School: Address:€7055 - 132 Ave NW Profile €Michelle ...files.epsb.ca/budgets/latest/0502.pdf · Measure Category Measure Balwin School Alberta Measure Evaluation Current Result

School: Balwin [0502] 2020-2021 Revised Budget Principal: C. Christina Jones

Address: 7055 - 132 Ave NW Profile Michelle DraperWard Trustee:

© Edmonton Public Schools 1 of 1

Enrolment Staff FTE BudgetNormalized 0.000 Custodial 4.000000 Salaries $3,875,233 94%

Weighted 0.000 Exempt 0.000000 Supplies, Equip., Services $239,715 06%

Regular 0 Support 13.750000

Teacher 26.000000

Year Opened 1961 Total 43.750000 Total $4,114,948 100%

School PhilosophyBalwin School is a destination school built on the strength of a diverse school community, focusing on teaching and learning rigour, ensuring relevance for learning isparamount in a place where quality relationships are a priority. These priorities are framed in an environment that nurtures comprehensive intelectual, physical, social andemotional growth for all.

Community ProfileThe Balwin community is in northeast Edmonton and is characterized by a richly diverse population. The school community includes families from the Balwin, Belvedere,Delwood, Princeton and Brintnell areas. The students in the school community face challenges with low literacy and numeracy levels, social vulnerability, high levels ofEnglish Language Learners, students who have experienced trauma and a significant number of children requiring academic interventions to ensure successful learningachievement.

Programs and OrganizationBalwin School provides diverse and inclusive programming. In addition to the Regular programming, Balwin is a District Alternative Site for Division 1 Opportunity, Division 2Opportunity, Division 3 Opportunity, Division 3 Literacy, and elementary to junior high Interactions. Balwin also programs for Kindergarten and intentional supports for EnglishLanguage Learners. In collaboration with our partners, division partners, and other community partners, Balwin School ensures rigorous academics through high qualityprogramming, research based professional learning and wrap around service supports for students and families.

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

Alberta Health Services, Boys & Girls Big Brothers Big Sisters, E4C, Edmonton Mennonite Centre for Newcomers, Edmonton Police Service, Free Footie, The EdmontonFood Bank, The Family Centre, Tim Hortons, YOUCAN Youth Services

School: Balwin [0502] 2019-2020 Results Review Principal: C. Christina Jones

Address: 7055 - 132 Ave NW 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.

Goal #2 Success for every studentEnsuring success for every student at Balwin means having the right support and learning opportunities for staff so they can support the complex needs in the classroom. OurELL Lead Teacher as mentored by our ILT ELL consultant provides relevant strategies and resources for staff to use with all levels of English Language Learners in allsubject areas. As a school, we are focusing on writing with all teachers delivering daily writing instruction which includes writing mini lessons and time for students to practicenew skills. As we build teacher capacity in the writing process, the professional resource (The Writing Strategies Book: Your Everything Guide to Developing Skilled Writers)was made available to teachers to further this learning along with designated collaboration time. We will invest in and distribute basic math manipulatives for every classroomto allow for hands on math learning and the exploration of Guided Math. Balwin has taken the initiative to become a Learning and Demonstration Site for Concept-BasedUnderstanding. Lead teachers from both elementary and junior high will support this new work in conjunction with the professional learning our Catchment Cohort will offer.

