school: address: profile €shelagh dunn enrolment …school:€coronation [0115] 2018-2019 results...

School: Coronation [0115] 2020-2021 Revised Budget Principal: Greg Meeker

Address: 10925 139 Street Profile Shelagh DunnWard Trustee:

© Edmonton Public Schools 1 of 1

Enrolment Staff FTE BudgetNormalized 0.000 Custodial 1.500000 Salaries $1,571,629 95%

Weighted 0.000 Exempt 0.000000 Supplies, Equip., Services $89,171 05%

Regular 0 Support 5.400000

Teacher 10.034000

Year Opened 1953 Total 16.934000 Total $1,660,800 100%

School PhilosophyCoronation School is committed to creating a community of learners who are inquiring, knowledgeable, and caring individuals. Coronation staff focus on the development ofthe whole child and take an inquiry-based approach to student learning. Students engage in the curriculum through quality learning opportunities that are engaging, relevant,challenging, significant, and develop international mindedness in keeping with the International Baccalaureate Primary Years Programme (IBPYP). Our mission is to empowerall students to succeed; to embrace diversity; and to encourage lifelong-learning.

Community ProfileCoronation serves the demographically mixed communities of North Glenora and McQueen as well as students city-wide. Many students use the private child care centerlocated in the school. The North Glenora area is undergoing a period of revitalization and the school is greatly valued by the residents. Coronation has valuable partnershipswith the community and the North Glenora Community League. We have a strong and active School/Parent Council who are partners in education. Our IBPYP offers atransition to the IB Middle Years Program (MYP) at Westminster Junior High and the IB Diploma program at Ross Sheppard High School.

Programs and OrganizationCoronation is an inclusive school for students in kindergarten through grade six. The school is an authorized International Baccalaureate Primary Years Programme (IBPYP)School where the focus is on inquiry programming and strong academics through transdisciplinary units of inquiry. A key element in the IB PYP is the developmentof international-mindedness, global citizenship and literacies for the 21st century. Enriched literacy experiences are provided to students through a PYP exhibition and guidedreading strategies. Targeted interventions are provided both in literacy and numeracy. French as a Second Language programming is provided to students from kindergartenthrough grade six.

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

Alberta Reads Network (Wee Read), Boston Pizza, Edmonton Mennonite Centre for Newcomers, McQueen Seniors Lodge, North Glenora Community League, RossSheppard High School, The Learning Partnership, Westminster Junior High School

School: Coronation [0115] 2019-2020 Results Review Principal: Greg Meeker

Address: 10925 139 Street Results and Implications Shelagh DunnWard 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, in the Ross Sheppard Catchment, Student achievement results will exceed our three-year average as stated on the school's Accountability Pillarresults document. Our teachers will expand their ability to meet the needs of complex and diverse learners in the areas of literacy and numeracy so as to ensuresuccess for every student. Students deemed to be at risk will be identified and follow a systematic school-wide intervention plan to support student success. By June 2020, all Coronation students' achievement results will show at least 1 year of growth in reading, writing, and numeracy. This will be accomplished through ourteacher's commitment to collaborative work designed to improve and enhance teaching and learning, specifically in the areas of literacy and numeracy. Students deemed tobe at risk will be identified and have targeted interventions put in place to support success in the classroom.

continued use of the data collected to track successes and challenges, professional learning with the 5 Pillars of Reading, targeted writing instructionWe will achieve this byand the use of SMART goal cycles for numeracy, guided reading and guided writing at every grade level.

our Fountas and Pinnell reading data, 5 Pillars of Reading Assessment Screeners Data, MIPI results and our school-wide writing pre-and-postWe will measure this byassessments. We will also be responsive to evidence collected from students reading at or beyond grade level, teacher awarded marks and an increase in our HLATproficiency standards.

Results Achieved: As with all schools, the work of Coronation was interrupted by emergency remote learning in March of 2020. Up until that point, our Fountas and Pinnell reading data indicated66.7% of students at reading at or above their grade level. This is 8.9% above the prior 3-year average but still a bit below the Division at 68.7%. Our MIPI results averaged to63% of students scoring 60% or above, a 5.3% increase from the previous 3-year average. Reading Assessment Screeners were used 100% of the time by teachers to planinstruction and identify potential candidates for our reading intervention program. Plans were made to implement school-wide pre-and-post writing samples for the 2020-21school year. A careful review of teacher awarded marks showed substantial growth in numeracy and literacy. Progress data were regularly collected and analyzed from ourreading intervention groups.

