Profile

Transcription

Profile

School: M.E. Lazerte [0063]
Address: 6804-144 Ave
2015-2016 Budget Planning System
Principal: Kim Backs
Profile
Enrolment
Normalized
Weighted
Regular
1981.500
2270.778
1,899
Year Opened
Area (total)
Area (decom)
1970
24,204 metres
1,711 metres
Ward Trustee: Michelle Draper
Staff FTE
Custodial
Exempt
Support
Teacher
11.625000
1.600000
33.000000
83.428700
Budget
Salaries
Supplies, Equip., Services
Total 129.653700
$11,910,525
$1,828,681
Total $13,739,206
Internal Revenue
87%
13%
100%
$300,000
Vision
Transforming the learners of today into the leaders of tomorrow
Mission
We inspire student success through high quality learning opportunities, supported by meaningfully engaged students, parents, staff and community.
Values
Supporting the Vision, Mission and Priorities are the District 's cornerstone values of accountability, collaboration, equity and integrity.
District Priorities 2014-2018
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.
School Philosophy
At M.E. LaZerte we are providing an opportunity for all stakeholders to enhance student success and school culture by focusing on 21st Century Literacy through
collaboration, professional development, and strengthening partnerships. We hold high expectations for all stakeholders and we live up to our Voyageur spirit through hard
work and determination as we strive to achieve our goals.
Community Profile
We have a diverse and dynamic school community. M.E. LaZerte meets a broad range of student needs through a multitude of programs and courses. Our students have a
superior facility in which to study in labs, studios, authentic and engaging classrooms, gyms, a fitness centre, and a performing arts theatre. Students have direct access to
an oval track, tennis courts, a leisure centre that includes swimming, an ice arena, and an extensive sports field. Partnerships with the larger community provide engaging
programs and opportunities designed to help students discover their strengths and interests and to develop their character and citizenship.
Programs and Organization
We have a full International Baccalaureate program, as well as programming in Chinese and Ukrainian Language Arts, and an Interactions program. In addition, we offer
optional courses in international languages, the arts, career and technology studies, knowledge and employabilities and physical education. "Our Voyageur Spirit" and student
leadership are enhanced through co-curricular programs, athletics, clubs, tournaments, jamborees, field trips, community volunteer efforts and ongoing student activities led
by a very visible student leadership program. Our Student Services department provides counseling for life's challenges, post-secondary and career transitioning, and awards
and scholarships.
© Edmonton Public Schools
1 of 1
Results and Implications
Based on the three SMART goals that were established for 2014-2015, 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 District’s Priorities that were in effect when the goal was set.
In Priority 1 we have chosen Goal 3: Success Beyond Schooling with the Outcome: more students complete high school and are connected to career pathways that support
their transition to post-secondary studies or the world of work. Our Smart goal includes implementing strategies to enhance student learning and knowledge around career
transitions. This includes teachers in all subject areas stating & sharing with students a direct relation of current learning to further learning and careers (how it is relevant).
We will also host, promote, and or attend career initiatives such as the Career Symposium on October 30, 2014, the Career Pathways Day on November 7, 2014, & Skills
Canada preparation and competitions throughout the school year. We will host numerous Post Secondary and Resume Days, Lunch and Learn sessions from Career
speakers, former students returning to share career directions, etc. We will recognize students through letters and formal channels to add to their resume and portfolio build,
and we will provide aptitude and learning style inventories/sessions for students to explore their skills, talents, and abilities. We would expect to see an increase in Work
Preparation on the Accountability Pillar results as well as an increase in the number of students indicating that they are aware of their skills and aptitudes and where it can
take them in life beyond high school. We also expect to see large numbers of our students in attendance at Career sponsored events, and an increase in the number of work
experience and RAP students as we promote these avenues to gain experience and learn specific skill sets. We will also send out student and parent surveys of our own to
gain feedback and meet the needs and expectations of what is desired.
