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School: Homesteader [0240] 2020-2021 Revised Budget Principal: Andrea Cooper

Address: 4455 - 128 Avenue Profile Michelle DraperWard Trustee:

© Edmonton Public Schools 1 of 1

Enrolment Staff FTE BudgetNormalized 0.000 Custodial 1.938000 Salaries $1,929,188 96%

Weighted 0.000 Exempt 0.000000 Supplies, Equip., Services $72,039 04%

Regular 0 Support 7.200000

Teacher 13.120000

Year Opened 1977 Total 22.258000 Total $2,001,227 100%

School PhilosophyWe believe that Homesteader is a welcoming, inclusive, safe school community which fosters social, emotional and academic growth. We celebrate diversity and the uniquelearning styles and talents each child brings to our world. We are dedicated to providing rich learning experiences and supportive relationships where our students will beinspired to question, explore, discover and learn.

Community ProfileHomesteader School is located in the south Clareview area. The community contains a mixture of single family homes and high density housing. We are an optimalenrollment school, offering programming for our community students. We welcome students from many communities into our Opportunity programs. We are a culturallydiverse community and have a significant number of students learning English. Homesteader qualifies for full-day kindergarten due to the socio-economic needs of ourcommunity.

Programs and OrganizationHomesteader is small community school providing programming for Kindergarten - grade 6 and is a district site for Opportunity programming. We have 8 classes of gradeone through six, two full-day Kindergarten classes, and two full-day Opportunity classes. We offer a language rich learning environment where our students are inspired toquestion, explore, discover and learn. We support our students through the use of targeted intervention strategies and a variety of other in class supports. We take pride ingrowing strong and compassionate citizens who demonstrate respect for themselves and others. We offer many extracurricular and diverse opportunities that support thedevelopment of the whole child and that meet the specific needs and interests of our students. Building strong relationships with our larger school community is critical tohelping our students and families feel connected and valued. Our school council/ PAC is made up of a strong, active, and contributing group of parents who continue toenhance programming by supporting technology, special activities, performances and incentive programs.

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

Abbottsfield Youth Project, Belmont Sobeys, Boys & Girls Big Brothers Big Sisters, E4C, Free Footie

School: Homesteader [0240] 2019-2020 Results Review Principal: Andrea Cooper

Address: 4455 - 128 Avenue Results and Implications Michelle DraperWard Trustee:


1. 2. 3.

Division 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 2019-2020, 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 Division’s Priorities that were in effect when the goal was set.

By June 2020, all students will demonstrate growth in achievement in the areas of literacy and numeracy. Tailored supports through a variety of interventions areprovided in needed areas. Student growth will be monitored using summative and formative assessment practices. Measures such as PATs/Diplomas, highschool completion, drop-out rates, HLAT Writing, Reading Achievement Assessment Reports, Fountas and Pinnell, MIPI and teacher professional judgment(informed by conversation, observation and student products) will guide instruction. At Homesteader all students will demonstrate a year's growth in writing andreading as measured by the HLAT writing and Fountas and Pinnell assessments.

Results Achieved:Our staff continued to improve their understanding of Literacy and numeracy best practices through school and Catchment professional learning (Writer'sworkshop, Numeracy PD, Catchment CoP's) From September through to March, we offered targeted intervention (MYLI) for our grade 3 and Division 2 studentsand (LLI) for our grade 1 and 2 students. Despite this intervention, our reading results as reported in power school continue to decline (40% reading at gradelevel). Although, we believe the interruption to learning has affected our scores, we are still well below where we would like to be. With a decrease in budget andCOVID restrictions, we will not be able to provide targeted reading intervention like MYLI and LLI. We continue to have conversations as a staff and are looking atassessments that will give us better information and help us provide more targeted instruction in the classroom. Over the past 3 years, HLAT scores show thatwe have been performing consistently but teacher’s are describing students who have much more positive attitudes about writing and who have much betterwriting stamina. Full day Kindergarten appears to be positively impacting our school results as the last 3 years EYE-TA results demonstrated improvement in allareas by all our Kindergarten students. Our PAT results over the past 5 years demonstrate that despite our lower reading levels, we are maintaining high averagescores at the acceptable level. This speaks to the accommodations and support we have been able to provide our students. We will continue professionaldevelopment for Writer’s workshop and work with a division consultant to continue to develop our School Numeracy plan. In an informal survey, staff indicatedthat our relationship with our Inclusive Learning team has provided additional supports for students with special needs (15% identified).

By June 2020, all staff will develop high quality teaching and instructional practices through engagement in catchment collaboration and job embeddedprofessional learning. Areas of focus include: literacy and numeracy, mental health, Indigenous education, arts embedded programming, citizenship, technology,and leadership development. This will be measured by the Accountability Pillar, formal and informal surveys, staff participation at catchment communities ofpractice and professional development days, individual professional development opportunities and teacher reflective feedback based on self-identified goals. AtHomesteader, we have 100% of our staff recieving professional learning around Numeracy with a district consultant. Teaching staff continue to learn aboutWriter's Workshop as an approach to teaching writing and all staff participate in a variety of professional learning communitities with our catchment. We arecommitted to seeing an improvement in writing and mathematics as measured by HLAT writing samples, a collection of writing samples, and improvement on MIPI scores.