Accountability Pillar results show an increase to "very high" in the areas of Work Preparation and School Improvement. The Work Preparation measure came in at 95.5%versus a previous three-year average of 82.0% for the school and 82.7% for the province. For the School Improvement measure, this year's Coronation result was 86.5%versus a previous three-year average of 80.2% for the school and 80.9% for the province. All other areas that were measured by the Accountability Pillar in the 2019-2020school year remained rated "excellent" overall.

Emergency remote learning was declared in March as a crisis response to the pandemic. In addition to changing the nature of school operations, it interrupted data collectionfrom HLATs and PATs. As a result, this work could not be closed out last year.

During the emergency remote learning Coronation School used all of its resources to develop and provided online learning opportunities for all students. This included quicklydeveloping and field testing online learning resources as well as lending out school technology and technical help to those families that needed it. We supplemented andextended our Alberta Reads free book program to ensure that students had reading materials at home that were relevant to their growth and development. Staff continued ourtargeted reading interventions electronically where and whenever possible.

By June 2020, 100% of staff will participate in opportunities to enhance their professional capacity and leadership skills through catchment professionaldevelopment, in a culture of collaboration and distributed leadership, creating a welcoming, high-quality learning and working environment.

providing opportunities for professional learning for each staff member aligned with Professional Growth Plans. They will attend Catchment andWe will achieve this bySchool professional development days and utilize the in-school collaborative days to reach their SMART goals that ensure high-quality teaching and learning.

analyzing feedback (informal and formal) shared by staff regarding their professional learning opportunities and the extent to which staff growthWe will measure this by




plans correlate with their collaborative SMART goals. Development/continuation of collaborative teams using a systemic intervention plan to provide instructional support forlearning. Data will be used from assessment cycles to inform intervention plans in systemic ways to provide learners with time and support in responsive and flexiblepractices. Students will be regrouped and supported through our flex block to allow students opportunities for enrichment, practice on specific skills, or academic vocabulary.

Results Achieved: Workshops were conducted for 100% of staff on inquiry maths and making writing. Professional capacity for working with ELL students was addressed during PD time. Teamcapacity related to data analysis was developed to support our intervention plan. All staff new to International Baccalaureate programming were supported in attendingintroductory workshops from the IBO. Staff capacity with respect to indigenous understanding and ways of being were addressed with substantial positive staff feedback.Until emergency remote learning was declared, students were regrouped and supported through flex block to allow opportunities for enrichment or practice with specific skills.

Dr. Jody Carrington addressed all staff around her work related to the importance of relationships and connection for children. This continued for the duration of the year witha staff book study and an online course that was made available. As the pandemic developed connections with students and families became our foremost concern.

Emergency remote learning necessitated the development of new skills and capacities in an accelerated timeframe. Our staff motto became "relentless educators" to dealwith the rapidly shifting learning environment. Our teaching practice innovation cycle became shortened so that new techniques were implemented, evaluated, and refined inshort order.

By June 2020, our school will increase opportunities for parental involvement in school events and activities. We will grow and enhance our rich and diverseschool culture by engaging parents as partners and providing support for the whole child.

continued intentional and timely communication using the Principal and Teacher weekly messages (using Google Translator as a means to supportWe will achieve this byour English Language Learning families), the improved school sign, the use of School Messenger call-out phone system, our school-wide assemblies or activities, andparent-teacher conferences. An invitation will be extended to parents to work in collaboration with staff in community building events (intramurals, running club, Career Chats,Read-In Week, Canadian Heritage Days and Adopt a Grandparent).

an increase in parents and students accessing SchoolZone each week, the number of parents involved in our parent council meetings, the numberWe will measure this byof parent surveys completed (formally and informally), and the number of parents attending school events such as meet the staff evening, Parent/Teacher interviews andWinter Concert. Results will meet or exceed our three-year average as stated on the school's Accountability Pillar document for Safe and Caring Schools and ParentalInvolvement.

Results Achieved:On the Accountability Pillar, Coronation school remained at "excellent" (the highest indicator possible) overall in both Safe and Caring Schools and Parent Involvement.We continued with an intentional teacher and principal weekly messages as well as our core student assemblies and community-building events. A catalog of family volunteeropportunities at the school was created and shared.

Participation in Parent/Teacher conferences was extremely high. Both runs of our Winter Concert were well attended and feedback was positive. Two separate budgetengagement sessions were provided by the school administration for families; one of which featured Somali and Arabic translations.

Our parent council continues to be active and diligent in contributing to the school community. By financially supporting all field trips and school activities, our parent councilensures equity for all students.

