School:€Gold Bar [0127] 2020-2021 Revised Budget Address ... · School:€Gold Bar [0127] 2020-2021 Revised Budget Principal:€Michelle Korchinski Address:€10524 - 46 Street

School: Gold Bar [0127] 2020-2021 Revised Budget Principal: Michelle Korchinski

Address: 10524 - 46 Street Profile Trisha EstabrooksWard Trustee:

© Edmonton Public Schools 1 of 1

Enrolment Staff FTE BudgetNormalized 0.000 Custodial 1.500000 Salaries $1,554,307 95%

Weighted 0.000 Exempt 0.000000 Supplies, Equip., Services $82,911 05%

Regular 0 Support 4.764000

Teacher 10.182000

Year Opened 1959 Total 16.446000 Total $1,637,218 100%

School PhilosophyGold Bar School is a community that provides a rich learning environment where students are active citizens who are encouraged and supported as they engage in theirjourney as lifelong learners. We believe that each of our learners is unique and has diverse strengths, interests and needs which are valued and nurtured, and in so doing,each child will be prepared for increasingly complex life and work environments in the 21st century. We believe strong communities are built through clear and opencommunication with parents, students and staff and thereby foster safe and secure learning environments for every child to realize their potential. We believe in empoweringour students by celebrating their successes, and by using restorative practices which seek to repair relationships that have been damaged, so that every voice is heard,valued and acknowledged. We believe every child has the right and the responsibility to belong to our many communities and that each child has gifts that contribute to andenhance these communities, both within and beyond the walls of the school. We believe success is different for every child and includes processes as well as the product,beyond academics, including social relationships, community building and citizenship. We believe students will be engaged in leadership roles as they navigate their lifelonglearning journey.

Community ProfileGold Bar School is located in Southeast Edmonton, just blocks from the North Saskatchewan River Valley. It serves elementary students from the Gold Bar neighbourhood,many who are children of Gold Bar alumni who have moved back to the neighborhood to be members of a community committed to strong family values and caring for yourneighbour. Many of our students begin in kindergarten and continue at Gold Bar through to the end of grade six. Within walking distance, River Valley Townhomes provideaffordable housing for many of our families. Gold Bar School leases space to, and is committed to strengthening collaborative relationships with Gold Bar Day Care and GoldBar Preschool and the many other community relationships that are of benefit to our students.

Programs and OrganizationGold Bar School provides kindergarten to grade six programming and serves as a District site for three Behaviour and Learning Assistance programs. Students in grades four,five, and six receive French as a Second Language instruction. A music program for grade one to six students is provided by a music specialist. The vision of Gold BarSchool is to build foundational attitudes, skills and knowledge with our community. Students are provided opportunities to develop leadership skills both in and out of theclassroom in a variety of ways. All students are supported in and held accountable for meeting our school wide TEAMS expectations.

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

E4C, Gold Bar Community League, Gold Bar Daycare, Gold Bar PreSchool, Mount Carmel Bible College

School: Gold Bar [0127] 2019-2020 Results Review Principal: Michelle Korchinski

Address: 10524 - 46 Street Results and Implications Trisha EstabrooksWard Trustee:


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.

Through our Cornerstone Values, staff in the McNally Catchment will improve literacy and numeracy achievement. Throughout the 2019-2020 school year, staff atGold Bar School will continue to collaborate with each other and others in the Catchment to provide high quality learning opportunities for all students. We willengage in using effective and research based literacy and numeracy practices that are focused on teachers improvement to increase student achievement andwhich are responsive to student needs. We will continue to broaden our collective knowledge and understanding, and implement strategies that will supportstudents who are working below grade level, students who are First Nations, Metis or Inuit, students who are English language learners, students with complexlearning needs and students who are on the cusp of achieving the standard of excellence. All teachers will continually and consistently plan for, implement,monitor, and track tier 1 literacy and numeracy progress within their classrooms and will collaborate around and use strategies to increase student achievement.The work of our 0.2 fte Levelled Literacy Intervention teacher will provide targeted and intentional supports to students as they are learning to read. We willactively involve families in this work with timely and ongoing communication of student progress. Scores on classroom reading assessments, District HLAT,recommended GLP for the 2020-2021 school year and PATs will be positively impacted. Accountability Pillar and District Feedback Survey results on the topics ofEducation Quality, School Improvement and Communication will be positively impacted as well.