Results Achieved:
We have increased from 70% HS graduation rate in 2010/11 to 80.3% in 2014/15
Our Prep for World of Work has gone from 75% to 89% in same time period
We have increased the formal recognition of students through letters and celebrations
We increased the number of students taking part in Skills Canada competitions
Students supported career development with many positive anecdotal as well as survey responses
In Priority 2 we have chosen Goal 3: Building Capacity through a Culture of Collaboration and Distributed Leadership with the Outcome: throughout their careers, all staff are
provided opportunities to enhance their professional capacity and leadership within a culture of collaboration. We will offer our Condensed Collaboration days six times
throughout the year as well as four PD days with a greater emphasis placed on professional capacity, triangulation, and personalization. Our PD committee will consist of
teachers who have not had this experience in the past. We will involve all of our teachers in catchment work, with teacher leaders doing action research in departments and in
cross-curricular competencies. Teacher advisors of students and staff mentors/coaches will form groups and create initiatives, and we will coordinate the promotion to take
part in PD and then present/share. Our Teacher Development days will be focused on the sharing of exemplary practice with an emphasis on mentorship and coaching.
Support staff and custodial will also be involved in similar presentations and activities, and we will meet to gather feedback and adjust practice on a monthly basis. We will
look at the creation of new courses with a focus on student need and teacher expertise as well as challenge and interest. We will measure our success in school
improvement on the Accountability Pillar as well as staff feedback on PD and growth opportunities and in school sponsored survey results.
Results Achieved:
Teachers had input in focus areas of PD during CCD times and professional development
Staff shared positive feedback, relationship building, and collaborative networking through sharing of best practices
The majority of teachers were involved in catchment work directly and all were involved in full staff PD day in the catchment
Formal and informal mentors have been established among staff
Action research projects in math and science have been shared among staff
New courses were created in Pre-nursing, Pre-Engineering, and Computer Science based on feedback from students and willingness from teachers
1 of 3
Results and Implications
In Priority 3 we have chosen Goal 2: Supports for the Whole Child with the Outcome: Community Partnerships are established to provide supports and services to foster
growth and success of students and families.We are committing to a Career Pathways Day for staff, students, and community where we will showcase career speakers and
opportunities for students. We will coordinate the new establishment of partnerships (including WCB workers in CTS classrooms, partnerships for facility upgrades, & the
sharing of staff and resources with catchment schools and district). We will increase our contact and projects with our community seniors & the caring of neighbours, working
with our established community to promote long term mentorship and citizenship. We will increase our RAP/Work Experience growth, the number of students involved as
volunteers and in service roles, and our FNMI education profile. Our service connections will increase as we utilize the expertise from parents and the community into our
school, and we will compile the partnerships currently being utilized in our catchment schools. Our success will be measured by enhanced results within the Program of
Studies, Citizenship, and Work Preparation aspects of the Accountability Pillar as well as through survey results and anecdotal feedback. We will also measure the increased
number of parents and students involved in the school community.
Results Achieved:
We had a majority of students attend our Career Pathways Day, especially significant as it was a non-instructional day in tech rest of the district
We had more than 70 partners present at our Career Day
We are in progress of updating some of our facilities, including our Multi-Purpose Lab, our Mechanics area, our Student Services, and our Atrium area as well as the
outside drainage around our school
We have increased our FNMI profile through hosting the FNMI grad and various presentations by staff and students
We have increased the number of students taking Work Experience and RAP
We increased our results in the Program of Studies and Work Preparation
We had increased parental involvement in our school
What were the biggest challenges encountered in 2014/15?
We looked at our school improvement plans as well as how we can support teaching and learning in our school. Specifically, we looked at improving math and
science results that were below the provincial average.
As we started the year, catchment work had not previously occurred in the secondary schools. This was awkward to start and build a culture of collaboration
among schools.
School Improvement had declined significantly from the year previous and was an issue on the Accountability Pillar.