Mental health supports were provided to students through a part-time school counselor with both individual and group sessions.

We employed Edmonton Public Schools translators and case-workers from the Mennonite Centre to help with our English Language Learner populations in allcommunication.

We addressed building foundational knowledge and a common understanding of First Nations, Metis, and Inuit with our teaching staff and students. We achieved this throughart projects, literacy-based activities, workshops, events, and our Elder visit during Heritage Days, which was featured in local news broadcasts.

Through emergency remote learning we continued to build community with several initiatives: whole staff video messages, home dropoffs, and providing hands-on materialsfor school-wide projects (sunflower growing, cup decorating, etc.). As a culminating year-end activity, we held a socially distanced year-end reverse parade where familiespicked up report cards and IB Certificates and had a chance to say goodbye for the summer. Due to the pandemic, we were unable to recognize the grade six students thatwere leaving the school in a conventional fashion. Instead, physically distanced home visits were made by a group of staff members who presented certificates and a gift.




What were the biggest challenges encountered in 2019/20?

The Coronation community has increased in diversity and learning needs. Staff continues to grow and be challenged in areas of differentiating instruction and inclusiveprogramming. Our go-forward plan involves no school-based mental health supports.

There are additional requirements teachers must complete to meet and implement and integrate the standards outlined by IB World Schools.

Pivoting to emergency remote learning in an uncertain environment was challenging. Ensuring our division one students and parents could navigate online with limitedsystems in place was difficult. Students in grades 4 to 6 were already using Google Classroom and were familiar with online platforms. Device and internet access variedwidely from family to family. The school lent out over 100 Chromebooks and assisted with internet connection where we could.

Preparing for an uncertain return when we left school in June was daunting as well. The Coronation administration returned early in August to strategize and draft our COVIDre-entry plan. This included space allocation, classroom design, signage, and traffic flow. Providing reassurance and communicating confidence in our strategy to ourcommunity was a leadership challenge that required diligence.

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

The most important thing was to open for the 2020-21 school year in a safe and responsible fashion and to acknowledge the anxiety, both individual and collective, thatexisted. Initially, it was very important for our school community to know that we had a well-thought-out plan. Considerable time in August was spent developing the Coronation SchoolRe-entry Strategy and our families found it reassuring. Cohort size was a significant issue for families.

The next major stage (also in August) was supporting parental choice through the in-person or online learning option.

By the time the first day of school arrived staff had been trained, new routines developed, and mitigating procedures were in place. Supporting this was our staggered entryprocedure which helped students learn and adapt to the new protocols. The strict cohorting unavoidably negatively affected our intervention and extension plans. Thecommunity involvement in the school has also been seriously impacted.

The ongoing challenge has been to address learning gaps and student anxiety both related to COVID. The Coronation staff remains focused and committed to this task.

Measure Category Measure

Coronation 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 91.5 94.3 93.1 89.4 89.0 89.2 Very High Maintained Excellent

Student Learning Opportunities

Program of Studies 93.9 89.9 89.8 82.4 82.2 82.0 Very High Maintained Excellent

Education Quality 92.0 92.3 93.2 90.3 90.2 90.1 Very High Maintained Excellent

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 75.0 84.3 87.1 73.8 73.6 73.6 Intermediate Declined Issue

PAT: Excellence 17.4 47.2 35.6 20.6 19.9 19.6 Intermediate Declined Issue

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 95.5 77.8 82.0 84.1 83.0 82.7 Very High Improved Excellent

Citizenship 86.9 91.9 89.8 83.3 82.9 83.2 Very High Maintained Excellent

Parental Involvement Parental Involvement 93.6 91.3 91.5 81.8 81.3 81.2 Very High Maintained Excellent

Continuous Improvement School Improvement 86.5 72.7 80.2 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: 7115 Coronation School

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School: Coronation [0115] 2020-2021 Plans Principal: Greg Meeker

Address: 10925 139 Street Plans Shelagh DunnWard 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, our teachers will expand their ability to meet the needs of complex and diverse learners in the areas of literacy and numeracy so as to ensuresuccess for every student. By June 2021, all Coronation students' achievement results will show at least 1 year of growth in reading, writing and numeracy. This will be accomplished through ourcollaborative work designed to improve and enhance teaching and learning specifically in the areas of numeracy and literacy. Students identified as at-risk will have targetedclassroom interventions as well as pull-out literacy and numeracy interventions.

