading, collaboration and training continued for all staff. As evidence in our Accountability Pillar, results show that our EducationQuality remained very high at 98.1%. Despite the impact of COVID-19 and the transition to an online platform, staff participated in catchment Communities of Practice and inschool collaboration to build their own capacity and to improve results for our students. It is important to note that one of the collective commitments at Callingwood and JPcatchment was that teacher participation and facilitation of Communities of Practice of their choice would build teacher capacity and create a culture of collaboration andprofessional growth. This was evidenced when CoPs continued to drive their work forward even after we pivoted to online teaching and learning in March.

During the 2019-2020 school year, families will be provided with multiple opportunities to be involved in their child’s education.  We will create multiple opportunities for ourparents to be engaged in their child's education. We will increase the use of School Zone and Google Calendars to post school events, messages, Progress Reports,andIPPs.  We will provide opportunities for priority booking for students with unique learning needs for Parent-Teacher Conferences. We will provide school-wide activities andopportunities for parents and families such as Monthly School Council Meetings, Meet the Staff Evening, Crafts and Caroling Night, Student Performances, Student LedConferences and Parent Information Nights.  Communication with parents will be made through phone calls, emails, in person meetings and the call-out system. Accountability Pillar and District Feedback Survey results on the topics of parent satisfaction, quality of education, and communication will be positively impacted.

Results Achieved:Our Accountability Pillar results show that 91% of our stakeholders believe that Callingwood is a Safe and Caring School. 87% of our parents believe that we offer goodCitizenshiop program and 72.6 % believe that we are committed to and achieving continuous improvment. However, parent engagement is inconsistent and familyparticipation in school-wide activities vary. There has been greater turnout at events such as the Meet the Staff BBQ, Craft & Carolling night, and Spring Concert. For other

School: Callingwood [0237] 2019-2020 Results Review Principal: Allan Henkelman

Address: 17335 - 76 Avenue Results and Implications  Ken GibsonWard Trustee:

© Edmonton Public Schools 2 of 2

events such as volunteering to support in- and out-of-school field trips, Parent Council,  and parent-teacher conferences, the participation is much lower. We are very proud ofthe great improvement in our parents' utiliziation of  SchoolZone as a main form of communication since we shifted to online learning in March 2020. In addition, most of ourparents are now engaged with the school administration and their children's teachers through Google Meets, and other online platforms as the main way of communication,engamement and maintaining connect and relationship with the school.

What were the biggest challenges encountered in 2019/20?The shift to online learning in March 2019 has created many challenges, yet many opportunities for professional growth and learning new ways and new teaching and learningdelivery models to support our students and to ensure their success and wellbeing. We have quickly learned that the follwoing is needed;

Identifying the impact of emergency remote learning on student achievementExploring new ways to measure student growth and continuing intervention strategies within a blended delivery modelIntentional planning (including use of the Division Mental Health resources) to support students, staff and parents' wellness especially during this time of high stress andunpredictabilityHonoring and supporting self-directed teacher professional learningContinuing Catchment collaborative work and the use of Division purchased Professional Learning modulesIncreased staff focus on the use of diagnostic tools to support interventions

 

What was most important for your school community as you prepared for the 2020-2021 school year?As we prepared for the 2020-2021 school year and school re-entry for our children, we identified clear communication, connection and relationship to be of at mostimportance. As a school staff, we made a commitment that when not in proximity; intentional actions such as live meets, phone calls, emails, and even ouutdoor meetingswith parents were what our families and community needed.  It is also important to note that a second critical piece of our preparation for 2020-2021 was the need to be theinformation centre for our community. Our Division and our school needed to become the COVID Information Center for our community. We needed to be timely in reviewing,synthesizing  and sharing updates and latest information from our Division and from AHS with our families and students to ensure health, safety and connectivity between theschool and the community. In addition, we identified the need for increased staff focus on the use of diagnostic tools to identify the impact of emergency remote learning onstudent achievement in order to offer needed intervention.