We had allocated money for projects that were then put on hold by the Superintendent in the spring, resulting in a large surplus that we had planned on using
for school improvement and positive learning environment projects.
Increased numbers of newcomers to the school and the accommodations and course supports needed.
Renovations need pre-planning and flexibility to create positive learning environments.
Significant increases in ELL and Coded students who need supports - EA support staff has increased accordingly as has Support classes.
What are the implications from 2014/15 that will impact your current year plan?
We increased our results in 11 of the 14 categories on the Accountability Pillar against our own results from last year and also were above the province in 11 of the 14
categories. Although this is positive, we still have lots of room for improvement... specifically in Diploma results. We are trying new courses and classes, including a Math
Fast Track class
We have made gains in working on health, wellness, and relationships among students and staff. Some aspects include wellness activities and challenges, a Healthy
Living Girls PE class, and the New CALM (currently running a pilot). We plan to gather anecdotal feedback and data on course success for continued planning.
We have established new partnerships with Career Pathways both in schools (FinAl) as well as the community (businesses and community groups). We have also
established excitement around an annual Career Day with numerous community speakers and wellness events as well as transitional activities for Grade 9 students. In
addition, we have created new courses on Career Pathways based on student demand, including Pre-Nursing, Pre-Engineering, and Computer Science.
Our Circle of Courage FNMI group is gaining confidence and recognition in the school and community in educational and political circles (presenting at conferences and to
dignitaries).
We have continued to emphasize our overall goals that include catchment work, collaboration with others, caring about health & wellness, communication with students
and parents about learning, and the building of career pathway opportunities.
More students are taking summer school courses (approximately 900 last year) that are not included in this data.
2 of 3
Accountability Pillar Overall Summary
Annual Education Results Reports - Oct 2015
School: 7063 M. E. LaZerte School
Measure Category
Measure Category
Evaluation
Safe and Caring Schools
Student Learning Opportunities
Good
M. E. LaZerte School
Alberta
Measure Evaluation
Current
Result
Prev
Year
Result
Prev 3 Yr
Average
Current
Result
Prev
Year
Result
Prev 3 Yr
Average
Achievement
Improvement
Safe and Caring
87.6
87.0
86.2
89.2
89.1
Program of Studies
84.0
83.0
82.3
81.3
81.3
Education Quality
91.0
88.3
88.2
89.5
Drop Out Rate
2.1
2.4
2.6
3.4
High School Completion Rate (3 yr)
80.3
75.6
73.1
PAT: Acceptable
n/a
n/a
PAT: Excellence
n/a
Diploma: Acceptable
Overall
88.9
High
Maintained
Good
81.2
Very High
Maintained
Excellent
89.2
89.5
Very High
Improved
Excellent
3.3
3.3
Very High
Maintained
Excellent
76.4
74.9
74.6
High
Improved Significantly
Good
n/a
73.0
73.1
73.9
n/a
n/a
n/a
n/a
n/a
18.8
18.4
18.9
n/a
n/a
n/a
79.5
79.5
78.1
85.2
85.5
84.6
Low
Maintained
Issue
Diploma: Excellence
15.0
14.8
14.6
21.0
21.1
20.0
Intermediate
Maintained
Acceptable
Diploma Exam Participation Rate
(4+ Exams)
60.9
65.3
64.2
54.9
50.5
54.4
High
Declined
Acceptable
Rutherford Scholarship Eligibility
Rate
64.2
62.5
64.7
61.2
60.9
61.3
High
Maintained
Good
Transition Rate (6 yr)
63.2
63.6
63.5
59.8
59.2
59.0
High
Maintained
Good
Work Preparation
89.3
85.2
81.7
82.0
81.2
80.4
Very High
Excellent
Excellent
Student Learning Achievement
(Grades K-9)
Student Learning Achievement
(Grades 10-12)
Measure
n/a
Acceptable
Preparation for Lifelong Learning,
World of Work, Citizenship
Excellent
Citizenship
83.7
82.6
81.7
83.5
83.4
83.1
Very High
Improved
Excellent
Parental Involvement
Excellent
Parental Involvement
82.8
80.4
77.1
80.7
80.6
80.2
Very High
Improved
Excellent
Continuous Improvement
Excellent
School Improvement
83.9
76.3
80.0
79.6
79.8
80.1
Very High
Excellent
Notes:
1)
2)
3)
4)
5)
6)
7)
8)
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
(Grades 6, 9), French Language Arts (Grades 6, 9), Mathematics (6, 9, 9 KAE), Science (Grades 6, 9, 9 KAE), Social Studies (Grades 6, 9, 9 KAE).
