Profile Ward Trustee: Sherry Adams

School: Meyokumin [0257] 2020-2021 Revised Budget Principal: Chet Gosavi Address: 5703-19A Avenue Profile Ward Trustee: Sherry Adams

Enrolment Staff FTE Budget Normalized 0.000 Custodial 2.813000 Salaries $3,487,573 95% Weighted 0.000 Exempt 0.000000 Supplies, Equip., Services $184,932 05% Regular 0 Support 6.500000 Teacher 25.992000 Year Opened 1980 Total 35.305000 Total $3,672,505 100%

School Philosophy At Meyokumin School, we promote and support academic success of all students. We foster respect, dignity and leadership in our students. Students are held responsible and accountable for their academic and social achievement. We believe in consistent behavioural expectations that promote safety, pride, respect and honesty.

Community Profile Meyokumin School is located in south-central Mill Woods, near the Mill Woods Town Center shopping center, the Grey Nuns Hospital and the Mill Woods Recreation facility. There is a multi-cultural flavour in our neighborhood of single and multiple family accommodations. Community partnerships that are affiliated with our school are Big Brothers and Sisters, Study Buddies, Hope Church, Concordia Lutheran Church and AHS. Over 2/3 of our students live outside of the local community.

Programs and Organization In the 2019-2020 school year we have eight regular (Mainstream) classes in grades one through six, and two kindergarten classes. The Cogito Alternative Program has 12 classes in grades one through six, in addition to two kindergarten classes. Our Mainstream program provides French as a Second Language in grades four through six. The Cogito Alternative Program offers French instruction from grades one through six in addition to an expanded scope and sequence of the Alberta curriculum. We will continue to offer a Punjabi Language and Cultural course as an option to our Mainstream students in kindergarten through grade six and to our Cogito students in grades two through six.

Our Mainstream program is inclusive in nature, supporting the needs of children who are English Language Learners (ELL) and students with a variety of special educational needs with integrated placements.

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, Concordia Lutheran Church, Edmonton Police Service, Hope City Church, Kiwanis Edmonton Oil Capital Club, Metro Continuing Education

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.

In support of District Priority #1, 1) Teachers will continue pre and post benchmarking using Fountas and Pinnell and analyze the data from PAT's, HLAT's as well as information gathered through classroom clinics when programming for students. In addition Grades 1, 2 and 3 teachers will use the Bench Mark Assessment System. 2) Division one teachers will use a consistent literacy program to ensure continuity of language arts strategies from the previous year. All Division two teachers will continue to focus on specific reading strategies and vocabulary at each grade level. 3) A 0.8 Leveled Literacy Intervention teacher will support Division one students and a 0.1 Middle Years Literacy Intervention teacher will support grade four students. Four additional teachers will attend The Empowering Writers workshops to learn additional strategies that engage students in writing. We are communicating through SchoolZone and a dedicated school bulletin board to inform families of specific opportunities for Indigenous Peoples. 4) J. Percy Page cohort schools Grace Martin, Meyokumin and Malcolm Tweddle will provide eight collaborative professional learning experiences for 2019-2020. Grade level cohorts for Kindergarten to Grade 6 as well as subject cohorts of music, second languages, and Educational Assistant will draft and implement a plan in their respective groups focusing on improving student achievement. The plan will state the goal, action plan, pre/post data and resources used. By June 2020, a summary of results for the groups will be shared. By June 2020, all students will improve in reading by one or more years of growth. Measures to determine growth in reading, writing and math will include the PAT's, Fountas and Pinnell benchmarks, grade level of reading, HLAT's and teacher awarded marks.

Results Achieved:

Reading: English Language Learners (ELL) made up 84% of our school population in grades 1 - 6. 89.9% of students in grades 1 - 6 were reading at grade level or above. 10.1% of students were reading below grade level; 72.6% of Non ELL students are reading at or above grade level; 92.7% of ELL students are reading at or above grade level. Due to COVID-19 there were no PAT data for 2019-2020. Leveled Literacy Intervention and Middle Years Levelled Literacy Intervention was provided to students at risk that were identified in grades one, two, three and four.

Writing: Due to COVID-19 there is no student data for HLAT’s and grade six PAT in language arts.