 

Measure Category Measure

Callingwood Elementary 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 92.6 90.8 89.4 89.0 89.2 Very High Maintained Excellent

Student Learning Opportunities

Program of Studies 81.3 81.9 87.2 82.4 82.2 82.0 High Maintained Good

Education Quality 98.1 95.1 94.9 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 81.5 82.1 63.8 73.8 73.6 73.6 High Improved Good

PAT: Excellence 8.9 16.3 10.6 20.6 19.9 19.6 Very Low Maintained Concern

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 81.8 90.0 85.4 84.1 83.0 82.7 High Maintained Good

Citizenship 87.5 89.4 85.0 83.3 82.9 83.2 Very High Maintained Excellent

Parental Involvement Parental Involvement 63.1 74.5 81.5 81.8 81.3 81.2 Very Low Declined Concern

Continuous Improvement School Improvement 72.6 71.1 77.9 81.5 81.0 80.9 Intermediate Maintained Acceptable

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: 7237 Callingwood Elementary School

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School: Callingwood [0237] 2020-2021 Plans Principal: Sanaa El-Hassany

Address: 17335 - 76 Avenue Plans  Ken GibsonWard 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, Callingwood School will increase the number of students achieving at or above grade level in reading and writing as measured by common assessments suchas HLATs, reading levels and other standard or diagnostic assessment tools.School wide focus on reading will allow us to achieve the following;

An increase in the number / percentage of students reading at or above grade and a decrease in the number / percentage of students below reading level.All students demonstrating growth in reading by one or more grade level in their reading.Literacy best practices will be utilized in all classrooms.Universal supports in all classrooms to support our students' diverse literacy needs will be implemented.Evidenced-based targeted interventions for students who need it will be provided.This will be measured by data analysis of student reading levels as reported by teachers, Highest Level of Achievement (writing) Test results, Provincial Achievement TestResults, and Accountability Pillar and District Feedback Survey results.

  

By June 2021, Callingwood School will increase the number of students achieving at or above grade level in mathematics as measured by common assessments such asteacher determined GLA, MIPI, PATs. In order to achieve this, the following will be implemented school wide;- Teachers will regularly investigate both universal and targeted instructional strategies with the support of EPSB Math consultants. - Div 1 Action Research Question: What strategies and practices can we use as teachers so that we can meet the needs of our diverse learners and increase the number ofstudents meeting grade level achievement in math?- Div 2 Action Research Question: How does consistency with best practices and interventions in mathematics impact the number of students achieving at or above gradelevel as measured by common assessments?- Top 5+ Elementary Math CoP - This group will continue to work closely with a math consultant to support students using First Steps in Mathematics. Action ResearchQuestion: How can we use our knowledge of the Development of Mathematical Reasoning to diagnose students’ math understanding (mathematical processes/skills) andmove towards more sophisticated levels of thinking?- Teachers will create collaborative teams in order to share their expertise and knowledge and enhance the capacity of all teachers in the teaching of math to ensure thesuccess of all students.

During the 2020-2021 school year, we will build staff capacity, expertise and leadership. Staff will engage in professional learning and collaborative efforts at the school,catchment and district level. Staff will be presented with opportunities for meaningful engagement in the collaborative process and have the ability to select professionallearning opportunities suited to meet their individual needs and the needs of the school. These professional learning opportunities will provide school staff with strategies andapproaches to build their leadership and collaborative capacity. This work will connect all Callingwood staff to the work of the catchment and district.  Accountability Pillar &District Feedback Survey results on collaboration, professional learning, leadership capacity, and school improvement will be positively impacted   .  

School: Callingwood [0237] 2020-2021 Revised Budget Principal: Sanaa El-Hassany

Address: 17335 - 76 Avenue Budget Summary Report  Ken GibsonWard Trustee:

© Edmonton Public Schools 1 of 1

2020-21 Spring Proposed 2020-21 Fall Revised

Resources 2,788,725 2,788,725

Internal Revenue 0 0

REVENUE TOTAL 2,788,725 2,788,725

Classroom 15.120000 1,554,200 15.120000 1,554,200

Leadership 2.000000 252,594 2.000000 252,594

Teaching - Other .000000 0 .000000 0

Teacher Supply .000000 60,000 .000000 60,000

TOTAL TEACHER 17.119999 1,866,794 17.119999 1,866,794

(% of Budget) 66.94% 66.94%

Exempt (Hourly/OT) .000000 38,000 .000000 38,000

Support 10.000000 546,033 10.000000 546,033

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

Custodial 2.000000 115,659 2.000000 115,659

Custodial (Supply/OT) .000000 8,000 .000000 8,000

TOTAL NON-TEACHER 12.000000 728,692 12.000000 728,692

(% of Budget) 26.13% 26.13%

TOTAL STAFF 29.119999 2,595,486 29.119999 2,595,486

(% of Budget) 93.07% 93.07%

SUPPLIES, EQUIPMENT AND SERVICES 111,300 111,300

INTERNAL SERVICES 81,940 81,940

OTHER INTEREST AND CHARGES 0 0

TOTAL SES 193,240 193,240

(% of Budget) 6.93% 6.93%

TOTAL AMOUNT BUDGETED 2,788,726 2,788,726

Carry Forward Included 0 0

Carry Forward to Future 0 0