school: address: profile €trisha estabrooks enrolment ... · since 1977, our school community has...

School: Virginia Park [0177] 2020-2021 Revised Budget Principal: Ben Petruk

Address: 7324 - 109 Avenue Profile Trisha EstabrooksWard Trustee:

© Edmonton Public Schools 1 of 1

Enrolment Staff FTE BudgetNormalized 0.000 Custodial 1.000000 Salaries $1,346,134 96%

Weighted 0.000 Exempt 0.000000 Supplies, Equip., Services $50,416 04%

Regular 0 Support 5.500000

Teacher 8.774000

Year Opened 1947 Total 15.274000 Total $1,396,550 100%

School PhilosophySince 1977, our school community has been shaping future leaders through an embedded arts core program. At Virginia Park Arts Core School, we believe that education is a fine art. Whatinspires the love of learning? We believe that its an embedded arts core approach where music, art, drama and dance are infused throughout all subject areas developing well rounded studentswith strong literacy and numeracy skills. At Virginia Park School, family and community connections are key. We enjoy a small town feel in the heart of the big city!

Community ProfileLocated adjacent to Concordia University, Virginia Park School is in the Highlands area and has celebrated its 70th anniversary. Borden Park and Northlands are situated tothe north of the school and one block to the south is the river valley. A large number of the students live outside the attendance area and have intentionally chosen VirginiaPark School because of the Arts Core programming.

Programs and OrganizationAt Virginia Park School we believe a comprehensive arts education is one that is fully integrated in all core subjects of learning. We believe creativity and innovation flourish in this type oflearning environment. We also believe that the Arts must be both comprehensively learned and rigorously taught as are all academic subjects. Arts specialists provide enrichment throughweekly classes of Music, Art, Dance and Drama, in addition to our mandated regular elementary programming. A yearly established school-wide theme offers a focus for integrating the Artsand core curriculum. A school-wide daily music listening program offers students an opportunity to listen and respond to numerous composers throughout the school year. An annual Artist inResidence program brings in visiting artists to work directly with the students and teachers in both performing and visual arts. Special events and enriched opportunities showcase studentwork. Students take part in a number of field trips often with a focus on arts-oriented topics. The annual ARTquake! Day (Music, Art, Drama, and Dance mini-conference) brings in artistsfrom the community to share their expertise with students. The annual parent-sponsored Fine Arts Night is a major school fundraiser and specifically supports the Artist in Residence program.

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

Alberta Foundation for the Arts, Concordia University, Grace Morrison and Highlands United Church Members, The Family Centre

School: Virginia Park [0177] 2019-2020 Results Review Principal: Ben Petruk

Address: 7324 - 109 Avenue Results and Implications Trisha EstabrooksWard 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. Summative and formative assessment strategies will beused to measure and report this growth. Assessments such as PATs, HLAT Writing, Reading Achievement Assessment Reports, Fountas and Pinnell, MIPI andteacher professional judgement (informed by observation, conversation and student products) will guide instruction.

Results Achieved:

Staff noted the following observations about Literacy and Numeracy:

Literacy:Maintained our three year average of students reading at or above reading level (80.3% for the 2019-20 school year)All students involved in LLI made gains, some were quite significant.Continued increased use of communication devices for students with special needs.Teachers found creative ways to continue to engage with students online (delivering leveled books to families, reading reward systems, assessing readingusing online resources)Anecdotal feedback from our parent community indicated that our educational assistants were effective in assisting our students with special needs during theshift to online learning.

Numeracy:78% of students were above the 60% benchmark on their MIPI’s.Improvement was demonstrated on Prodigy reports and Mathletics.Small group support promoted engagement, positive attitudes and a love for math.Teachers found creative ways to continue to engage with students online (delivering math kits to families, sharing materials to ensure differentiation,assessing numeracy skills using online resources)A diversity of in school instructional strategies aided the ability of students to successfully shift to online learning.Anecdotal feedback from our parent community indicated that our educational assistants were effective in assisting our students with special needs during theshift to online learning.

By June 2020, all staff will enhance their instructional practices through engagement in catchment collaboration and job embedded professional learning. Ourarea of focus is arts embedded programming with an emphasis on literacy, numeracy and mental health. This will be measured by the Accountability Pillar,surveys, staff participation at catchment and individual professional development opportunities, and teacher reflective feedback based on self-identified goals.