Results Achieved:We are pleased with the gains we made in this area. Our Accountability Pillar results showed a steady increase over the past 3 years in the area of continuousimprovement. All staff felt they had opportunities that helped them meet their professional growth goals as indicated in their reflective feedback and theaccountability pillar. We will continue to look at ways to support job embedded professional learning and collaboration within the catchment. At Homesteaderproviding opportunities for students to be leaders and great citizens is part of our school culture. Our students had a number of opportunities to demonstrateleadership such as leading assemblies, buddy reading, family groups, starting their own clubs, patrols, greeters for special events, helping with our snackprogram, intramurals and sports programs. Accountability survey results indicate that 96% of students surveyed felt that their school was a safe learningenvironment and that staff care about them. Our Accountability Pillar indicates that we have an overall Excellent rating in the area of 'safe and caring school,Citizenship and school improvement.’




By June 2020, we will actively involve and engage stakeholders in providing support for students and families beginning with our early childhood education.Measurements may include: the number of families attending school events/activities, family communication, number of referrals to internal and externalagencies, community partnerships and initiatives, our results from the Accountability Pillar in the area of parental involvement, examples of Career Pathways

involvement as well as anecdotes demonstrating the impact of relationships with the community.

Results Achieved:Our Accountability Pillar results showed that 100% of parents felt there were opportunities to be involved in their child’s education and school decisions. In aninformal parent survey, 95% of parents felt they were aware of the opportunities to be involved in their child's education. In person activities where families werewelcomed included: a Welcome Back BBQ, goal setting and student led conferences,Winter Fun night, Turkey dinner, and many other activities were planned butpostponed when we moved to Emergency remote learning. Activities planned during the Spring included two staff parades, video contests, Kahoot games,challenges and food hamper drop offs. Staff identified that google meets helped them feel even more connected to families. Early conferences meant thatfamilies knew how their children were doing and had ideas to support them. We continued to have great success with our community agencies with a number ofour students from grade 1-6 participating in Abbotsfield Youth Projects after school program and Big Brothers and Big Sisters mentoring program. We continuedour Apple School partnership which resulted in a continued awareness by students and families. We were able to offer a full breakfast because of our greatpartnership with E4C and the volunteers who come every morning. This is an area staff identified as having a big impact for our students. Our school council is asmall group of dedicated parents who ensures Homesteader is supported with technology, field trips and special activities.

What were the biggest challenges encountered in 2019/20?

We have a number of challenges at Homesteader. We are ranked 11 on the Social Vulnerability measure and we had a 11% mobility rate in 2019-20. We hadalmost 60 students walk in prior to September 30th which significantly increased class sizes. We have a significant number of students and families who haveexperienced or are experiencing trauma and difficulties. We spend a great deal of time and energy supporting these students and families. We know that beingsupportive and welcoming is our best chance of ensuring our students are at school and safe. Mental Health of our students and parents continues to be one ofour biggest challenges. As a staff, we have developed great skills in trauma sensitive practices but the complexity of some of our families impacts studentsuccess academically, despite many interventions. It is often difficult for our newer staff (half our teaching staff has less than 5 years) to balance all of thedemands required in a complex classroom. Although our results decreased in all subject areas, we have strong, research based practices happening at theschool and we will continue to work on professional learning to support teachers and educational assistants. Despite these challenges, staff feel supported asindicated by the significant decrease in staff mobility (0 staff have chosen to move schools in the past 4 years). Moving to remote online learning also offered anumber of challenges. We loaned out 145 chromebooks and supported families with technology, made packages for families who did not have the language orskills to participate this way and ensured we supported families struggling with food security. Supporting all of these changes with confidence was challenging;however, the collaboration was amazing and we saw incredible growth in staff capacity around remote learning!

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

In an informal survey completed in June 2020, staff indicated that ‘relationships’ and ‘connections’ were what really mattered. The relationships we had built withour students and families made a huge difference when we moved to remote learning last Spring. 95% of our students were able to get online and participated tosome degree because staff worked with families. Continuing to build relationships with our parental community by being visible, communicating effectively, andincreasing opportunities for families to be involved virtually will be really important. We will also continue a strength-based approach with our students toencourage them to be leaders and great citizens in and outside our school. In the survey we conducted in June, the relationships between staff members wasalso highlighted as positive. The staff were able to rely on and support one another with technology, problem-solving, and ensuring they had someone to checkin with. It will be really important this year to ensure staff is feeling supported. In this survey, staff also felt it was really important to ensure there was a focus ontechnology right at the beginning of the year so that in the event that we had to move to remote learning, students and families knew what to do. We continue toprioritize relationships with families, community partners, and our catchment colleagues. Our Achievement results are still below where we would like them tobe. We plan to continue to focus our school and catchment professional learning on literacy and numeracy and increase opportunities for staff to learn fromeach other through school and catchment collaboration. We have continued professional development with Writer's Workshop. We will also work with two othercommunity schools and a district consultant to create a school Numeracy plan focused on best practices. We also appreciated the direction from our Division




with the Re-entry plan. Having this plan helped us navigate our own school plans, ensured we were being consistent across the division, and helped our schoolcommunity understand all of the changes.

