€jasper place [0071] 2019-2020 revised budget principal...

School: Jasper Place [0071] 2019-2020 Revised Budget Principal: David R. Morris

Address: 8950 - 163 Street Profile Ken GibsonWard Trustee:

© Edmonton Public Schools 1 of 1

Enrolment Staff FTE BudgetNormalized 2633.572 Custodial 20.063000 Salaries $15,604,038 84%

Weighted 3040.522 Exempt 2.700000 Supplies, Equip., Services $2,924,540 16%

Regular 2,577 Support 35.886000

Teacher 109.347000

Year Opened 1961 Total 167.996000 Total $18,528,578 100%

Internal Revenue $315,760

School PhilosophyMissionStatement:Jasper Place staff and students are committed to building a community of learners and leaders

Our vales are : Respect - Responsibility - RelationshipsThe foundations of success in learning and in life

Our vision is a school community where all staff and students: work together to create a dynamic and caring learning environment that supports the intellectual, emotional, and physical development of all members.are present, active, and respectful participants in all individual, group and whole school learning opportunities.can articulate and demonstrate an understanding of the learning targets and outcomes that accompany every learning experience.strive for personal excellence and academic growth while learning to make good life choices and set personal goals for success.recognize that it s our actions more than our words that demonstrate our mutual commitment, responsibility and accountability.create a community that acknowledges personal history, celebrates individuality and responds to student voice.resolve conflict through collaboration and conversation.

Community ProfileJasper Place School serves a wide range of socio-economic groups. Parent and community attitudes are positive and supportive. Active partnerships with business andservice agencies support school programs. International students and exchange students are part of the student population. Community use of the school is extensive.

Programs and OrganizationAdvanced Placement and International Baccalaureate programs have rigorous academic programming and serve as excellent courses to support Post Secondary readinessfor our students. Extensive Career and Technology Programming (CTS). Global Cafe and Student Leadership support students to have agency in their communities anddevelop their leadership abilities and sense of citizenship and social justice. Excellent Fine Arts programs that include sculpture classes, dance, drama, drum line, and MusicTechnology. Sports Medicine programming, a comprehensive Fitness Centre, Dance/Yoga studio and a full time fitness/sports trainer support an emphasis on athletics,and aholistic approach to health and wellness. International Language instruction is offered in American Sign Language, French, Japanese, and Spanish. Computer Studies andother technologies based courses complement academic programs. Support programs are extensive and include STAR (a comprehensive mental health program), ACCESS(a grade 10 tracking program, and tutoring), a School Resource Officer, and FNMI success coaches and cultural liaisons. A career practitioner assists students in postsecondary planning and work transitions.

School Community RelationshipsWe would like to acknowledge the following community members who have helped to foster the growth and success of our students:

RBC Royal Bank

School: Jasper Place [0071] 2018-2019 Results Review Principal: David R. Morris

Address: 8950 - 163 Street Results and Implications Ken GibsonWard Trustee:


1. 2. 3.

District Priorities 2018-2022

Foster growth and success for every student by supporting their journey from early learning through high school completion and beyond.Provide welcoming, high quality learning and working environments.Enhance public education through communication, engagement and partnerships.

Based on the three SMART goals that were established for 2018-2019, report on the results you achieved (with evidence, including referencing the School’s Accountability Pillarresults, if applicable) and describe how achievement of the goal supports the above District’s Priorities that were in effect when the goal was set.

SMART GOAL #1: At Jasper Place the number of students meeting the acceptable standard will continue to increase for all diploma exams, measured through AccountabilityPillar and Alberta Education Diploma Exam Reports. Data protocols will be used to determine areas of strength/challenge and develop collaborative teams to share teachingpractices.Increased access to learning/tutoring support through ACCESS Increased communication and collaboration between FNMI/ELL students and teaching staff viaFNMI Liaison Workers, Success Coaches and Community supports initiatives.

SMART GOAL #1: At Jasper Place the number of students meeting the acceptable standard will continue to increase for all diploma exams, measured through AccountabilityPillar and Alberta Education Diploma Exam Reports. Data protocols will be used to determine areas of strength/challenge and develop collaborative teams to share teachingpractices. Increased access to learning/tutoring support through ACCESS Increased communication and collaboration between FNMI/ELL students and teaching staff viaFNMI Liaison Workers, Success Coaches and Community supports initiatives.

As indicated in the Accountability Pillar, the number of students meeting the acceptable and standard of excellence has increased, which is a result ofResults Achieved: analyzing a variety of data to determine strengths and areas of growth. Many departments took part in horizontal alignment continued to work with other high schools in thedistrict to share best practices and co-create resources.

