Profile Ward Trustee: Bridget Stirling

School: Edith Rogers [0561] 2020-2021 Revised Budget Principal: Stacy Fysh Address: 8308 - Mill Woods Rd. Profile Ward Trustee: Bridget Stirling

Enrolment Staff FTE Budget Normalized 0.000 Custodial 2.625000 Salaries $3,001,479 95% Weighted 0.000 Exempt 0.000000 Supplies, Equip., Services $152,258 05% Regular 0 Support 7.500000 Teacher 22.156000 Year Opened 1975 Total 32.281000 Total $3,153,737 100%

School Philosophy At Edith Rogers School, we are committed to each student’s success. We offer multiple programs designed to create interactive, engaging opportunities for thinking and learning. We work to recognize where each student is on their learning journey, and design our content and class structure to help motivate each student to think critically and creatively to support their own learning. We support our students’ work in the classroom and conduct in the hallways and outside the classroom. We incorporate individualized supports, classroom conduct plans and clear guidelines about our expectations. We are flexible in our response to student needs and expect all students to be part of the learning process in elements of their school life.

Community Profile Edith Rogers School serves junior high students in the west - central area of Mill Woods. Students attending the school come from a broad range of socioeconomic and cultural backgrounds. Edith Rogers is the designated receiving school for students from Malcolm Tweddle, Lee Ridge, Grace Martin, Greenview, Tipaskan, HiIlview and Kameyosek elementary schools. 10% of our students are identified as special needs; 52% are identified as English Language Learners with 35 languages other than English represented amongst the student population; 13% of our students have identified themselves as Indigenous.

Programs and Organization Edith Rogers offers diverse programming to meet the needs of our community. We provide both congregated and inclusive learning environments for students in these programs: Opportunity, Literacy, and Behaviour and Learning Assistance. Highly engaged, motivated students are challenged through the more rigorous environment and enriched curriculum of the Cogito program. Extensive support is provided to special needs and at-risk students through the use of the K&E program, educational assistants, differentiated teaching practices and assistive technology. An indigenous liasion works on site one week per month.

School Community Relationships We would like to acknowledge the following community members who have helped to foster the growth and success of our students: Boys & Girls Big Brothers Big Sisters, Edith Rogers After School Program (EPSB), Edmonton Immigrant Services Association, Edmonton Mennonite Centre for Newcomers, The Way-In Project

Division Priorities 2018-2022 1. 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. 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 Pillar results, if applicable) and describe how achievement of the goal supports the above Division’s Priorities that were in effect when the goal was set.

Goal 2: Success For Every Student SMART Goal: All students at Edith Rogers school will demonstrate growth in reading comprehension and writing achievement with a minimum of 80% of the students demonstrating 1 or more years growth. (Evidence will be captured from HLAT, CAT-4, PATs, LA Screeners) Effective classroom assessment; Common assessment plans across all subject areas; Subject specific vocabulary across all subject areas; Daily Academic Support and Academic Enrichment classes; Targeted Intervention (MYLI, Guided Reading); Numeracy focus on interpreting data (ie. graphing, tables, charts, etc. in all core) Action Research Plan (JPP Junior High collaborative cohort opportunities); Implementation of school wide strategies to support literacy across the curriculum (i.e. annotating, high leverage reading practices for junior high content area teachers, etc.); Social Studies - working on paragraph writing / constructing essays; Incorporating non-fiction writing across curriculum; JPP catchment literacy and numeracy sessions (specifically adapted to our catchment needs) Math department will continue to focus on non calculator numerical response questions to mirror the PAT format; Language Arts department will continue to develop common writing practices that carefully scaffold from grade 7 to 9 (Backwards by Design); Language Arts department will focus on developing non-fiction reading comprehension; Language Arts department will continue to implement reading and writing assessments to inform practice three times / year and provide feedback on student progress; Academic support will include a focus on structured word inquiry. Common classroom assessments, Action Research plans, surveys, HLAT, MIPI, CAT-4(specific to ER students), PAT, LA reading and writing assessments (TOSREC-2, TOSCRF-2) and Accountability Pillar results will help guide instructional practices.

Results Achieved: Our students were on the right path to growth based on the TOSCRF, TOSREC and common written classroom assessments. At the 6 month mark, our students were showing marked improvement. January spelling tests show an increase in achievment. Classroom practice and assessment became more aligned as the year progressed. As pedagogical conversations shifted online, our focus also shifted to increasing student engagement through online literacy and numeracy practices.

