Profile Ward Trustee: Sherry Adams
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School: Ekota [0233] 2020-2021 Revised Budget Principal: Kristina Bagan Address: 1395 Knottwood Road East Profile Ward Trustee: Sherry Adams Enrolment Staff FTE Budget Normalized 0.000 Custodial 1.625000 Salaries $1,468,872 93% Weighted 0.000 Exempt 0.000000 Supplies, Equip., Services $107,704 07% Regular 0 Support 3.679000 Teacher 10.300000 Year Opened 1977 Total 15.604000 Total $1,576,576 100% School Philosophy At Ekota School, we believe that a shared commitment between students, parents, and staff creates a safe and caring learning community that supports the growth and success of every student. Community Profile Ekota school is located in southeast Mill Woods. In addition to the neighbourhood students, we serve as a Division site for the Learning Strategies program. Space is leased to the Ekota Before and After School Care program. When able, our school gym is utilized in the evenings with community sports programs such as indoor soccer. We are fortunate to have partnerships with many organizations that support our school including Sobeys, Save-On Foods, Edmonton Royal Purple Elks, and University Programs including Grant MacEwan and the Community Service Learning Program at the University of Alberta. J. Percy Page High School and Dan Knott Junior High School also provide mentorship to our students with support from the Big Brother, Big Sisters Program. Ekota has a diverse population, with a number of English Language Learners and therefore we have a partnership with Edmonton Immigration Services Association. Programs and Organization Ekota provides Kindergarten and grade one to grade six programming. It is also a Division site for Learning Strategies from grades three to six. French as a Second Language is implemented in Division Two. We work with the University of Alberta, J. Percy Page High School, and Dan Knott Jr. High to provide mentorship to our students. Cultural support to families is also being provided with Ekota accessing supports as needed from Intercultural Services and the Edmonton Immigration Services Association. School Community Relationships We would like to acknowledge the following community members who have helped to foster the growth and success of our students: Dan Knott (Boys/Girls Club Big Brothers/Sisters), Edmonton Public Library (EPL), Ekota out of school care, Elks and Royal Purple Edmonton, Family Futures Resource Network, J. Percy Page High School, Kiwanis, Sobeys © Edmonton Public Schools 1 of 1 School: Ekota [0233] 2019-2020 Results Review Principal: Kristina Bagan Address: 1395 Knottwood Road East Results and Implications Ward Trustee: Sherry Adams 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. Ekota School Staff will work collaboratively to improve student achievement in the areas of numeracy and literacy. Priority 1 Goal 2 - Success for Every Student - Literacy: By June 2020, the percentage of students who are writing at or above grade level on our Highest Level of Achievement Test (HLAT) will show an overall increase. - Cohort Professional Learning will focus on The Workshop Approach.' - Lead Teachers will support use of the Writing Continuum as an assessment tool and use practice HLAT writing assessments 3 times a year, including analysis of results to guide teaching. - Data from our HLAT writing will be tracked in CRM meetings (WeCollab) and strategies and targeted interventions will be discussed and identified during these team meetings. Priority 1 Goal 2 - Success for Every Student - Numeracy: By June 2020, our students will show growth in the area of numeracy as measured by an increase in the number of students who achieve 60% or higher on the MIPI (fall 2020) and an increase in our PAT scores for Mathematics. - Response to Intervention (RTI) time will be supported in each class, each week, through a push-in model with a focus on Math Centres - School Professional Learning days will focus on Numeracy, specifically determining the school-wide areas of focus, math centres, and math vocabulary - Numeracy Leads will work with staff to administer and analyze the NCAT (Cohort created assessment tool) - Data from our Numeracy Assessment Tools will be tracked in WeCollab and planning will occur in our RTI team meetings with a focus on whole group and individual student needs. Results Achieved: Literacy Formal HLAT assessments were not administered in the 2019-2020 school year due to the switch to emergency remote learning in March. The school administered 2 practice HLAT assessments earlier in the school year, and results from this show that 26% of our students had already made a years growth in writing and 66% of our students were writing at grade level by February. During our October Professional Development Day, staff analyzed practice HLAT scores and collaborated to identify interventions or best practices. This work was followed up during monthly CRM meetings. Our staff participated in a professional learning session on the Workshop Approach in January. PAT exams were also canceled due to the switch to emergency remote learning. Numeracy MIPI results from September 2019 showed 63% of our students scored at or above 60%. This is an increase of 25% compared to the previous year. In September, staff reviewed our PAT results from the previous year, along with data from the MIPI, and determined areas of need that would become our focus. These areas of focus helped guide the RTI work in classrooms. Through conversation and feedback, it was determined that the most successful use of the push-in model was the implementation of focussed math games. Although there is no current data to gather a quantitative perspective of effectiveness of our RTI work on a qualitative note, our teachers reported improved overall results due to targeted intervention practices. The Numeracy lead teachers supported staff in the administration of the NCAT assessment tool. A second administration in order to determine growth was also canceled due to school closures. NCAT results were used to determine areas that required more support in order to provide reteaching. Priority 2, Goal 3: Building Capacity Through a Culture of Collaboration By June 2020, all staff will enhance their instructional practice by engaging in job-embedded collaboration and targeted professional learning opportunities. Topics addressed may include the school-wide reading program, writing continuum and writing program, math instruction, Response to Intervention, play based learning, Comprehensive School Health, First Nations, Metis and Inuit Teachings and learnings and leadership development. This will be measured by staff participation and reflection on collaborative work and individual professional development opportunities as well as the Accountability Pillar. - Divisional teams will meet to plan RTI push-in model - Collaborative Response Model grade level teams wil meet and plan on a weekly basis - Lead teachers will share learning and strategies during Early Thursday meetings © Edmonton Public Schools 1 of 3 School: Ekota [0233] 2019-2020 Results Review Principal: Kristina Bagan Address: 1395 Knottwood Road East Results and Implications Ward Trustee: Sherry Adams Results Achieved: From September to March staff participated in personal, school and Catchment professional learning opportunities including sessions on The Foundations of the Early Years, mental health, Curriculum Day, Writers Workshop, self regulation, and math resources. From March until June, the focus shifted to online professional learning with the main topics being technology and online learning. On the Accountability Pillar, 98.9% of teachers are satisfied with the overall quality of basic education and 93% feel the quality of education has improved or stayed the same in the past 3 years. This year was a transition year with new administration. Collaborative Response Model grade level teams met weekly with a focus on tracking students, entering data, and planning interventions. A feedback survey from staff determined CRM time was too rigid in focus and needed greater flexibility and the focus needed to shift from data entry to best practices. RTI focussed on numeracy with a push-in model where the intervention teacher went into classes and provided math games and/or time for teachers to work with small groups of students. Although there was some sharing by lead teachers, especially in the area of literacy, this is something that we will continue to develop this school year. Priority 3, Goal 2: Supports for the Whole Child By June 2020, Ekota school will increase the number of partnerships used to support students and also the awareness of these partnerships and resources within the school and parent community. This will be measured by an increase in partnerships within our school, feedback from parents, an improvement on the District Feedback Survey in Partnerships, as well as the Accountability Pillar Overall Summary will remain at Excellent for Parent Involvement. As a school