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Profile Ward Trustee: Bridget Stirling

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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 © Edmonton Public Schools 1 of 1 School: Edith Rogers [0561] 2019-2020 Results Review Principal: Tim Boan Address: 8308 - Mill Woods Rd. Results and Implications 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. 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. © Edmonton Public Schools 1 of 2 School: Edith Rogers [0561] 2019-2020 Results Review Principal: Tim Boan Address: 8308 - Mill Woods Rd. Results and Implications Ward Trustee: Bridget Stirling 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
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