- 2017- 18 # students enrolled = 313, 2018-19 # students enrolled = 426, completion rate 2017-18 = 67%, 2018-19 = 77%ACCESS/Learn Write Completion Stats

: In 2018-19 all Teaching staff focused on the challenge of adolescent literacy. This occurred through a school wide focus on note taking, retrievalLiteracy Challengestrategies & exam prep. In addition, teachers of each content area are in the strongest position to help students successfully meet the challenge of adolescent literacy.

1. Content area teachers collaborated together to meet the literacy challenge by ensuring they know their subject matter and the standards students should be meeting.

2. Teachers understood the literacy demands of their content and focused on ensuring that students were exposed to strategies to support students in how to read differentallkinds of texts, how to write in the formats associated with each subject and how to recognize key concepts and vocabulary terms.

: In order to meet the changes in the Teaching Quality Standards, specifically to Applying Foundational Knowledge about First Nations, MetisSupporting FNMI Educationand Inuit, we continue to have targeted teacher expertise and support for staff in implementing meaningful classroom applications in all subject areas as well as Catchmentschools, including working collaboratively with our Aboriginal Studies staff, FNMI liason and school elders.

- A whole school/ Catchment focus on supporting student achievement by engaging in collaborative approaches to capacity building in FirstOECD Promising PracticesNations, Métis, and Inuit education. This has been achieved through ensuring high-quality teaching, including high expectations for all students, respectful relationships withstudents and relevant and responsive curriculum delivery supported by targeted teacher, Indigenous Lianson and Elder expertise and knowledge.

Smart Goal # 2 - The Accountability Pillar measures for Work Preparation, Educational Quality and School improvement will increase from the previous year. Teachers willengage in collaborative work designed to improve and enhance students knowledge, understanding and planning to assist in preparation for life, post - secondary programs,the world of work and citizenship. Leadership will focus on Career and Life pathways planning to develop practices to support teachers in this work through the developmentof targeted and professional learning.School-wide teacher meetings to share Career and Post-secondary information and support through ACCESS and EnrichmentOpportunities ( personalized learning and skill development, rigorous and relevant learning opportunities; supporting mastery learning), School Spirit and Community Buildingopportunities.

Results Achieved: Supporting student transitions: our ACCESS program will continue to provide continued peer tutoring (students and alumni) for all students, as well aswork with feeder junior high schools to mentor grade 9 students who will attend JP. In the LRC students will continue to participate in workshops/seminars on exampreparation, exam reflection, note taking and study strategies.




: is a Mental Health Capacity Building in Schools Initiative (MHCB). MHCB is one of Alberta Health Services’ province-wide, community-based programsThe STAR Programoffered to enhance the mental well-being of children, youth, families and communities in Alberta. We have increased to supports in the STAR program to meet the increaseddemand for student supports. There are now 3 full time Wellness Coaches, 1 full time Aboriginal Liaison, and from Alberta Health Services, an Addiction Counselor with a 0.2FTE. and a Mental Health Therapist also from Alberta Health Services on a 0.6 FTE. The Roots and Wings Program has kindly donated 1 staff member who works withfamilies who are having difficulties with family relationships. Roots and Wings are housed out of JP but most of their work is done out of the school with the families. Theyoffer family counseling and/or connect the family with the appropriate community resources.

: The President’s Choice Children's Charity grant provides $2000.00 yearly for a breakfast/lunch program for at risk students, the food program isSupporting student needsa part of the STAR program and food is provided both in the morning and at lunch time.

: In order to meet the changes in the Teaching Quality Standards, specifically to Applying Foundational Knowledge about First Nations, MetisSupporting FNMI Educationand Inuit, we have additional teacher support for staff in fully implementing meaningful classroom applications, including our Indigenous lead teacher, Indigenous schoolliaison and school elders.

students interact first-hand with Canadian culture through:Supporting Students in our English as a Second Language program:

Involvement with peers in a newly created student leadership class.Workshops, activities and field trips hosted by Action for Healthy CommunitiesCareer and life planning with Edmonton Public Schools Consultants

SMART GOAL #3: Jasper Place School will continue to act as a leader in the area of Community partnerships and community development as measured by the number ofmeaningful community initiatives and their impact. This will be assessed by examining the school reports on each community initiative outlining goals, impacts and next steps.

JP is one of six EPSB high schools who will be working on an assessment process focused on the opportunity for students to demonstrate theAction Research:understanding of their learning through multiple and varied forms of assessment opportunities.