Results Achieved:

Professional Development opportunities were included in each staff meeting and our staff teamed with Eastglen Catchment for the Communities of Practicework. Staff participated in and reflected upon many professional development experiences:

Administering and Interpreting the Fountas and Pinnell Benchmark Assessment System, How to Connect With Kids These Days (Jody Carrington), Monitoring




and Supporting Student Growth, Planning for Assessment of Learning, Planning for the Determination of Final Grades, Reporting and Progress Reports (DistanceLearning Gr. 1-3), A Neufeld Institute Conference | Emotional Health and Well-Being: Towards Flourishing Children and Youth, Monitoring and Supporting StudentGrowth, Go-To Educator Online Learning Series, Essential Ideas in Mathematics K-3 (Dave Martin & Chris Gonsalvez), Universal Strategies for Mental Health (allstaff participated), Adapted Physical Education Games to Promote Social Learning, Writer's Workshop Beginner Foundations

Books and Subscriptions that have supported our work at Virginia Park: Daring Greatly: How the Courage to Be Vulnerable Transforms the Way We Live, Love,Parent, and Lead By Brene Brown, Scattered Minds: The Origins and Healing of Attention Deficit Disorder By Gabor Mate, Self Reg: How to Help Your Child (andYou) Break the Stress Cycle and Successfully Engage with Life By Stuart Shanker, The Enchanted Hour: The Miraculous Power of Reading Aloud in the Age ofDistraction by: Meghan Cox Gurdon, The Whole-Brain Child: 12 Revolutionary Strategies to Nurture Your Child's Developing Mind by:Daniel J. Siegel, Tina PayneBryson, on-line resources: Comprehensive School Health, HPEC (Health & Physical Education Council) All our staff participated in Catchment CoP’s (in Reader’s Workshop, Music Instruction, Assessment and Strategies to Support Students with Special Needsamong other topics).

In our Catchment Survey 49% of the participants rated the impact of the CoP’s on their teaching practice as a 4 or a 5 on a five point scale.

We partnered with Concordia University to develop our Comprehensive School Health Plan. Dr. Bradford and a few of his students presented our staff andprovided us with resources to guide our learning in this area.

By June 2020, we will increase the opportunities for parental involvement and engagement of community partners in providing support for students and families.Measurements may include the number of parents attending school events/activities, parental communication, number of referrals to internal and externalagencies, community partnerships and initiatives, and our results from the Accountability Pillar in the area of parental involvement.

Results Achieved:

Maintained a high rating on parental involvement on the Accountability Pillar.Parent Council meetings are an event. Entire families have attended and on some evenings, we have had 20 people at the meeting. Child care was offered (arotation of former students served as a babysitter) and snacks were provided prior to remote learning. Our Artist in Residence Theo Harasymiw included the whole school community in creating murals on our west and east sides of our school. These muralswere student-created and explored our school theme “Our Fantastic World”. We also had over 15 Concordia students and many parent volunteers come andassist in creating the art. Volunteers made cookies (with student help) for two school fundraisers. We deepened our partnership with Concordia University by inviting Dr. Bradford to support us in developing a Comprehensive School Health Plan. We alsoinvited members of our parent community to partner with us in developing this plan with the goal of supporting the positive mental health of all our staff,students and families.We have over 10 regular student volunteers from Concordia who read with students, assisted with centres in division 1 classes and conducted weekly clubs atlunch hour. The Family Movie Night (February) was very well attended, both Winter Concerts were filled to capacity and we continue to fill ten to twenty chairs at eachmonthly sharing assembly.We communicate school news through direct emails to parents, SchoolZone, as well as the occasional note home.School Council / Fundraising Association increased their funding for each classroom to attend field trips. Classes had $2500 to use toward curricularly basedoutings and in-school workshops. These included, but were not limited to, Zoo School, We Day, Yardbird Suite, in class science experiments, ArtQuake (12visiting artists running workshops with our students for a day of art).We offered a range of school events including: Monthly Sharing Assemblies, Remembrance Day Ceremony, Audrey’s Book Fair, and Terry Fox Run.EPL provided library presentations. During Read In Week was well attended by family and community members (i.e.- Trustee Estabrooks, Faculty from Concordia University including Dr. Bradfordand Dr. Stratton).Partnerships continue to strengthen. Concordia Fine Arts department has shared drama performances and workshops. We have also hosted Concordia'sED199 students for school visitations twice a year. Our students visited the VP Seniors’ Lodge to read with the residents there, do Halloween costume paradesand do activities with the residents. Our students partnered with a local daycare (Bright Horizons) as monthly reading buddies. Students went on River Valleywalks and cleaned up litter, and cared for the flowers in the beds around the school property.




Parents were involved in a running club, helped at major school events, worked to help create our yearbook, run a birthday book club, volunteered on fieldtrips and in-school presentations, provided dance and art presentations and a large number of parents were outside with students each morning and afterschool.Our Inclusive Learning Team came for monthly meetings and provided on-going support to classes and individual students.