Results Achieved:Priority #1 Goal #2 - Success for every student.During the 2019-20 school year, Balwin School continued the work of supporting deep literacy diagnostics and interventions utilizing the important BAS assessments andteacher analysis as the starting point for struggling readers. Balwin School has a group of teachers, supported by the curriculum coordinator, who were able to push in andpull out support as interventions required. Further, the work done to support guided reading differentiation became more intentional as the school year progressed andteacher diagnostic and intervention skill sets increased. This work was facilitated through a partnership between the curriculum coordinator and the teachers, specificallykindergarten to grade six. Early conversations with teachers provided positive feedback as to the processes in place to improve reading levels as students beingcollaboratively supported by the curriculum coordinator and the teacher. Students showed greater confidence and grade level improvements in reading. Further, the focus onintentional daily writing received positive feedback. Unfortunately, the momentum from both the reading and writing initiatives was stalled when Covid-19 changed the focus ofteaching and learning delivery. Numeracy and math supports are an area where it is felt that although intentional work has been done to support teaching and learning, such as the increased use of mathmanipulatives, guided math practices and the hiring of a school math specialist, there continues to be a feeling of urgency to support numeracy and math development tograde level. Data for the three year roll up indicates that there are pockets of students (Grade 2, 3 and 7) who showed improvement in reading levels. These results dovetail with theintentional supports being implemented. MIPI results also show improvements in most grade levels which also aligns with the intentional supports noted however the sense ofurgency continues. Supporting ELL students at all levels continues to be challenging. Results year to year show little improvement however over time we know our students do improve. Theconcern is being able to get ELL students to grade level quicker. We have worked closely with the ELL consultant and Inclusive Learning Team to support these students.Although the upward trend in many areas of teaching and learning was interrupted the staff and students at Balwin School can find inspiration in the work done and the earlyresults that indicate progress was moving in a positive direction.

Goal #3 Building Capacity through a Culture of Diversity, Collaboration and Distributed LeadershipRecognizing that diversity is our strength, Balwin School is working to build a community school in which families can “land” bringing all of their students for academicsuccess. Specifically, we will continue to build staff member capacity in special education and alternative program delivery. Programming includes Pre-Kindergarten, Full DayKindergarten, Opportunity from grades 1-9, Interactions grades 1-9, Literacy grades 7-9 and English Language Learner supports for Pre-Kindergarten to grade 9. Inconjunction with our valuable partnerships, students and families will be able to access specialized, individualized academic programming as well as wrap around support.Further, Balwin continues to embrace Comprehensive School Health initiatives such as Recess LEADS, Mindfulness, Trauma Informed practices and social and emotionalhealth supports.




Results Achieved:Priority #2 Goal #3 Building capacity through a culture of collaboration and distributed leadership. The 2019-20 school year will be remembered as the year of the “small but mighty Balwin”. The story of the school’s successful Hockey Helps Kids championship win is pivotalto the success of collaboration and distributed leadership at Balwin in 2019-20. The Hockey Helps Kids initiative promoted Balwin’s amazing diversity and love of communityto the entire city and beyond. The Hockey Helps Kids success added to the many other pieces of building culture through collaboration of community, which is supported inthe school’s results. As the school year proceeded the work with partners and community supports enhanced Balwin’s leverage of wrap around supports and participation in other large initiatives,such as the LEADs recess movement that is occurring throughout Division schools. With a multiple pronged approach to teaching and learning and supports such as traumainformed practice, Indiginous diversity teachings, inclusive learning programming, food security partnerships, comprehensive school health approaches, cultural diversitysupports and partnerships, Balwin School ensured the capacity of our team and our community was built. This sustained our Covid-19 crisis learning period. The data aligns with this intentional focus in that there has been improvement in grade transition, work preparation, citizenship, student learning opportunities, parentalinvolvement and continuous school improvement. Hockey Helps Kids served as a major pivot point for Balwin as the shift to crisis education became the reality. The teamimplemented the same focused collaboration at all in school division levels and early preparations for 2020-21 in the spring of 2020. With such focus the culture ofcollaboration continued at a high level despite the reality of the Covid-19 situation.

Goal 2: Supports for the whole child By June 2020, Balwin teachers will engage in developing community partnerships with a cohort of M.E. LaZerte Catchment schools. Teachers will participate in professionaldevelopment, grade level collaboration or subject collaboration supporting the incorporation of conceptual based understanding for teaching and learning. Success will bemeasured, in the district wide and cohort surveys, by the percentage of staff indicating that their participation has contributed to their ongoing professional growth.