To better support students at Jasper Place and beyond high school, this year we will focus on 3 areas;Transferable Skills,School Spirit, and Community Building ALOs: Opportunities will be embedded throughout the school year, connecting what students are doing in the classroom to their success as learners.

JP Community Hub Coordinator will continue to be responsible for creating an interdisciplinary approach with teachers to establish learning opportunities for JPGlobal Cafe: students that are grounded in community development, social justice initiatives, and entrepenurial endevour.

Citylab, the Center for Public Involvement, and City Studio to create student project opportunities Student dialogue with City Staff and Community, Stony PlainParnerships:Revitalization to ensure youth priorities are considered. Student consultation that reflects the opinions of JPHS student body for the Student Trustee to use at board meetings.

Results Achieved: Action Research: Jasper Place students and teachers participated in a Assessment of Key Competences Action Research project. This work is the nextphase of the Oral Assessment Committee work focused on learning more about key competences that represent a transferable, multifunctional package of knowledge, skillsand attitudes that students require for personal fulfilment and development, inclusion and employment. The Assessment of Key Competences team gatheredexamples/evidence of the types of varied assessments that were currently being used in our school, which allowed students to communicate and demonstrate what theyknew. Our goal was to continue to build an assessment culture which promotes teacher and student collaboration that supports student learning.

In 2018-19 a school wide focus on Note taking, Retrieval Strategies & Exam Prep was implemented to replace ALO days. Literacy and numeracy are foundations ofsuccessful learning and living, and help students reach their full potential and experience a better quality of life. These skills are also essential in the workplace. In addition toproviding students with the opportunity to go deeper or engage differently in school curricula, these sessions provided students the opportunity explore new competencies,skills and ideas outside of regular curriculum. Note taking, Retrieval Strategies & Exam Prep sessions during the 2018-2019 school year fell broadly into three categories oflearning opportunities.

Enrichment; These sessions provide students the opportunity to go deeper in a particular subjectRecovery: These sessions provide students the opportunity to study, earn extra or recover credits, rewrite exams/ quizzes, receive extra help and one on one support. Innovation: These sessions provide students the opportunity to explore new competencies and life skills.

JPHS Global Cafe program is one of a kind in Canada and is supported by RBC through a yearly grant. When people talk about our school theyGlobal Cafe Partnership:

often talk about the Global Cafe program and we receive a number of requests for tours and site visits. These are indicators of success. However, the most important

http://www.a4hc.ca/




indicator of success is our student participation. This past year, students have become more connected to their community and built their skill set dramatically. Baristas in theGlobal Cafe have found paid employment and have grown their confidence and abilities in a safe and inclusive environment. This year the Global Cafe trained 85 students tobecome Global Cafe baristas. 95% of these students received glowing reference letters and have attained employment for the summer as baristas for organizations such asStarbucks and Second Cup. Some of our students who became successful baristas struggled with being a teenage mom, had severe diagnoses, such as FASD, and manystudents who worked with us this year self-identified as LGBTQ or FNMI. Over 800 students participated in this year’s Global Cafe hubbub event to apply for funding forstudent led projects an increase of 300 students from the previous years.

What were the biggest challenges encountered in 2018/19?

:Mental Health challengesChange in mandate for Family Centre Wellness coaches in our approach to mental health supports for students.Increasing number of students with mental health challenges: There continues to be an increasing number of students whodisclose to school staff mental health challenges that hinder their engagement and academic success. Many students areseeking support for trauma, substance abuse, anxiety, anger, and/or depression, which often stem from past school history,absenteeism or family dynamics

: Many students enter into grade 10 reading and writing below grade level. Equity for students transitioning into grade 10This significantly impacts student’s ability to access course content, and demonstrate their learning. Through work done withCatchment schools and in classrooms, teachers have identified significant gaps in student achievement, specifically in readingand writing

What are the implications from 2018/19 that will impact your current year plan?

continued use of diploma results/accountability pillar data to inform individual department goalstargeted horizontal collaboration teams within departments and Catchment Communities of Practicedesire for increased tutorial support for students in preparation for examsincreased universal and targeted FNMI supports and initiatives to meet TQScontinued and career pathways support/guidance for students.focused development of goals and best practices that support school wide literacy initiatives - *New Jasper PlaceCatchment Goal #1 - By June 2020, Jasper Place Catchment will improve students' growth and success in literacy

achievement. Reading will be measured by an increase of 2% of students reading at or above grade level by teacherreported reading levels. Writing will be measured by an increase of 2% of students writing at or above grade level asmeasured by teacher-generated assessments, HLAT writing, PATs and Diplomas, Grade 1-9 teacher awarded readingscores and High school course completion Diagnostic tools and teacher professional judgment (informed by conversation,observation, and student products) will be used to identify and implement instructional and assessment strategies toaddress targeted areas. Universal and targeted intervention will be identified and provided. Staff will review and implementpromising practices identified in OECD’s Promising Practices in Supporting Success for Indigenous Students report.