Results Achieved:Throughout the 2019-2020 school year, Gold Bar staff collaborated around targeted professional development focused on Tier 1 interventions in literacy and numeracy tosupport students in a variety of ways. Teachers conducted practice HLAT assessments at the beginning and half way through the year and collaborated with teachers withinthe school to determine next steps and areas of focus. Teachers inputted and accessed this data regularly on our Google, Class Profile Document; they were able to seetrends in learning and engaged in collaborative conversations to determine instructional next steps. Students in grade 4, 5 and 6 were separated into grade level cohorts forscience.

We continued to offer 0.2 fte Leveled Literacy Intervention to support student reading improvement. Of the 17 students who received LLI support from September until March16, 2020, 1 student reached grade level and 5 students achieved 1 year's growth. Unfortunately, not all students were able to complete their LLI intervention. We used amodified LLI program where students were in the program for a shorter period of time. 68/133 (51%) of our students were reading at or above grade level at the end of theyear; 65/133 (49%) were reading below grade level. Although only 68 students in Grade 1-6 were reading at grade level, 73/133 (55%) students showed at least 1 year'sgrowth in reading. 25/65 (39%) of our students who were not at grade level had a special needs coding. 6/65 (10%) of our students who were not at grade level were ELL.Therefore, 31/65 (48%) of students who were below grade level were ELL or have special needs. Grade 1, 4, and 5 reported a decrease in the % of students who achieved ator above grade level from the previous year. Grade 2, 3 and 6 reported an increase in the % of students who achieved at or above grade level from the previous year.

The interruption of Covid-19 had a drastic impact on all our students, but in grade 1 especially as only 34% of our grade 1 students were at or above grade level. When youconsider that students in grade 1 make such monumental gains from March to June when they are in school, and that this was not available to them for the last 3.5 months ofthe school year; the results make sense. At all grade levels, although teachers were doing their absolute best to engage students and create meaningful, literacy andnumeracy rich opportunities, living rooms are not filled with literacy and numeracy like classrooms are. Many teachers and EAs worked with small groups or one-on-one withstudents to provide interventions throughout emergent distance learning. Our LLI teacher reached out to all 17 of the students who had been enrolled in LLI in the school.After multiple attempts to reach families and continue this intervention online, only 3 students engaged in this intervention opportunity. Unfortunately, there were manystudents who were not fully engaged or engaged at all during the last term of the year and this had a tremendous impact on student achievement.

Our Acct Pillar results for the Quality Education measure maintained a very high evaluation although it dropped slightly from 94.2% - 93.4%. What is most encouraging whenyou dig into these results is the positive trend that parents report on this measure. The 3 year trend for Education Quality has seen a steady increase from 76.2 % who weresatisfied in 2017 to 90.6 who were satisfied in 2020.

Our School Improvement measure from the Accountability Pillar Survey increased from 77.2% to 78.3%. When you dig deeper into the results, you find that there again hasbeen a steady increase since 2017 when the results were 65.0%. The 3 year trend of parents who were satisfied with their involvement in decisions about their child'seducation is positive from 81.3 - 85.0%.




Although we have no results from our Division Feedback survey to further understand if Communication was positively impacted or not, we do have other measures to lookat. Parent attendance at PAC meetings, even when meetings were virtual during Emergent Remote Learning, had 8-10 (9%) parents consistently attend. Our parentalSchoolZone usage statistics were up from the previous year from 7304 logins in 2019 to 8743 in 2020; this is an increase of 20 %. As well, during Emergent RemoteLearning, a weekly video principal message was uploaded to SZ to keep parents and families informed; there were a total of 267 views over the 8 weeks they were created;therefore, each video was viewed by an average of 33 families.