Results Achieved:Priority #3 Goal #2 Supports for the whole child. Although this goal speaks to a catchment area goal, it is important to note that in the Balwin pillar results the concern for a safe and caring school community is a gap thatemerges when supporting the whole child. Although there is a slight improvement, it is concerning that with increased community support and enhanced student leadershipand mentoring support across all grade levels, the number was anticipated to improve to a greater level. It is recognized that in the crisis learning period, the improvementmay have been stalled.From a teacher perspective and work in the catchment to support the whole child, the new collaborative format was met with much praise. Balwin staff enjoyed working withgrade level partners in a school cohort to address new learning opportunities in relation to conceptual teaching and learning. Again, as teacher capacity was building in thetheoretical framework of conceptual understanding, the Covid-19 crisis stalled this important momentum. Survey results and anecdotal evidence indicate that Balwin teachersenjoyed the topics and cohort learning. It was felt more time needed to be given to the learning of conceptual understanding, as more foundational work may have beenbeneficial to the products of cross curricular lesson creation and cross curricular learning developed. Survey results in the cohort of schools with Balwin support thisunderstanding. The cohort illustrated a strong learning in conceptual understanding.

What were the biggest challenges encountered in 2019/20?Prior to Covid-19 the biggest challenges at Balwin school continue to be creating the support network and capacity building for literacy and numeracy diagnostics andinterventions. Balwin does not need programs. Balwin needs continual investment in supports that are proving positive in the upwards trends of reading level improvementsand math results. Connected to this are the needs for resources to support the work. The curriculum coordinator position became exclusively literacy driven and that is notsustainable in a complex school with needs in multiple curricular and assessment areas. Covid-19 further heightened these challenges as students fell through the cracks of crisis education with the online format. Even with the best planned interventions for thedigital space, it was difficult to have families commit to the time online necessary to support struggling students. As the spring online format moved on, only a few of thestudents received any intervention support. Considering that over a quarter of Balwin students are significantly below grade level in reading, this reality was disheartening forthe team at Balwin.




What was most important for your school community as you prepared for the 2020-2021 school year?Balwin’s successful Hockey Helps Kids (HHK) communication strategy ideally positioned our school for a rapid pivot into crisis education. We were able to adapt to ensure oursocially vulnerable population had what they needed to ensure the best possible educational outcomes including: access to instruction, food security and clearcommunication. Our HHK infrastructure was able to nimbly adapt to meet these three areas, maintain our community’s well being and ensure rigorous educationalprogramming. Significantly, it also allowed us to begin the planning process for the upcoming school year. Having food and social security handled, our team intentionally directed our focus on 2020/2021. Most importantly for the Balwin School community, we would not do crisiseducation again. Specifically, our HHK Team began the process of identifying possible scenarios and outcomes based on our understanding of the pandemic. We began ourprocess in May and outlined our responses to how we envisioned education for the Balwin learning community. We began with what our government later came to callScenario One, moved to a completely out of school option and then combined them (later Scenarios Two and Three). With these in mind we were able to develop a specificplan to ensure rigorous education regardless of scenario for 2020/2021.

Measure Category Measure

Balwin 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 79.4 78.5 78.6 89.4 89.0 89.2 Low Maintained Issue

Student Learning Opportunities

Program of Studies 78.7 80.0 77.4 82.4 82.2 82.0 High Maintained Good

Education Quality 88.6 92.6 86.2 90.3 90.2 90.1 High Maintained Good

Drop Out Rate 0.0 0.0 3.0 2.7 2.6 2.7 Very High n/a n/a

High School Completion Rate (3 yr) n/a * n/a 79.7 79.1 78.4 n/a n/a n/a

Student Learning Achievement (Grades K-9)PAT: Acceptable 21.9 28.4 28.0 73.8 73.6 73.6 Very Low Maintained Concern

PAT: Excellence 1.8 2.1 2.3 20.6 19.9 19.6 Very Low Maintained 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 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 82.6 93.8 80.8 84.1 83.0 82.7 High Maintained Good

Citizenship 79.7 79.5 71.5 83.3 82.9 83.2 High Improved Good

Parental Involvement Parental Involvement 88.0 88.6 80.2 81.8 81.3 81.2 Very High Maintained Excellent

Continuous Improvement School Improvement 80.5 69.1 71.4 81.5 81.0 80.9 Very High Improved 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: 7502 Balwin School

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School: Balwin [0502] 2020-2021 Plans Principal: C. Christina Jones

Address: 7055 - 132 Ave NW 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

Success for every student - Balwin School will support sound research, evidence based practices, diagnostics and interventions in areas of literacy and numeracy. Teachersand support staff will continue to build ownership and efficacy in areas of literacy and numeracy by continuing to support students’ literacy diagnostic and interventionprocesses, daily writing activities, differentiated guided reading, guided math lessons and math manipulatives for learning. As well, the work with complex student needs(including English Language Learners) will be supported in collaboration with the inclusive team, intercultural supports and school wrap around services. Commonassessments at the school, division and provincial level will be used to assess student success.

