school: address: profile €ken gibson enrolment staff fte budget...

School: Lynnwood [0208] 2019-2020 Revised Budget Principal: Elizabeth Shen

Address: 15451 - 84 Avenue Profile Ken GibsonWard Trustee:

© Edmonton Public Schools 1 of 1

Enrolment Staff FTE BudgetNormalized 302.000 Custodial 1.813000 Salaries $2,667,192 95%

Weighted 416.840 Exempt 0.000000 Supplies, Equip., Services $155,192 05%

Regular 320 Support 11.159700

Teacher 17.354000

Year Opened 1959 Total 30.326700 Total $2,822,384 100%

School PhilosophyLynnwood School's Vision Statement: Lynnwood School empowers respectful, resilient learners through active inquiry and choice.Lynnwood School's Mission Statement:

To encourage, nurture and respect each other through active learning within a compassionate community.To provide authentic learning opportunities that challenge students to be creative, self-reflective and adaptable.

Lynnwood School's Philosophy:We believe all students can learn and will experience challenge and success, while working towards achieving academic and social-emotional objectives.We are committed to providing a safe and positive learning environment where students and adults are treated with respect and dignity as we exercise our right andresponsibility to learn.We believe that everyone in our Lynnwood School community is both a teacher and a learner, and that learning is enhanced when we work as a team.

Community ProfileLynnwood School is located in a sixty year old neighbourhood in the west end of Edmonton. We offer a K-6 elementary program and also have a district site program forgifted and talented students (Challenge Program) and a district site program for Community Learning Skills (CLS). The community is a mixture of young families and residentswith grown children. Many of our families have lived in and enjoyed the area for generations while we also have a diverse group of wonderful newcomers to our country.Lynnwood School attracts our local community children while our Challenge and CLS students come from the neighbourhood, and from all over the west end of Edmonton.Our students are amazing children, full of joy and enthusiasm. Our parents are supportive of the school and are actively involved in school council initiatives and schoolprograms. Our school staff exemplifies professionalism and commitment to the Lynnwood community.

Programs and OrganizationLynnwood School has a regular K-6 elementary program, is a District Site for the Challenge (Gifted and Talented) Program (gr.1-6), and is a District Site for the CommunityLearning Skills and CLS Behaviour and Learning Assistance programs. Because of this, Lynnwood School meets the educational needs of a wonderfully diverse studentpopulation who engage in collaborative educational opportunities together to ensure a positive, safe and inclusive community.

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

Alberta Milk - Club Moo, Art for Young Stars, Bubba Gump Shrimp Co., Empties to Winn, Oxford Child Development Centre, Saputo, Study Buddy, The Family Centre, TheRoving ChessNuts, True North Basketball Academy, University of Alberta

School: Lynnwood [0208] 2018-2019 Results Review Principal: Elizabeth Shen

Address: 15451 - 84 Avenue 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.

Primarily priorities 1 and 2 addressed within this goal:Lynnwood School will improve student growth and success in numeracy by working through the school's numeracy plan as designed by staff. This includes:

continuing to engage in professional development based in best numeracy practices,participation in catchment equity projects (Numeracy Foundations) and targeted supports (First Steps in Math),collaborative planning and assessment within our school, andcollaborative work with other catchment schools.

Measures:EPSB MIPI and PAT scoresAnecdotal notes: Staff expression of satisfaction and increased competency in their ability to provide math support to all students (Foundations)Consistency of math best practices & intervention strategies across grades and programs (Foundations)Consistency and commonality of mathematics and intervention language use among staff (Foundations)Consistent use of numeracy intervention resource in Division 1 (Mathology)

Results achieved, according to measures:MIPI results indicate that as a school cohort, our students' readiness for math at grade level experienced a slight decrease, moving from 87.1% of students over 60% in the2017-2018 school year to 85% in the 2018-2019 school year. The 2018-2019 results indicated that particularly the grade 3 mainstream cohort required greater universaland targeted interventions as their score was 68% of students achieving over 60%. However, while most of the grade results fluctuate from year to year, the grade 2 resultsand grade 6 results have maintained a higher level of consistency (hovering around 97% and 90% respectively) indicating strength in programs that prepare our studentsfor those two grade levels.PAT scores (of those writing the exam) indicate improvement with 100% of students achieving the acceptable standard and 37.5% achieving the standard of excellence.This is an increase from 96.2 and 19.2% last year. 100% of students completing the written portion of the exam achieved the acceptable standard.District Satisfaction Surveys indicate that:

100% of staff feel they have the necessary skills and resources to meet the needs of ESL students.95.8% of staff have the knowledge and skills to program and support students in need of specialized supports and services.94.7% of students feel their teachers and the school has helped them improve in Mathematics.87.5% of staff feel they have the necessary skills and resources to meet the needs of FNMI students.