Through our Cornerstone Values, staff in the McNally Catchment will provide welcoming, high quality learning and working environments. Throughout the2019-2020 school year, staff at Gold Bar School will engage in professional learning and collaborative work in order to ensure high quality teaching and learningexperiences for our students, in the framework of the McNally Catchment. Through our Catchment work, staff will be provided with opportunities to learn andcollaborate around Indigenous Knowledge and Understandings and Mental Health. Staff will also engage in the collaborative process and have the ability toselect professional learning opportunities suited to meet their individual needs and the needs of the Catchment and District. School level and Catchment workwill provide school staff with opportunities to build their leadership through McNally Emerging and Aspiring Leaders sessions, Learning Leaders, and leadteacher appointments. Staff will use Restorative Practices and Tribes when engaging with students, families, and colleagues as we seek to establish caringenvironments for cooperative learning, provide structure for positive interactions and continuity for learning groups. As well, we will continue to engage inplanned community building activities, as a school community and within individual classrooms. These activities will support inclusion, increase student prideand citizenship, and build positive relationships. Accountability Pillar and District Feedback Survey results on the topics of Collaboration, Professional Learning,Leadership Capacity, Citizenship, Safe and Caring Schools and School Improvement will be positively impacted.

Results Achieved:Throughout the year, staff engaged in 4 PD days; during 2 of the mornings, staff were engaged as a full McNally Catchment in learning more about IndigenousUnderstandings and Mental Health sessions. On all 4 of the afternoons, staff made the choice to either take part in PL provided by the Division or become part of aCollaboration group with their catchment colleagues. 9 Gold Bar staff members engaged in Division PL; 3 joined a McNally COP. All staff who work within a Special Needsprogram took Complex Training Modules A, B and C. One Staff member participated in the Learning Leaders sessions and 7 teachers volunteered to be lead teachers invarious areas. These teachers shared their learnings and engaged staff in conversations related to their role. Many staff participated in multiple self directed professionallearning opportunities and reported their learnings to each other during staff meetings.

We continued to align our practices to the amendments in the School Act and the District Student Code of Conduct policy through the use of Restorative Practices with ourstudents and our staff. We participated in "Tribes" activities to increase our understanding and abilities to continue to create an inclusive school environment. As a staff, wecontinued to focus on creating opportunities for our students to feel included and valued within our community. Our students engaged in monthly multi-grade groupingactivities,TEAMs Activities, that promoted community building, inclusion and acceptance, and every second month, our student leadership team created and led our TEAMs inschool wide assemblies where we celebrated achievements and community with team building activities. All parents were welcomed to these assemblies and some parentswere specifically invited to come to celebrate with us if their child was to receive an award.

Participation in clubs continued to be strong. Students had opportunities to join and be a part of running club, choir, hand bells, announcement crew, AMA Safety Patrols, andstudent leadership. We continued to have inclusive recesses where students in our Behaviour Learning Assistance programs participated at the same time with students inour regular program. Every staff member was presented with the opportunity to build their leadership though McNally Emerging and Aspiring Leaders sessions and LearningLeaders; one staff member participated regularly.

Our Accountability Pillar results show an increase in the number of teachers, students and parents who feel that students are safe at school and are learning the importanceof caring for others, are learning respect and are treated fairly in school. Previously 88.3% felt this; in 2019-2020, 90.2% did; this continues to fall in the Very High range. Theoverall number who are satisfied that students model the characteristics of active citizenship increased from 77.0% to 83.2%. What is most significant is the number ofstudents who are satisfied with this increased from 61.7% to 76.6%. The increase in this measure from 2018 is quite substantial; in 2018 only 58.6% of students felt this wayand in 2020, 76.6% of students this way. 90% of students reported being able to get the help they need with reading and writing. Only 74% reported being able to get the helpthey need using the school library.

As stated in Goal 1, the School Improvement measure increased from 77.2% to 78.3% in the past year. Within this measure was a significant drop in satisfaction withaccessibility, effectiveness and efficiency of programs and services for students in their community from 76.2% in 2019 to 70.9% in 2020. During the 2019-2020 school yearwe no longer had access to an inhouse mental health therapist and had to rely much more heavily on our ILS team. This increased demand was noticed by our teachersmost as in 2019 their satisfaction % was 88.9 and in 2020 it was only 59.6%.

Results from the Acct Pillar indicate that 87.5% of teachers were satisfied with their PD and inservicing available from the Division. We were unable to get results from theDivision Feedback Survey or the McNally Catchment PD Survey that staff respond to typically.