continued to increase in the number of RAP and work Experience Students that received credits; Work experience students = 141,RAP students = 28, up from previous school year.

s: In response to the growing number of ELL's, we continue to develop and offer programmingSupporting diversity of learnerbundles for ESL Levels 1-4, as well as designated English and Social 10-2 courses, that are supported with targeted resources. In order to meet the changes in the Teaching Quality Standards, specifically to Applying Foundational Knowledge about First Nations, Métis and Inuit, we have additional teacher support for staff in implementing meaningful classroom application.

: The ACCESS program will provide continued peer tutoring (students and alumni) for all students,Supporting student transitionsas well as work with feeder junior high schools to mentor grade 9 students who will attend JP. In the LRC and in all classroomsstudents will also be able to participate in workshops/seminars on exam preparation, exam reflection, note taking and studystrategies. Our student leadership team will plan and host school spirit and community building activities, along with enrichmentactivities, including field trips and guest speakers.

Measure Category Measure

Jasper Place School Alberta Measure Evaluation

Current Result

Prev Year Result

Prev 3 Year Average

Current Result

Prev Year Result

Prev 3 Year Average Achievement Improvement Overall

Safe and Caring Schools Safe and Caring 84.3 86.5 87.1 89.0 89.0 89.3 Intermediate Declined Issue

Student Learning Opportunities

Program of Studies 79.4 82.5 81.4 82.2 81.8 81.9 High Declined Acceptable

Education Quality 86.8 87.3 89.1 90.2 90.0 90.1 Intermediate Declined Issue

Drop Out Rate 1.9 1.9 2.2 2.6 2.3 2.9 Very High Maintained Excellent

High School Completion Rate (3 yr) 76.6 77.4 77.1 79.1 78.0 77.5 High Maintained Good

Student Learning Achievement (Grades K-9)PAT: Acceptable n/a n/a n/a 73.8 73.6 73.6 n/a n/a n/a

PAT: Excellence n/a n/a n/a 20.6 19.9 19.6 n/a n/a n/a

Student Learning Achievement (Grades 10-12)

Diploma: Acceptable 85.6 83.5 83.0 83.6 83.7 83.1 High Improved Good

Diploma: Excellence 26.5 26.2 24.6 24.0 24.2 22.5 Very High Improved Excellent

Diploma Exam Participation Rate (4+ Exams) 58.0 60.5 60.4 56.3 55.7 55.1 High Maintained Good

Rutherford Scholarship Eligibility Rate 66.3 69.8 65.8 64.8 63.4 62.2 Intermediate Maintained Acceptable

Preparation for Lifelong Learning, World of Work, Citizenship

Transition Rate (6 yr) 65.0 60.6 60.5 59.0 58.7 58.7 High Improved Good

Work Preparation 77.2 76.1 78.0 83.0 82.4 82.6 Intermediate Maintained Acceptable

Citizenship 75.1 78.3 80.4 82.9 83.0 83.5 Intermediate Declined Significantly Issue

Parental Involvement Parental Involvement 68.2 70.0 70.4 81.3 81.2 81.1 Very Low Maintained Concern

Continuous Improvement School Improvement 77.5 77.8 81.2 81.0 80.3 81.0 High Declined Acceptable

Report Generated: Sep 20, 2019Locked with Suppression for Oct 2019

Report Version 1.0Data Current as of Aug 23, 2019

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. Results for the ACOL measures are available in the detailed report: see "ACOL Measures" in the Table of Contents.4. 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.5. 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).6. 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.7. 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 30-2.8. Caution should be used when interpreting evaluations and results over time for Mathematics 30-1/30-2, as equating was not in place until the 2016/17 school year. Alberta Education does not comment on province wide trends until it has five years of equated

examination data.9. 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.10.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. 11.2016 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.

Accountability Pillar Overall SummaryAnnual Education Results Reports - Oct 2019School: 7071 Jasper Place School

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School: Jasper Place [0071] 2019-2020 Plans Principal: David R. Morris

Address: 8950 - 163 Street Plans Ken GibsonWard Trustee:


1. 2. 3.

District Priorities 2018-2022

Foster growth and success for every student by supporting their journey from early learning through high school completion and beyond.Provide welcoming, high quality learning and working environments.Enhance public education through communication, engagement and partnerships.