Goal #3: Building Capacity Through a Culture of Collaboration and Distributed Leadership SMART Goal: Staff will be provided the opportunity to collaborate for the purpose of increasing teacher knowledge and skills to program effectively for all students (including ELL, Special Needs and Indigenous students). This will be measured through anecdotal evidence, staff feedback, District Survey, the number of opportunities provided for staff (i.e. guest speakers, school wide presentations, personal PL throughout the year) A minimum of two half days of collaborative time have been scheduled throughout the year; Bringing in community leaders / experts to help guide and support effective collaboration with regard to English Language Learners and Indigenous students; Department collaboration days will be provided. Staff have the opportunity to attend District Professional Learning opportunities within catchment as well as District PD Days. Departments will choose a regular meeting schedule as well as one Thursday / month will be dedicated to department time. Literacy / Numeracy teams will collaborate regularly to share strategies and develop teacher confidence in creating effective lessons and caring environments. Staff will continue to have the opportunity to learn from colleagues at staff meetings, class clinics and presentations, which highlight increased teacher knowledge in focused areas. Accountability Pillar and District Survey results will help guide instructional practices.

Results Achieved: Staff have become versed in the language of collaboration. They value the professional relationships developed through collaborative practice. At the heart of their work was the academic support program in which staff worked on literacy and numeracy practices throughout the school with various skill based, cross graded groups of students. Our Indigenous Liasion was central to our Indigenous awareness and work with students. The Way In program, in its last year, provided emotional support and strategies for students. Departments met regularly to discuss and refine pedagogical practice.

Goal 2: Supports for the Whole Child SMART Goal: To refer / connect every student/family that requires support with the appropriate assistance from expert partners. Community Partnerships at Edith Rogers School will be maintained / strengthened to provide supports and services to foster growth and success for students and families.

These supports will include the "Way-In" and "All In For Youth" partners (AHS, Family Centre, BGC BIGS, EISA, CFS, etc.). As well as additional agencies / stakeholders (UofA, Practicum student under the supervision of Inclusive Learning (Masters in Counseling), Edmonton Police Service, Mennonite Centre for Newcomers, Bs Youth Foundation, etc.). These supports are provided to students and families at Edith Rogers School on a regular basis. Edith Rogers School will continue to explore the opportunities of having community members support the students through after school programs and athletic teams. Success will be measured through increases in student attendance and student achievement rates. There will be decreases in the number of students on long term wait lists to obtain support through the Way-In. Success will also be measured by: family participation at Parent-Teacher conferences and family information nights, increased student participation in after school clubs and activities offered by our partners and decreased office referrals.

Results Achieved: Edith Rogers' partner organizations provided multiple and varied supports for our families. Students participated in afterschool programs focusing on academics, leisure activities, clubs and sports. Teaching staff worked alongside Way In staff, and outside partners. Parent involvement increased in the second half of the school year. New staff encouraged families to come to the school to meet with them in person. Families responded in a postive manner. Indigenous nights were well attended.

What were the biggest challenges encountered in 2019/20? Learning a new online system during COVID was a huge challenge for our school population. We have little technological knowledge and accessibility in our community. We had a change in administration and office staff that provided both challenge and opportunity in the winter months.

What was most important for your school community as you prepared for the 2020-2021 school year? Our school community was focused on ensuring the emotional well-being of our students and staff as they transition back to both in person and structured on line learning. Additionally, our safety protocols were important for all school community participants.

Edith Rogers School Alberta Measure Evaluation Measure Category Measure Current Prev Year Prev 3 Year Current Prev Year Prev 3 Year Achievement Improvement Overall Result Result Average Result Result Average

Safe and Caring Schools Safe and Caring 87.1 90.3 89.8 89.4 89.0 89.2 High Maintained Good

Program of Studies 82.3 85.4 85.5 82.4 82.2 82.0 Very High Maintained Excellent

Education Quality 86.1 92.9 92.1 90.3 90.2 90.1 Intermediate Declined Issue Student Learning Opportunities Drop Out Rate 2.5 0.8 1.1 2.7 2.6 2.7 Very High 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

PAT: Acceptable 63.6 69.9 68.6 73.8 73.6 73.6 Very Low Maintained Concern Student Learning Achievement (Grades K-9) PAT: Excellence 18.1 19.3 18.2 20.6 19.9 19.6 Intermediate Maintained Acceptable