What were the biggest challenges encountered in 2019/20?

The most significant challenge was shifting to emergent remote learning in March. This shift required us to not only navigate the details of moving teaching andlearning online but to continue to ensure that our school goals were being met within the new context. This involved making sure that lines of communicationwere kept open with families and making sure that students and staff were properly supported. Our efforts included, but were not limited to, providing qualityonline teaching and learning opportunities, supporting families by lending out Chromebooks, assigning EA time to students with special needs online, creating awebsite on Mental Health for our community and continuing to engage our families in community activities. It was also vital that we stayed connected as a staff.We had daily virtual meets which maintained our collaborative culture and allowed us to seek and find solutions to challenges as they arose.

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

We continued to look at creative ways to deliver high quality Arts Core programming, which we know supports and enhances our school goals of literacy andnumeracy growth and positive mental health. While COVID-19 protocols have limited some activities and opportunities, we continued to work closely with ourparents and community members to find ways to still provide our students with the rich learning experiences they have come to expect from Virginia Park. Wehave also remained cognizant about being transparent with our processes and protocols around COVID-19 so that we can keep the well-earned trust of our familycommunity.

Measure Category Measure

Virginia Park 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 89.6 94.1 92.8 89.4 89.0 89.2 Very High Maintained Excellent

Student Learning Opportunities

Program of Studies 93.7 94.2 96.0 82.4 82.2 82.0 Very High Maintained Excellent

Education Quality 93.4 95.6 95.1 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 83.1 88.5 92.5 73.8 73.6 73.6 High Declined Acceptable

PAT: Excellence 19.4 39.6 42.8 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 86.7 88.5 88.4 84.1 83.0 82.7 Very High Maintained Excellent

Citizenship 84.6 90.5 88.2 83.3 82.9 83.2 Very High Maintained Excellent

Parental Involvement Parental Involvement 80.7 77.8 83.5 81.8 81.3 81.2 High Maintained Good

Continuous Improvement School Improvement 89.2 90.3 86.8 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: 7177 Virginia Park School

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School: Virginia Park [0177] 2020-2021 Plans Principal: Ben Petruk

Address: 7324 - 109 Avenue Plans Trisha EstabrooksWard 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 PATS/Diplomas, HLAT Writing, Reading Achievement Assessment Reports, Fountas and Pinnell,MIPI and teacher professional 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. Our area of focus is arts embedded programming with an emphasis on literacy, numeracy and mental health. This will be measured by theAccountability Pillar, formal and informal surveys, staff participation at catchment, individual professional development opportunities and teacher reflectivefeedback 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, parental communication, number of referrals to internal andexternal agencies, community partnerships and initiatives, our results from the Accountability Pillar in the area of parental involvement, examples of CareerPathways involvement as well as anecdotes demonstrating the impact of relationships with the community.

School: Virginia Park [0177] 2020-2021 Revised Budget Principal: Ben Petruk

Address: 7324 - 109 Avenue Budget Summary Report Trisha EstabrooksWard Trustee:


2020-21 Spring Proposed 2020-21 Fall Revised

Resources 1,396,550 1,396,550

Internal Revenue 0 0

REVENUE TOTAL 1,396,550 1,396,550

Classroom 7.081000 727,863 7.081000 727,863

Leadership 1.693000 216,651 1.693000 216,651

Teaching - Other .000000 0 .000000 0

Teacher Supply .000000 29,000 .000000 29,000

TOTAL TEACHER 8.774000 973,514 8.774000 973,514

(% of Budget) 69.71% 69.71%

Exempt (Hourly/OT) .000000 11,700 .000000 11,700

Support 5.500000 285,683 5.500000 285,683

Support (Supply/OT) .000000 4,300 .000000 4,300

Custodial 1.000000 70,938 1.000000 70,938

Custodial (Supply/OT) .000000 0 .000000 0

TOTAL NON-TEACHER 6.500000 372,621 6.500000 372,621

(% of Budget) 26.68% 26.68%

TOTAL STAFF 15.274000 1,346,135 15.274000 1,346,135

(% of Budget) 96.39% 96.39%

SUPPLIES, EQUIPMENT AND SERVICES 22,016 22,016

INTERNAL SERVICES 28,400 28,400

TOTAL SES 50,416 50,416

(% of Budget) 3.61% 3.61%

TOTAL AMOUNT BUDGETED 1,396,551 1,396,551

Carry Forward Included 0 0

Carry Forward to Future 0 0

school: address: profile €trisha estabrooks enrolment ... · since 1977, our school community has...

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