Numeracy: 93.7% of students in grades two through six were at or above 60% on our September 2019 MIPI. However, 50% of our mainstream grade six students were at or above 60%. During non-instructional time grade six students received coaching from peers through online games and activities. Due to COVID-19 there is no grade six PAT data for math. Students in kindergarten to grade six had access to Mathletics.

In support of District Priority #2, we have a school wide focus on kindness where teachers explicitly create lessons and activities based on the different ways to understand and express kindness. Our school-based Wellness Coach will provide students with the tools and coping strategies needed when dealing with anxiety and trauma. By June 2020, 100% of students will identify at least one adult in the school who they can go to for help. In addition, by June 2020, 90% of students will perceive others as being kind to each other. Teachers will receive coaching and mentoring to meet their career aspirations. Teaching and support staff at our J. Percy Page cohort schools (Grace Martin, Malcolm Tweddle and Meyokumin) will have collaborative professional learning experiences for 2019-20. Lead teachers from K - 6, as well as music and second languages from the three schools will help facilitate the meetings, which focus on the needs identified in their respective groups. By June 2020, 100% of staff will continue to believe that Meyokumin is a respectful and safe working environment.

Results Achieved: “Leadership Buddies” were created where older students were provided opportunities to support younger students such as helping kindergarten students get ready for recess, relationship building opportunities with the assistant principal, grade six students would help students in grade one and two with reading and math, and older students would help some of our new ELL students through conversations.

Our wellness coach facilitated a parent session on mindfulness to ensure students were feeling supported and had tools to ensure they always felt safe and supported. Many of our older students had displayed test or performance anxiety. Our wellness coach facilitated a parent and child session on study skills to provide families with tools to support students at home. A grade six art class was supported by the classroom teacher and wellness coach so students had a way to express themselves through art and imagery. Our school's focus on kindness helped our students use common language, modelling, and strategies. This resulted in students using conflict resolution to resolve issues without adult support.

In support of District Priority #3, Parent Information Evenings will continue to be offered to strengthen the learning partnership between home and school. Many of these sessions will involve students as well. Parents will be encouraged to be actively involved in the Parent Advisory Council, School Council as well as volunteer activities and events within the school. By June 2020, 90% of parents will be satisfied with the opportunity to be involved in decisions about their child’s education. Community partnerships with Big Brothers/Big Sisters, Study Buddies, Hope City Church, Concordia Lutheran Church, and Kiwanis will continue. A new partnership with the City of Edmonton Police Services through a police liaison officer will be established.

Results Achieved: We are developing relationships with our parent community to promote our culturally diverse population. Our school council held two family movie nights. Due to COVID-19 our family games night, Alien In-line skating night, math night were cancelled. Our school led and planned to host “Health Week” a three day experience for First Nations, Métis, and Inuit students focusing on mind, body, and spirit. This event was scheduled for May 13 - 15 but was cancelled due to COVID-19. Hope City Church came into the school and students read to them one-on-one. Big Brothers/Big Sisters supported students in relationship building. Students received support in literacy and numeracy with Study Buddies.

What were the biggest challenges encountered in 2019/20?

Moving to Online Learning in March Due to COVID-19 Mental Health of Students Students Attendance Issues

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

COVID-19 affecting in person and online learning for students, families, and staff Due to COVID-19 opportunities for student leadership is limited School wide collaboration in the area of reading and writing Numeracy - Breaking down our data from our MIPI results to ensure student success in math No access to a wellness coach No access to levelled literacy intervention No access to middle years levelled literacy intervention

Meyokumin 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 93.3 95.9 94.1 89.4 89.0 89.2 Very High Maintained Excellent

Program of Studies 90.2 92.7 90.3 82.4 82.2 82.0 Very High Maintained Excellent

Education Quality 96.9 96.6 95.8 90.3 90.2 90.1 Very High Maintained Excellent Student Learning Opportunities 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

PAT: Acceptable 94.3 95.0 96.0 73.8 73.6 73.6 Very High Maintained Excellent Student Learning Achievement (Grades K-9) PAT: Excellence 59.8 47.8 55.7 20.6 19.9 19.6 Very High Maintained Excellent

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 96.2 92.9 88.4 84.1 83.0 82.7 Very High Improved Excellent Citizenship Citizenship 90.8 90.3 90.7 83.3 82.9 83.2 Very High Maintained Excellent

Parental Involvement Parental Involvement 88.7 89.4 82.2 81.8 81.3 81.2 Very High Maintained Excellent

Continuous Improvement School Improvement 84.3 88.0 88.6 81.5 81.0 80.9 Very High Maintained Excellent

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 146 School: Meyokumin [0257] 2020-2021 Plans Principal: Chet Gosavi Address: 5703-19A Avenue Plans 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. 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.