The following SMART (Specific, Measureable, Attainable, Relevant, Time-Framed) goals have been established for the 2019/2020 school year. Select the District Priority number thatthe 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.

Priority 1

Priority 2

Priority 3

SMART GOAL #1: At Jasper Place the number of students meeting the acceptable standard will continue to increase for all diploma exams, measured through AccountabilityPillar and Alberta Education Diploma Exam Reports. Data protocols will be used to determine areas of strength/challenge and develop collaborative teams to share teachingpractices. In order to meet the changes in the Teaching Quality Standards and the OECD Promising Practices, especifically to Applying Foundational Knowledge about FirstNations, Metis and Inuit increased communication and collaboration will continue between FNMI/ELL students and teaching staff via Indigenous Liaison Workers,Elders.

: This year all Teaching staff will be focused on the challenge of adolescent literacy. Designated teachers of each content area will work collaboratively toLiteracy Challengedevelop apprpriate literacy teacher practice and knowledge to help students successfully meet the challenge of adolescent literacy.

Smart Goal # 2 - The Accountability Pillar measures for Work Preparation, Educational Quality and School improvement will increase from the previous year. Teachers willcontinue to engage in collaborative work designed to improve and enhance students knowledge, understanding and planning to assist in preparation for life, post - secondaryprograms, the world of work and citizenship. Leadership will focus on Career and Life pathways planning to develop practices to support teachers. School-wide teachermeetings to share Career and Post-secondary information and support through ACCESS and Enrichment Opportunities.

To support effective student transitions from Junior High School to High School our ACCESS program will provide continued peer tutoring (using students and alumni) for allstudents, as well will continue to work with our catchment feeder junior high schools to mentor grade 9 students who will attend JP. This will include access toworkshops/seminars on post secondary planning, course selection, exam preparation, exam reflection, note taking and study strategies.

SMART GOAL #3: Jasper Place School will continue to act as a leader in the area of Community partnerships and community development as measured by the number ofmeaningful community initiatives and their impact. This will be assessed by examining the school reports on each community initiative outlining goals, impacts and next steps.

JP Community Hub Coordinator will continue to be responsible for creating an interdisciplinary approach with teachers to establish learning opportunities for JPGlobal Cafe: students that are grounded in community development, social justice initiatives, and entrepreneurial Endeavour. Global Cafe program is one of a kind program in Canada andis continually supported by RBC through a yearly grant.

City lab, the Center for Public Involvement, and City Studio will continue to work collaboratively to create student project opportunities Student dialogue withPartnerships: City Staff and Community, Stony Plain Revitalization will continue to ensure youth priorities are considered. Student voice will be gathered that reflects the opinions of JPHSstudent body for the Student Trustee to use at board meetings.

School: Jasper Place [0071] 2019-2020 Revised Budget Principal: David R. Morris

Address: 8950 - 163 Street Budget Summary Report Ken GibsonWard Trustee:


2019-20 Spring Proposed 2019-20 Fall Revised

Resources 17,793,493 18,212,818

Internal Revenue 270,000 315,760

REVENUE TOTAL 18,063,493 18,528,578

Classroom 91.925000 9,449,066 93.572000 9,618,364

Leadership 10.137000 1,337,117 11.061000 1,444,724

Teaching - Other 4.714000 534,557 4.714000 534,557

Teacher Supply .000000 450,000 .000000 450,000

TOTAL TEACHER 106.776001 11,770,740 109.346992 12,047,645

(% of Budget) 65.16% 65.02%

Exempt 3.714000 338,346 2.700000 210,499

Exempt (Hourly/OT) .000000 47,900 .000000 51,600

Support 35.386000 1,967,414 35.886000 1,989,280

Support (Supply/OT) .000000 75,000 .000000 100,000

Custodial 20.063000 1,137,014 20.063000 1,137,014

Custodial (Supply/OT) .000000 68,000 .000000 68,000

TOTAL NON-TEACHER 59.162998 3,633,674 58.648998 3,556,393

(% of Budget) 20.12% 19.19%

TOTAL STAFF 165.938999 15,404,414 167.995991 15,604,038

(% of Budget) 85.28% 84.22%

SUPPLIES, EQUIPMENT AND SERVICES 1,630,879 1,740,563

INTERNAL SERVICES 1,028,200 1,183,977

TOTAL SES 2,659,079 2,924,540

(% of Budget) 14.72% 15.78%

TOTAL AMOUNT BUDGETED 18,063,493 18,528,578

Carry Forward Included 0 543,398

Carry Forward to Future 0 0

€jasper place [0071] 2019-2020 revised budget principal...

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