Through our Cornerstone Values, we will meaningfully engage Gold Bar parents and stakeholders. Throughout the 2019 -2020 school year, we will continue tofoster positive, active relationships with families as partners in the education of our students. We will build on successful strategies and create newopportunities for our families to be actively engaged in their child's education. Strategies include, goal setting conferences, transition meetings, invites toassemblies, Monday morning parent gatherings, volunteer opportunities, Family Literacy Night, parent information sessions on selected topics, the consistentuse of SchoolZone and Twitter as sources of information, and the use of inter-cultural consultants. We will continue to engage stakeholders such as AHS, MountCarmel Bible College, Gold Bar Community League and E4C, and create new relationships with Metro and other organizations. Accountability Pillar and DistrictFeedback Survey results on the topics of Education Quality, Communication, and Positive Relationships will be positively impacted.

Results Achieved:Parents continued to be offered the opportunity to be engaged in decisions about their child's education. Parents were invited to attend PAC meetings,parent/teacher/student interviews, student led conferences, transition meetings for our Special Needs students, Family Literacy Night, and a Christmasconcert. As well, parents gathered together every Monday morning in the staff room to connect with one another. This is an opportunity forall parents to connect in a friendly and welcoming way; administration of Gold Bar School uses this opportunity to further connect with and create relationshipswith our parent community. We also hosted a parent engagement night in January to engage our families in the budget process. We hosted 1 AHS Family Caregiver session,maintained and enhanced our relationships with Mount Carmel Bible College and E4c through the School Nutrition Program. Hazel McKinnett and McNally students who areIndigenous Drummers were guests during our second annual Family Literacy Night, "Let's Get Wild About Literacy!" who taught our students and community Indigenousculture and traditions in order to increase understanding and appreciation for Indigenous culture. During the same evening, Linda Mak from Money Mentors spoke to parentsand students about Financial Literacy. Families were treated to many engaging Literacy sessions which were hosted by our staff.

We used Twitter, Youtube, the community board, SchoolZone, and backpack letters to relay information to parents and families. Twitter was such a fun way to connect to thecommunity during Emergency Remote Learning; we created and posted challenges for our community to take part in and engage with. In the 2019 - 2020 school year,parents logged onto SZ 8743 times; this is up from 7304 times the previous year which is an increase of 20%. During Emergent Remote Learning we engaged our Grade 6students in a Grade 6 Farewell parade and our Kindergarten students and families in a Kinder Grad parade. As a staff, we stopped at the home of each of these students topresent them with a certificate, gift and words of encouragement. It was such a special time for all of us! We also invited our students and families to drop off Chromebooksand library books on the last day of school; during the predetermined times, staff members were standing in socially distanced circles and were able to engage with families. This enabled our school community to experience some closure to what was a very difficult year.

Throughout emergent remote learning, we were able to continue to support 19 of our families with monthly food hampers that were supplied through e4C and the SchoolNutrition Program. Many staff volunteered to deliver these hampers and took the opportunity to connect and have conversations with families on their doorstep. Theseconversations allowed for authentic check-ins with our most vulnerable families during what was a very vulnerable time.

Our Accountability Pillar results indicate a slight improvement in Parental Involvement with an increase from 82.9% to 90.0%; the Quality Education measure hada slight decrease from 94.2% to 93.4%; this is still higher than our 3 year average of 91.3%.

What were the biggest challenges encountered in 2019/20?

Again, many of the students we had in our BLA programs had a dual coding of 42 and 51 or 54. This means that the range of academic learners within these classroomscontinued to be large and created an even more complex learning environment than a Behaviour Learning Assistance Program is inherently.Many of the students who are enrolled in our BLA classes present with more mental health issues than overt behavioural issues. They are complex students whorequire an intense amount of support and wrap around service. The needs that they have must be addressed, at least in some portion, before learning can occur.Unfortunately, this often comes at an instructional cost.

In previous years, we hired a 0.5 fte Mental Health Therapist through Equity funds to support this valuable work in the school throughout the year by supporting students andfamilies, responding to emergent needs and delivering consistent and reliable service to those who required ongoing care and support. Unfortunately, this was not an optionfor the 2019-2020 school year. We relied heavily on our Inclusive Services Team and AHS and they did their best to accomodate students and families in need, however itcould not compare to the support they had the previous 3 years. Our teachers and families noticed this loss the most as services were not as easily accessed. In the2018-2019 school year, 28 students and their families were supported by our Mental Health Therapist; last year only 2 students at Gold Bar received mental health supportthrough AHS and our ILS social worker provided support to 12 students and families.