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 Student Learning Achievement (Grades 10-12) 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

Transition Rate (6 yr) n/a n/a n/a 60.1 59.0 58.5 n/a n/a n/a Preparation for Lifelong Learning, World of Work, Work Preparation 81.7 90.2 91.2 84.1 83.0 82.7 High Declined Acceptable Citizenship Citizenship 77.5 82.5 82.1 83.3 82.9 83.2 High Declined Acceptable

Parental Involvement Parental Involvement 78.6 84.6 84.2 81.8 81.3 81.2 High Maintained Good

Continuous Improvement School Improvement 78.6 91.3 88.0 81.5 81.0 80.9 High Declined Significantly Issue

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.

Report Generated: Apr 26, 2020 Report Version 1.0 Locked with Suppression for May 2020 Data Current as of Mar 29, 2020 204 School: Edith Rogers [0561] 2020-2021 Plans Principal: Stacy Fysh Address: 8308 - Mill Woods Rd. Plans Ward Trustee: Bridget Stirling

Division Priorities 2018-2022 1. 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. The following SMART (Specific, Measureable, Attainable, Relevant, Time-Framed) goals have been established for the 2020/2021 school year. Select the Division Priority number that 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.

By June of 2021, we will employ diverse and targeted literacy and numeracy practices as we work to meet the differentiated needs of students. These will be measured by increased attendance and classroom engagement both online and in person, as well as HLAT scores and Fountas and Pinnell assessment scores. Staff members will have access to increased professional learning in instructional and assessment practices. An increased number of staff members will be trained in Fountas and Pinnell diagnostic testing. We are updating our student achievement tracking systems to ensure accuracy of diagnostics. We have established a school leadership team open to all teacher leaders; and are working to build leadership capacity in these areas.

Priority 1

By June 2021, we will incorproate emotional regulation practices in classrooms and restorative conversations throughout the school when working to meet the emotional and social needs of our students. This will be measured by a reduction of in class behavioral infractions, visibly calm learning environments in classrooms and an increase in respectful practice. Students and staff will learn and incorporate emotional regulation techniques. Emotional regulation is the ability to exert control over one's emotional state. It may involve behaviors such as rethinking a challenging situation to reduce anger or anxiety, hiding visible signs of sadness or fear, or focusing on reasons to feel happy or calm. Administrators, teachers, and students will engage in restorative practices, conversations and protocols.All staff will develop and participate in a school wide behavior plan to be implemented consistently throughout the school year and throughout all classes.

Priority 2

By June 2021, we will work to build clear and present partnerships with our school families. This will be measured by the use of defined communication systems and an increased use of schoolzone. We will encourage consistent and regular phone calls home, accurate use of famliy emails and consistent school communication with families through email, schoolzone and synervoice. Registrations, FOIP forms,school feedback forms, correction forms, and media forms will all be available on schoolzone and parents will be encouraged to use this method to submit these forms.

Priority 3

2020-21 Spring Proposed 2020-21 Fall Revised Resources 3,153,737 3,153,737 Internal Revenue 0 0 REVENUE TOTAL 3,153,737 3,153,737 Classroom 19.156000 1,969,065 19.156000 1,969,065 Leadership 3.000000 367,502 3.000000 367,502 Teacher Supply .000000 70,000 .000000 70,000 TOTAL TEACHER 22.156000 2,406,567 22.156000 2,406,567 (% of Budget) 76.31% 76.31% Exempt .000000 0 .000000 0 Exempt (Hourly/OT) .000000 0 .000000 0 Support 7.500000 411,527 7.500000 411,527 Support (Supply/OT) .000000 6,500 .000000 6,500 Custodial 2.625000 162,886 2.625000 162,886 Custodial (Supply/OT) .000000 14,000 .000000 14,000 TOTAL NON-TEACHER 10.125000 594,913 10.125000 594,913 (% of Budget) 18.86% 18.86% TOTAL STAFF 32.281000 3,001,480 32.281000 3,001,480 (% of Budget) 95.17% 95.17% SUPPLIES, EQUIPMENT AND SERVICES 96,995 96,995 INTERNAL SERVICES 55,263 55,263 OTHER INTEREST AND CHARGES 0 0 TOTAL SES 152,258 152,258 (% of Budget) 4.83% 4.83% TOTAL AMOUNT BUDGETED 3,153,738 3,153,738 Carry Forward Included 0 0 Carry Forward to Future 0 0