continued use of the data collected to track successes and challenges, professional learning with the 5 Pillars of Reading, targeted writingWe will achieve this by instruction, the use of cyclical goals for numeracy, and guided reading/writing at all grade levels. We will use data to identify students requiring literacy intervention. Basedupon student needs, we will provide our Tier 2 & 3 students with the following interventions: Middle Years Literacy Intervention, Empower Reading and Spelling, LeveledLiteracy Intervention, and Fly Leaf. For Numeracy intervention: Jump Math, Power of Ten and Inquiry Maths (Think Tank). Targeted intervention for ELL students will beaddressed through locally developed programming.

our Fountas and Pinell reading data, 5 Pillars Reading Assessment Data, Empower Assessment Data, MIPI results and our analysis of school-wideWe will measure this by writing samples. We will use teacher awarded marks and our HLAT proficiency standards as well as the RTI model to respond to evidence collected from students reading ator beyond grade level.

By June 2021, 100% of staff will participate in and have opportunities to enhance their professional capacity and leadership skills through a culture ofcollaboration and distributed leadership, creating a welcoming, high-quality learning and working environment. We will achieve this by providing opportunities for professional learning for each staff member aligned with their Professional Growth Plans. Staff will attend catchment andschool professional development days, engage with experts within and outside of the school, and utilize the in-school collaborative days to reach the goals of ensuringhigh-quality teaching and learning. We will utilize the summer institutes and the International Baccalaureate Organization to assist us in this regard. analyzing feedback (informal and formal) shared by staff regarding their professional learning opportunities and the extent to which staff growthWe will measure this by correlates with their collaborative goals. Continuation of divisional collaborative teams using a systemic intervention plan to provide instructional support for learning. Data willbe used from student assessment to inform intervention plans in a systematic way that provides learners with time and support to benefit from responsive practices. WhenCOVID restrictions end students will be regrouped for a portion of the day and supported through flexible scheduling to allow students opportunities for enrichment, practice orskill-building.

By June 2021, we will grow and enhance our rich and diverse school cultures by engaging parents as partners and providing support for the whole child.We will achieve this by continued intentional and timely communication using the Principal and Teacher weekly messages, the school sign, the use of School Messengercall-out phone system, our school-wide assemblies, and parent-teacher conferences. Assemblies and conferences will be held virtually until COVID restrictions are lifted.When possible an invitation will be extended to work in collaboration with staff in community-building events. These events will include intramurals, running club, CareerChats, Read-In week, Heritage Days and Adopt a Grandparent as they become authorized by the relevant health authorities.

an increase in parents and students accessing SchoolZone each week, the number of parents involved in Coronation School Council activities, theWe will measure this by number of parent surveys (both formal and informal) completed, and the number of parents attending school events such as meet the teacher, interviews and the WinterConcert. Results will remain in the "excellent" range as stated in the school's Accountability Pillar document for both safe and caring schools and parental involvement.

School: Coronation [0115] 2020-2021 Revised Budget Principal: Greg Meeker

Address: 10925 139 Street Budget Summary Report Shelagh DunnWard Trustee:


2020-21 Spring Proposed 2020-21 Fall Revised

Resources 1,660,800 1,660,800

Internal Revenue 0 0

REVENUE TOTAL 1,660,800 1,660,800

Classroom 8.034000 825,823 8.034000 825,823

Leadership 2.000000 248,208 2.000000 248,208

Teaching - Other .000000 0 .000000 0

Teacher Supply .000000 70,000 .000000 70,000

TOTAL TEACHER 10.034000 1,144,031 10.034000 1,144,031

(% of Budget) 68.88% 68.88%

Exempt (Hourly/OT) .000000 18,294 .000000 18,294

Support 5.400000 296,006 5.400000 296,006

Support (Supply/OT) .000000 10,000 .000000 10,000

Custodial 1.500000 93,299 1.500000 93,299

Custodial (Supply/OT) .000000 10,000 .000000 10,000

TOTAL NON-TEACHER 6.900000 427,599 6.900000 427,599

(% of Budget) 25.75% 25.75%

TOTAL STAFF 16.934000 1,571,630 16.934000 1,571,630

(% of Budget) 94.63% 94.63%

SUPPLIES, EQUIPMENT AND SERVICES 56,071 56,071

INTERNAL SERVICES 33,100 33,100

TOTAL SES 89,171 89,171

(% of Budget) 5.37% 5.37%

TOTAL AMOUNT BUDGETED 1,660,801 1,660,801

Carry Forward Included 0 0

Carry Forward to Future 0 0

school: address: profile €shelagh dunn enrolment …school:€coronation [0115] 2018-2019 results...

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