Our library started to undergo a revitalization last year; our parent council donated funds for us to reconfigure and purchase items for the space that would make it more cozyand inviting for students. As well, we are only able to afford a library tech with a 0.3 fte. As such, the library space does not get used as much as is possible in other schools. Our hope is that when we are able to re-enter the library that students and staff will find it warm and inviting and be willing to spend more time there.

The school closures that began on March 16, 2020 were the biggest challenge, overall, of the school year. Staff, students and families alike, were thrust into a learning andteaching situation like never before. Our staff reacted with tenacity and diligence. They collaborated and kept each other's spirits up from a distance, in an effort to continueto provide rich learning experiences for our students. During this time, 75 students and staff borrowed Chromebooks. The lending of technology removed one barrier tostudent learning, but not all. Student attendance during live Google Meets and for completing learning activities was not what we hoped it would be. Unfortunately, not allfamilies were willing or able to spend the time with their children to help them to navigate the technology, manage time, ensure assignments were complete or engage inlearning opportunities with their children.

Teachers continued to perservere until the end of the school year but the struggle was real; the isolation, the lack of human interaction, the worry about students who were notshowing up online and many more things contributed to the difficulty of online teaching. We combatted this intentionally with 3 staff meetings per week to talk, collaborate,connect and have fun. In fact, each Friday we deemed as Fun Friday; a day where we played games and laughed with each other as a staff. These connection times wereessential to our wellbeing and kept the ideas and creativity flowing. Outside of these times, staff continued to take initiative to collaborate and create conguencey in what theywere doing with and for students online.

What was most important for your school community as you prepared for the 2020-2021 school year?

The most important things to support re-entry for the 2020-2021 school year:support from the Division

timely, clear and concise informationfinancial support for PPE and signage, supply costsopen communication from Assistant Superintendentsdirectives to take care of ourselves and our staffs from Superintendent and Assistant Superintendentscommunication support - videos, social messages, templatesCommunicating "Commander's Intent" - that the plan is the plan but we will adjust and move forward as the situation presents itself and we will make decisions in thebest interest of our students and our communityfamily choice

support from Catchment and other principal colleaguessharing of ideas and protocols

reasonable timelines for communityreasonable timelines for staff

open, clear and timely communication to staffgathering of input and ideas

focusing on the physical and mental health of our students, staff and communitycommunication with the community that we are working hard to keep their children safe.

Measure Category Measure

Gold Bar 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 90.2 88.3 87.1 89.4 89.0 89.2 Very High Maintained Excellent

Student Learning Opportunities

Program of Studies 89.4 82.7 85.5 82.4 82.2 82.0 Very High Maintained Excellent

Education Quality 93.4 94.2 91.3 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 72.4 79.4 76.0 73.8 73.6 73.6 Intermediate Maintained Acceptable

PAT: Excellence 13.2 16.2 18.7 20.6 19.9 19.6 Low Maintained Issue

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 87.5 85.7 90.4 84.1 83.0 82.7 Very High Maintained Excellent

Citizenship 83.2 77.0 78.6 83.3 82.9 83.2 Very High Maintained Excellent

Parental Involvement Parental Involvement 90.0 82.9 82.1 81.8 81.3 81.2 Very High Maintained Excellent

Continuous Improvement School Improvement 78.3 77.2 72.4 81.5 81.0 80.9 High Maintained Good

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: 7127 Gold Bar School

65

School: Gold Bar [0127] 2020-2021 Plans Principal: Michelle Korchinski

Address: 10524 - 46 Street Plans Trisha EstabrooksWard Trustee:


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

Through our Cornerstone Values, staff in the McNally Catchmentwill focus on student interventions and differentiation to improve student competence in literacy andnumeracy. Gold Bar school staff will continue to collaborate with each other and others in the Catchment to provide high quality learning opportunities for all students. We willengage in using effective and research based literacy and numeracy practices that are focused on teacher improvement to increase student achievement and which areresponsive to student needs. We will continue to broaden our collective knowledge and understanding, and implement strategies that will support students who are workingbelow grade level, students who are First Nations, Metis or Inuit, students who are English language learners, students with complex learning needs and students who are onthe cusp of achieving the standard of excellence. All teachers will continually and consistently plan for, implement, monitor, and track tier 1 literacy and numeracyinterventions and progress within their classrooms and will collaborate around and use strategies to increase student achievement. We will actively involve families in thiswork with timely and ongoing communication of student progress. Scores on classroom reading assessments, District HLAT, and recommended GLP for the 2021-2020school year will be positively impacted. Accountability Pillar and District Feedback Survey results on the topics of Education Quality, School Improvement and Communicationwill be positively impacted as well.