Consistency of practice:A school-wide numeracy plan was developed which included PD for lead teachers (numeracy team members). Three staff members (grade 1, 2 and 5/6) attendedNumeracy Foundations as provided within the JP Catchment and then disseminated information to other staff. This numeracy team also created and provided supportsto other staff to assist increase/improve guided math practices.Challenge Program grade 1, grade 3 and grade 5/6 teachers regularly engaged in guided math practices, anecdotally reporting feelings of success using thepractice and differentiating for varying student ability levels. Two staff trialed using First Steps in Math as a resource for intervention.Kindergarten and grade 1 teachers anecdotally report regular use of Mathology resources and high satisfaction with the resource.

Primarily priorities 1 and 2 addressed within this goal:Lynnwood School will improve student growth and success in literacy by working through the school's literacy plan as designed by staff. This includes:

integrating strategies based, workshop model of reading and writing into all classrooms,participation in catchment equity projects (Literacy Foundations) and targeted supports (LLI),collaborative planning and assessment within our school, andcollaborative work with other catchment schools.

Measures:EPSB Year-End Reading Level Results




School term data collected on reading and writing levelsPAT and HLAT scoresAnecdotal notes: Staff expression of satisfaction and increased competency in their ability to provide reading and writing support to all studentsConsistent use of workshop model and intervention resources

Results achieved, according to measures:School reading levels indicate 80.4% of students are reading at (46.5%) or above (33.9%) grade level. This is an improvement from 75.3% the previous year. Subgroupsare demonstrating an increasing trend with FNMI students moving from 40.9% last year to 57.9% and ELL students moving from 60% to 66%. Of the remaining 19.6%/53students who are reading below level, 13 are ELL; 23 are assessed; 5 are awaiting assessment; 8 have not returned to the school this year; leaving 4 who will receive LLIintervention this year along with any other newly identified students.School term data (which excludes CLS, CLS-BLA, K) demonstrates growth for all students being measured, however 9 students demonstrated minimal growth requiringhigher levels of intervention for this year.HLAT scores (school cohort) indicate improvement with 79.8% of students writing at or above grade level, increasing from 76.5% last year.PAT scores (of those writing the exam) indicate program maintenance with 96.7% of students achieving the acceptable standard and 33.3% achieving the standard ofexcellence. This is a minor increase from 96.4% and 28.6% last year.Other notes:

All staff have engaged in strategies based reading practices (Serravello, Calkins) in the classroom.6 of 11 possible classes engaged fully in Lucy Calkins reading and writing workshop.All new staff were trained in Literacy Foundations in conjunction with the JP Catchment.District Satisfaction Surveys indicate that:

100% of staff feel they have the necessary skills and resources to meet the needs of ESL students.98.3% of staff have the opportunity to engage in collaborative marking of student work.95.8% of staff have the knowledge and skills to program and support students in need of specialized supports and services.94.4% of parents and 89.5% of students feel teachers and the school have helped improve their writing.88.8% of parents and 86.8% of students feel teachers and the school have helped improve their understanding when reading.87.5% of staff feel they have the necessary skills and resources to meet the needs of FNMI students.

Priorities 1, 2 and 3 all addressed within this goal:Lynnwood School will provide supports that will impact our high social vulnerability students (Mental health, ELL, FNMI, special needs, at-risk) by:

engaging in catchment equity projects (Family Centre Partnership, FNMI Attendance Initiative) and targeted supports to schools (FNMI cultural supports via consultants),continuing to build our mindfulness program and our "3C" work (cross-curricular, cross-grade, cross-program),continuing to build our Indigenous students group as a targeted support as well as our school-wide cultural appreciation development.