Building capacity through a culture of collaboration and distributed leadership - “High quality teaching and leadership are the heart of student success”. Balwin school pridesitself as a teaching school for all. That is, whether a student, teacher, support staff, student teacher, student education assistant or partner all involved play a part in providinghigh quality teaching and learning environments. Balwin is a school that cherishes collaboration and shared leadership where leaders at all levels are built. In the 2020-21school year Balwin staff will collaborate in multiple areas - vertically and horizontally in the school, in the M.E.Lazerte Catchment and Division. Students at Balwin will participate in student leadership activities including the LEADs Recess Initiative involving multiple northend Edmonton schools (including EdmontonCatholic Elementary schools) and students being trained in recess leadership to support development in appropriate activities that enhance student social-emotional growthand meaningful conflict resolution and restitution.

Supports for the whole child - Public education is enhanced and highlighted when school staff participate in engaging partnerships that are both supportive of teacher learningand community engagement. When a village takes responsibility for the children, amazing actions and supports can emerge. It will especially important that the Balwincommunity ensure all are cared for during this pandemic time. The lessons learned to support health and well-being will be critical as the community moves through theCovid-19 stituation. For 2020-21 staff at Balwin along with colleagues in the M.E.Lazerte Catchment, will have broader choices for collaborative groups with some cohorts continuing to engage inthe conceptual understanding framework. Further, staff in the catchment will have opportunities to visit classrooms in the catchment to share best practices and experiences. Staff will be collaborating in smaller groups and have a choice as to the cohort to join. There will be scheduled collaboration times for catchment staff with extendedopportunities as well. At Balwin, staff will have access to required resources to support catchment collaboration. As part of the catchment's ongoing work to support staff, surveys, stories and conversations will be captured throughout the year to ensure the work is reflective and continually developing.

School: Balwin [0502] 2020-2021 Revised Budget Principal: C. Christina Jones

Address: 7055 - 132 Ave NW Budget Summary Report Michelle DraperWard Trustee:


2020-21 Spring Proposed 2020-21 Fall Revised

Resources 4,114,948 4,114,948

Internal Revenue 0 0

REVENUE TOTAL 4,114,948 4,114,948

Classroom 23.283000 2,393,283 23.283000 2,393,283

Leadership 2.717000 341,034 2.717000 341,034

Teaching - Other .000000 0 .000000 0

Teacher Supply .000000 50,000 .000000 50,000

TOTAL TEACHER 26.000000 2,784,317 26.000000 2,784,317

(% of Budget) 67.66% 67.66%

Exempt .000000 0 .000000 0

Exempt (Hourly/OT) .000000 30,000 .000000 30,000

Support 13.750000 765,854 13.750000 765,854

Support (Supply/OT) .000000 36,520 .000000 36,520

Custodial 4.000000 243,653 4.000000 243,653

Custodial (Supply/OT) .000000 14,890 .000000 14,890

TOTAL NON-TEACHER 17.750000 1,090,917 17.750000 1,090,917

(% of Budget) 26.51% 26.51%

TOTAL STAFF 43.750000 3,875,234 43.750000 3,875,234

(% of Budget) 94.17% 94.17%

SUPPLIES, EQUIPMENT AND SERVICES 112,973 112,973

INTERNAL SERVICES 126,042 126,042

OTHER INTEREST AND CHARGES 700 700

TOTAL SES 239,715 239,715

(% of Budget) 5.83% 5.83%

TOTAL AMOUNT BUDGETED 4,114,949 4,114,949

Carry Forward Included 0 0

Carry Forward to Future 0 0

Documents

School: Address:€7055 - 132 Ave NW Profile €Michelle ...files.epsb.ca/budgets/latest/0502.pdf · Measure Category Measure Balwin School Alberta Measure Evaluation Current Result