Through our Cornerstone Values, staff in the McNally Catchment will provide welcoming, high quality learning and working environments. Throughout the 2020-21 schoolyear, staff at Gold Bar will engage in professional learning and collaborative efforts in order to ensure high quality teaching and learning experiences for our students, in theframework of the McNally Catchment. Staff will enhance their instructional practices and mental health knowledge and capacity through engagement in online catchmentcollaboration through networks created in previous years, and job-embedded professional learning. Topics addressed may include literacy and numeracy, mental health,Indigenous understandings, use of technology to enhance learning, differentiation, and leadership development. Staff will continue to use Restorative Practices whenengaging with students, families, and colleagues in our learning environments to engage in cooperative learning, provide structure for positive interactions and continuity forlearning groups. As well, we will continue to engage in planned community building activities within individual classrooms. These activities will support inclusion, increasestudent pride and citizenship, and build positive relationships. Accountability Pillar and District Feedback Survey results on the topics of Collaboration, Professional Learning,Leadership Capacity, Citizenship, Safe and Caring Schools and School Improvement will be positively impacted.

Through our Cornerstone Values, we will meaningfully engage Gold Bar parents and stakeholders. Throughout the 2020-21 school year, we will continue to foster positive,active relationships with families as partners in the education of our students. We will build on successful strategies and create new opportunities for our families to bevirtually engaged in their child's education. Strategies include, virtual goal setting conferences, virtual transition meetings, the consistent use of SchoolZone, Seesaw, andTwitter as sources of information. Accountability Pillar and District Feedback Survey results on the topics of Education Quality, Communication, and Positive Relationshipswill be positively impacted.

School: Gold Bar [0127] 2020-2021 Revised Budget Principal: Michelle Korchinski

Address: 10524 - 46 Street Budget Summary Report Trisha EstabrooksWard Trustee:


2020-21 Spring Proposed 2020-21 Fall Revised

Resources 1,637,218 1,637,218

Internal Revenue 0 0

REVENUE TOTAL 1,637,218 1,637,218

Classroom 9.182000 943,827 9.182000 943,827

Leadership 1.000000 131,208 1.000000 131,208

Teaching - Other .000000 0 .000000 0

Teacher Supply .000000 80,913 .000000 80,913

TOTAL TEACHER 10.182000 1,155,948 10.182000 1,155,948

(% of Budget) 70.6% 70.6%

Exempt .000000 0 .000000 0

Exempt (Hourly/OT) .000000 15,586 .000000 15,586

Support 4.764000 262,224 4.764000 262,224

Support (Supply/OT) .000000 16,750 .000000 16,750

Custodial 1.500000 93,299 1.500000 93,299

Custodial (Supply/OT) .000000 10,500 .000000 10,500

TOTAL NON-TEACHER 6.264000 398,359 6.264000 398,359

(% of Budget) 24.33% 24.33%

TOTAL STAFF 16.446000 1,554,307 16.446000 1,554,307

(% of Budget) 94.94% 94.94%

SUPPLIES, EQUIPMENT AND SERVICES 45,849 45,849

INTERNAL SERVICES 37,062 37,062

OTHER INTEREST AND CHARGES 0 0

TOTAL SES 82,911 82,911

(% of Budget) 5.06% 5.06%

TOTAL AMOUNT BUDGETED 1,637,218 1,637,218

Carry Forward Included 0 0

Carry Forward to Future 0 0

Documents

School:€Gold Bar [0127] 2020-2021 Revised Budget Address ... · School:€Gold Bar [0127] 2020-2021 Revised Budget Principal:€Michelle Korchinski Address:€10524 - 46 Street