Measures:Anecdotal notes: expression of satisfaction with supports by staff and studentsDistrict Satisfaction Survey: school is welcoming/staff/respectful/respects diversity/inclusiveAccountability Pillar: FNMI resultsNumber of referrals to mental health therapist/practicum counselorImprovement in attendance

Results Achieved:Staff anecdotally reported that having counseling resources at Lynnwood was highly beneficial to support our students. All students and their parents anecdotally reportedhigh satisfaction with the services provided by the Family Centre. Brendon Pratt from the Family Centre worked with Lynnwood students for one afternoon per week. Healso provided professional development to staff on catchment PD days. Calvina Moffat completed her counseling practicum here.District Satisfaction Surveys indicate that:

100% of staff feel the school has access to the resources and supports that enable children reach the developmental milestones for learning in grade 1.100% of parents and staff feel the school is a welcoming environment.100% of parents and staff and 90.8% of students feel school is inclusive and respectful of all people (diversity).100% of staff feel the work environment is respectful.100% of parents and staff and 93.4% of students feel the school environment is safe.95.8% of staff have the knowledge and skills to program and support students in need of specialized supports and services.95% of parents, 89.5% of students feel the school is a caring environment.92.1% of students feel the can get help from an adult at school.87.5% of staff feel they have the necessary skills and resources to meet the needs of FNMI students.




First Nations, Metis and Inuit students:Indigenous students had the opportunity to regularly meet with a lead teacher and guests to further enhance their cultural knowledge and experiences.All Lynnwood students also had opportunities to interact with indigenous culture and persons to enhance their knowledge and understandings.Lynnwood school did not have enough indigenous student respondents to receive FNMI Accountability Pillar results.

Referrals to practicum counselor indicate a higher than expected need for day to day counseling services - averaging 12 student sessions a week with 36 various studentsin the year.Attendance records indicate a minor decrease in FNMI attendance issues, but at a statistically insignificant level.

What were the biggest challenges encountered in 2018/19?Ensuring that the Challenge program was a special education program for gifted students and not just well-behaved academic students resulted in an ever-increasingpopulation of 2E and complex student needs to a level beyond what staff could manage or could be supported by the school budget.Moving staff from small pockets of collaboration to a truly collaborative staff who worked together to move the school towards its goals resulted in staff feeling overwhelmedby 'more initiatives' or out feeling out of their comfort zone. Providing necessary professional development, PD supporting PGPs, and PD for district work using lead teachers resulted in classroom disruption and exorbitantsubstitute teacher costs.Not having connections for how to use First Steps in Math as an intervention resulted in laboured and limited use of the resource.

What are the implications from 2018/19 that will impact your current year plan?Lynnwood school will continue to work on improving student literacy skills through strategies-based and workshop model universal strategies, in order to gain consistentpractices and vocabulary between classrooms.Lynnwood school will continue to work on improving student numeracy skills through guided practices and further incorporation of First Steps in Math as an intervention.Lynnwood school will continue to work on school level collaboration which will encourage the move from doing activities as recommended or assigned to being activelyinvolved in coming up with and carrying out school initiatives. Through this, staff will gain greater understanding of strong practices to improve student success (bothacademic and social emotional) and will engage in these activities by incorporating them into daily practice rather than viewing them as a list of things to do.Professional development will be far more targeted for staff but will include PD for Challenge staff to assist in increasing their toolkits. There will be ongoing consultationwith district staff regarding Challenge program needs.

Measure Category Measure

Lynnwood 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 96.7 91.0 91.7 89.0 89.0 89.3 Very High Improved Excellent

Student Learning Opportunities

Program of Studies 89.2 91.8 91.3 82.2 81.8 81.9 Very High Maintained Excellent

Education Quality 95.1 92.4 93.8 90.2 90.0 90.1 Very High Maintained Excellent

Drop Out Rate n/a n/a n/a 2.6 2.3 2.9 n/a n/a n/a

High School Completion Rate (3 yr) n/a n/a n/a 79.1 78.0 77.5 n/a n/a n/a

Student Learning Achievement (Grades K-9)PAT: Acceptable 78.2 85.5 81.0 73.8 73.6 73.6 Intermediate Maintained Acceptable

PAT: Excellence 34.6 33.9 32.2 20.6 19.9 19.6 Very High Maintained Excellent

Student Learning Achievement (Grades 10-12)

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

Diploma Exam Participation Rate (4+ Exams) n/a n/a n/a 56.3 55.7 55.1 n/a n/a n/a