Measure Category Measure

Homesteader 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 88.0 91.3 91.1 89.4 89.0 89.2 High Maintained Good

Student Learning Opportunities

Program of Studies 83.0 86.7 87.4 82.4 82.2 82.0 Very High Maintained Excellent

Education Quality 89.3 93.5 92.6 90.3 90.2 90.1 High Maintained Good

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

Student Learning Achievement (Grades K-9)PAT: Acceptable 52.9 65.5 67.6 73.8 73.6 73.6 Very Low Declined Concern

PAT: Excellence 3.7 6.9 12.6 20.6 19.9 19.6 Very Low Declined Concern

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 56.4 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

Preparation for Lifelong Learning, World of Work, Citizenship

Transition Rate (6 yr) n/a n/a n/a 60.1 59.0 58.5 n/a n/a n/a

Work Preparation 91.7 78.3 86.8 84.1 83.0 82.7 Very High Maintained Excellent

Citizenship 84.4 83.0 83.9 83.3 82.9 83.2 Very High Maintained Excellent

Parental Involvement Parental Involvement 88.6 95.4 92.2 81.8 81.3 81.2 Very High Maintained Excellent

Continuous Improvement School Improvement 87.7 87.3 86.3 81.5 81.0 80.9 Very High Maintained Excellent

Report Generated: Apr 26, 2020Locked with Suppression for May 2020

Report Version 1.0Data Current as of Mar 29, 2020

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.

Accountability Pillar Overall Summary3-Year Plan - May 2020School: 7240 Homesteader School

133

School: Homesteader [0240] 2020-2021 Plans Principal: Andrea Cooper

Address: 4455 - 128 Avenue Plans Michelle DraperWard Trustee:


1. 2. 3.

Division 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 2020/2021 school year. Select the Division Priority numberthat 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.

Priority 1

Priority 2

Priority 3

By June 2021, all students will demonstrate growth in achievement in the areas of literacy and numeracy. Summative and formative assessment strategies will beused to measure and report this growth. Assessments such as HLAT Writing, Reading Achievement Assessment Reports, Fountas and Pinnell, MIPI, and teacherprofessional judgment (informed by observation, conversation, and student products) will guide instruction.

By June 2021, all staff will develop high quality teaching and instructional practices through engagement in catchment collaboration and job embeddedprofessional learning. Areas of focus include literacy and numeracy, mental health, Indigenous education, trauma-informed practices, technology, and leadershipdevelopment. This will be measured by the Accountability Pillar, formal and informal surveys, staff participation at catchment, individual professionaldevelopment opportunities, and teacher reflective feedback based on self-identified goals.

By June 2021, we will actively involve people and engage community partners in providing support for students and families beginning with our early childhoodeducation. Measurements may include the number of parents attending school events/activities (virtually), parental communication, number of referrals tointernal and external agencies, community partnerships and initiatives, our results from the Accountability Pillar in the area of parental involvement, examples of

Career Pathways involvement as well as anecdotes demonstrating the impact of relationships with the community.

School: Homesteader [0240] 2020-2021 Revised Budget Principal: Andrea Cooper

Address: 4455 - 128 Avenue Budget Summary Report Michelle DraperWard Trustee:


2020-21 Spring Proposed 2020-21 Fall Revised

Resources 2,001,227 2,001,227

Internal Revenue 0 0

REVENUE TOTAL 2,001,227 2,001,227

Classroom 11.620000 1,194,432 11.620000 1,194,432

Leadership 1.500000 191,142 1.500000 191,142

Teaching - Other .000000 0 .000000 0

Teacher Supply .000000 26,000 .000000 26,000

TOTAL TEACHER 13.120000 1,411,574 13.120000 1,411,574

(% of Budget) 70.54% 70.54%

Exempt (Hourly/OT) .000000 0 .000000 0

Support 7.200000 386,228 7.200000 386,228

Support (Supply/OT) .000000 15,000 .000000 15,000

Custodial 1.938000 112,886 1.938000 112,886

Custodial (Supply/OT) .000000 3,500 .000000 3,500

TOTAL NON-TEACHER 9.138000 517,614 9.138000 517,614

(% of Budget) 25.86% 25.86%

TOTAL STAFF 22.257999 1,929,188 22.257999 1,929,188

(% of Budget) 96.4% 96.4%

SUPPLIES, EQUIPMENT AND SERVICES 48,174 48,174

INTERNAL SERVICES 23,865 23,865

TOTAL SES 72,039 72,039

(% of Budget) 3.6% 3.6%

TOTAL AMOUNT BUDGETED 2,001,227 2,001,227

Carry Forward Included 0 0

Carry Forward to Future 0 0

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