Through our Cornerstone Values, we will improve literacy and numeracy achievement. Teachers will continue pre and post benchmarking using Fountas and Pinnell when assessing students in division one and two. In collaboration, we are discussing criteria and effective feedback to improve students' writing. Teachers and support staff are providing support to students who achieved less than 60% in the MIPI. By June 2021, all students in grades 1 - 6 will have demonstrated one year’s growth at their grade level of programming in reading. By June 2021, all students in grades 1 - 6 will complete two (October/ February) school wide writing assessments to demonstrate their growth in writing, based on HLAT criteria. By October 2020, all students in grades 2 - 6 who achieved less than 60% on the MIPI, will receive targeted intervention in areas of need. Priority 1

Through our Cornerstone Values we will provide welcoming, high-quality, learning and working environments. Our school wide focus on kindness, will develop student leadership qualities in their classroom, school and community. Teachers will create lessons and activities based on the different ways to understand and express kindness. By June 2021, students and staff will continue our school wide focus on kindness and use common language and integrate leadership qualities throughout the day. Community service projects will be linked with Entrepreneurial Adventures in our Career pathways model when supporting local charities. The staff will be participating in Professional Learning Days in the area of Mental Health. By June 2021, we will increase our Safe and Caring Accountability Pillar result by 2% (increasing from 93.3% to 95.3%). By June 2021, we will increase our Citizenship Accountability Pillar result by 2% (increasing from 90.8% to 92.8%). Priority 2

Through our Cornerstone Values we will meaningfully engage Meyokumin families and other stakeholders. We will organize a virtual information session for families to strengthen the learning partnership between home and school. Families will be encouraged to be actively involved in the Parent Advisory Council and School Council. Once a month there will be a Virtual Meeting with the Principal during the school year to discuss teaching and learning at Meyokumin School. By June 2021, we will increase our Parent Involvement Accountability Pillar result by 2% (increasing from 88.7% to 90.7%). By June 2021 we will increase our School Improvement Accountability Pillar result by 2% (increasing from 84.3% to 86.3%). Priority 3

2020-21 Spring Proposed 2020-21 Fall Revised Resources 3,672,505 3,672,505 Internal Revenue 0 0 REVENUE TOTAL 3,672,505 3,672,505 Classroom 23.792000 2,445,605 23.792000 2,445,605 Leadership 2.200000 286,332 2.200000 286,332 Teacher Supply .000000 105,000 .000000 105,000 TOTAL TEACHER 25.992001 2,836,937 25.992001 2,836,937 (% of Budget) 77.25% 77.25% Exempt .000000 0 .000000 0 Exempt (Hourly/OT) .000000 85,722 .000000 85,722 Support 6.500000 355,079 6.500000 355,079 Support (Supply/OT) .000000 31,737 .000000 31,737 Custodial 2.813000 170,098 2.813000 170,098 Custodial (Supply/OT) .000000 8,000 .000000 8,000 TOTAL NON-TEACHER 9.313000 650,636 9.313000 650,636 (% of Budget) 17.72% 17.72% TOTAL STAFF 35.305000 3,487,573 35.305000 3,487,573 (% of Budget) 94.96% 94.96% SUPPLIES, EQUIPMENT AND SERVICES 130,632 130,632 INTERNAL SERVICES 54,300 54,300 OTHER INTEREST AND CHARGES 0 0 TOTAL SES 184,932 184,932 (% of Budget) 5.04% 5.04% TOTAL AMOUNT BUDGETED 3,672,505 3,672,505 Carry Forward Included 0 0 Carry Forward to Future 0 0