Rutherford Scholarship Eligibility Rate n/a n/a n/a 64.8 63.4 62.2 n/a n/a n/a

Preparation for Lifelong Learning, World of Work, Citizenship

Transition Rate (6 yr) n/a n/a n/a 59.0 58.7 58.7 n/a n/a n/a

Work Preparation 92.9 84.4 81.4 83.0 82.4 82.6 Very High Improved Excellent

Citizenship 92.1 81.4 84.5 82.9 83.0 83.5 Very High Improved Excellent

Parental Involvement Parental Involvement 85.6 83.2 83.7 81.3 81.2 81.1 Very High Maintained Excellent

Continuous Improvement School Improvement 90.2 86.1 81.2 81.0 80.3 81.0 Very High Improved Excellent

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: 7208 Lynnwood School

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School: Lynnwood [0208] 2019-2020 Plans Principal: Elizabeth Shen

Address: 15451 - 84 Avenue 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

Priority #1 & #2Lynnwood School will increase the number of students achieving at or above grade level in literacy by:

Applying literacy best practices (reading strategies and workshop model);Providing universal supports in all classrooms to support literacy; and, Provide evidenced-based targeted interventions for students, as needed.

This will be measured by data analysis of teacher reporting reading and writing at, above or below grade level based on teacher-generated assessments, HLAT writing,PATs, diagnostic tools and teacher professional judgment (informed by conversation, observation, and student products). This will be supported by district and catchment structures to share expertise and resources:

Participating in the District Learning and Demonstration Site initiative: InquiryIdentification and implementation of instructional and assessment strategies to address targeted areas PD opportunities including Literacy FoundationsCommunities of Practice in LiteracyInterventions, such as LLI, MYLI, Reading Recovery

Priority #1 & #2The Jasper Place Catchment will increase the number of students achieving at or above grade level in mathematics by:

Applying mathematics best practices (Guided Math);Providing universal supports in all classrooms to support mathematics (Foundations in Math); and, Provide evidenced-based targeted interventions for students, as needed.

This will be measured by data analysis of results of teacher reporting mathematics at, above or below grade level.This will be supported by district and catchment structures to share expertise and resources:

Participating in the District Learning and Demonstration Site initiative: InquiryPD opportunitiesCommunities of Practice in Numeracy in all divisionsInterventions, such as Leaps and Bounds or First Steps in MathTCC recommendations

Priority #3The Jasper Place Catchment will increase staff capacity to identify and understand mental health concerns that will impact our socially vulnerable students by:

Seeking support from partners such as Alberta Health Services, Family Centre, Inclusive Learning TeamOffering professional development in areas such as Social Thinking, trauma-informed practices, First Nations Metis and Inuit cultural supports

This will be measured by increased satisfaction as reported on the Accountability Pillar in the Safe and Caring School category.This will be supported by catchment participation in sharing expertise and resources:

The World Cafe Catchment PD modelCommunities of Practice such as Social Thinking, Mindfulness, Counseling, ELLPD Opportunities

School: Lynnwood [0208] 2019-2020 Revised Budget Principal: Elizabeth Shen

Address: 15451 - 84 Avenue Budget Summary Report Ken GibsonWard Trustee:


2019-20 Spring Proposed 2019-20 Fall Revised

Resources 2,798,391 2,822,384

Internal Revenue 0 0

REVENUE TOTAL 2,798,391 2,822,384

Classroom 15.817000 1,625,844 15.828000 1,626,975

Leadership 1.480000 197,995 1.526000 203,035

Teacher Supply .000000 60,000 .000000 60,000

TOTAL TEACHER 17.297001 1,883,839 17.354000 1,890,010

(% of Budget) 67.32% 66.97%

Exempt (Hourly/OT) .000000 40,000 .000000 40,000

Support 11.052700 592,658 11.159700 597,886

Support (Supply/OT) .000000 27,000 .000000 27,000

Custodial 1.813000 107,296 1.813000 107,296

Custodial (Supply/OT) .000000 5,000 .000000 5,000

TOTAL NON-TEACHER 12.865700 771,954 12.972700 777,182

(% of Budget) 27.59% 27.54%

TOTAL STAFF 30.162701 2,655,793 30.326700 2,667,192

(% of Budget) 94.9% 94.5%

SUPPLIES, EQUIPMENT AND SERVICES 61,848 71,818

INTERNAL SERVICES 80,750 83,374

TOTAL SES 142,598 155,192

(% of Budget) 5.1% 5.5%

TOTAL AMOUNT BUDGETED 2,798,391 2,822,384

Carry Forward Included 0 0

Carry Forward to Future 0 0

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