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, Chemistry 30, Physics 30, Biology 30, Science 30, Social Studies 30-1, Social Studies 30-2. Current and historical Diploma results have been adjusted to reflect change in data
source system.
Overall evaluations can only be calculated if both improvement and achievement evaluations are available.
Results for the ACOL measures are available in the detailed report; see "ACOL Measures" in the Table of Contents.
Data values have been suppressed where the number of students is less than 6. Suppression is marked with an asterisk (*).
Please note that participation in Grade 9 Provincial Achievement Tests was substantially impacted by the flooding in June 2013. Caution should be used when interpreting trends over time for the province and those school authorities affected by the floods.
Please note that participation in Diploma Examinations was impacted by the flooding in June 2013. Caution should be used when interpreting trends over time for the province and those school authorities affected by the floods.
Survey results for the province and school authorities were impacted by changes in the number of students responding to the survey through the introduction of the Tell THEM From ME survey tool in 2014.
Report Generated: Sep 27, 2015
Locked with Suppression for Oct 2015
Report Version 1.0
Data Current as of Aug 24, 2015
35
Plans
The following SMART (Specific, Measureable, Attainable, Relevant, Time-Framed) goals have been established for the 2015/2016 school year (referencing the District's Priority
number that the goal supports). Schools are to set one goal for each priority. Central DU's can set their goals around one or more priorities.
Goal 3: Success Beyond Schooling with the Outcome: more students complete high school and are connected to career pathways that support their transition to
post-secondary studies or the world of work. Our Smart goal includes implementing strategies to enhance student learning and knowledge around career transitions. This
includes teachers in all subject areas stating & sharing with students a direct relation of current learning to further learning and careers (how it is relevant). We will also host,
promote, and or attend career initiatives such as the Career Pathways Day on November 6, 2015, participate in the FinAl Project with Finland Schools, & participate in Skills
Canada preparation and competitions throughout the school year. We will host numerous Post Secondary and Resume Days, Lunch and Learn sessions from Career
speakers, set up a presentation room for speakers, have former students returning to share career directions, etc. We will recognize students through letters and formal
channels to add to their resume and portfolio build, and we will provide aptitude and learning style inventories/sessions for students to explore their skills, talents, and abilities
(specifically using My Blueprints with all Grade 10 students). We would expect to see an increase in Work Preparation on the Accountability Pillar results as well as an
increase in the number of students indicating that they are aware of their skills and aptitudes and where it can take them in life beyond high school. We also expect to see the
majority of our students in attendance at Career sponsored events, and an increase in the number of work experience and RAP students as we promote these avenues to
gain experience and learn specific skill sets. We will also send out student and parent surveys of our own to gain feedback and meet the needs and expectations of what is
desired.
Goal 3: Building Capacity through a Culture of Collaboration and Distributed Leadership with the Outcome: throughout their careers, all staff are provided opportunities to
enhance their professional capacity and leadership within a culture of collaboration. We will offer our Condensed Collaboration days six times throughout the year as well as
four PD days with a greater emphasis placed on collaboration work in our school and catchment; caring and promotion about Health & Wellness of both students and staff;
communication and feedback to students and parents regarding assessment as well as sharing other pertinent information; and Career connections with our community. Our
PD committee will consist of teachers who have not had this experience in the past. We will involve all of our teachers in catchment work, with teacher leaders doing action
research in departments and in cross-curricular competencies. Teacher advisors of students and staff mentors/coaches will form groups and create initiatives, and we will
coordinate the promotion to take part in PD and then present/share. Staff will learn about EPSB Leadership development opportunities and coursework through weekly
updates and discussions. Our Teacher Development days will be focused on the sharing of exemplary practice with an emphasis on mentorship and coaching. Support staff
and custodial will also be involved in similar presentations and activities, and we will meet to gather feedback and adjust practice on a monthly basis. We will look at the
creation of new courses with a focus on student need and teacher expertise as well as challenge and interest. We will measure our success in school improvement on the
Accountability Pillar as well as staff feedback on PD and growth opportunities and in school sponsored survey results.
Goal 2: Supports for the Whole Child with the Outcome: Community Partnerships are established to provide supports and services to foster growth and success of students
and families.We are committing to a Career Pathways Day for staff, students, and community where we will showcase career speakers and opportunities for students. We will
coordinate the new establishment of partnerships (including WCB workers in CTS classrooms, partnerships for facility upgrades, & the sharing of staff and resources with
catchment schools and district). We will increase our contact and projects with our community seniors & the caring of neighbors, working with our established community to
promote long term mentorship and citizenship. We will increase our RAP/Work Experience growth, the number of students involved as volunteers and in service roles, and our
FNMI education profile including presentations at high profile educational and political events. Our service connections will increase as we utilize the expertise from parents
and the community into our school, and we will compile the partnerships currently being utilized in our catchment schools. Our success will be measured by enhanced
results within the Program of Studies, Citizenship, and Work Preparation aspects of the Accountability Pillar as well as through survey results and anecdotal feedback. We will
also measure the increased number of parents and students involved in the school community.
1 of 2
Budget Summary Report
2014-15 AD1
2015-16 Spring Proposed
2015-16 Fall Revised
Resources
0
12,722,150
13,439,206
Internal Revenue
0
325,000
300,000
REVENUE TOTAL
0
13,047,150
13,739,206
Classroom
0
73.859000
7,592,040
75.573000
7,768,224
Leadership
0
7.998400
1,060,890
7.855700
1,042,531
0
Teacher Supply
TOTAL TEACHER
0
(% of Budget)
0%
.000000
81.857399
260,000
8,912,930
.000000
83.428696
68.31%
275,000
9,085,755
66.13%
Exempt
0
1.900000
194,627
1.600000
Exempt (Hourly/OT)
0
.000000
13,000
.000000
15,250
Support
0
32.000000
1,690,086
33.000000
1,759,498
Support (Supply/OT)
0
.000000
165,000
.000000
165,000
Custodial
0
11.625000
697,034
11.625000
697,034
Custodial (Supply/OT)
0
.000000
37,000
.000000
TOTAL NON-TEACHER
0
(% of Budget)
0%
TOTAL STAFF
(% of Budget)
.000000
0
0%
45.525002
2,796,747
46.224998
21.44%
127.382401
11,709,677
160,988
27,000
2,824,770
20.56%
129.653694
11,910,525
89.75%
86.69%
SERVICES PURCHASED
0
464,880
757,655
SUPPLIES AND MATERIALS
0
288,945
331,776
CAPITAL OUTLAY
0
62,100
98,500
INTERNAL SERVICES
0
521,550
640,750
TOTAL SES
0
1,337,475
1,828,681
(% of Budget)
0%
10.25%
13.31%
TOTAL AMOUNT BUDGETED
0
13,047,152
13,739,206
AISI
0
0
0
Carry Forward Included
0
0
531,802
Carry Forward to Future
1,418,425
0
0
1 of 1

Profile

Transcription

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