School: Harry Ainlay [0059] 2019-2020 Revised Budget Principal: Gane Olsen

Address: 4350 - 111 Street Profile  Michael JanzWard Trustee:

© Edmonton Public Schools 1 of 1

Enrolment Staff FTE BudgetNormalized 3068.129 Custodial 14.250000 Salaries $16,922,345 90%

Weighted 3311.187 Exempt 2.500000 Supplies, Equip., Services $1,838,041 10%

Regular 2,882 Support 29.157000

Teacher 130.841000

Year Opened 1966 Total 176.748000 Total $18,760,386 100%

Internal Revenue $279,224

School PhilosophyAt Harry Ainlay our motto is In Omnibus Excelsior or 'In All Things Excellence'.  This maxim permeates every facet of learning for our student, staff and parent communities.We support student success through meaningful engagement in high quality and diverse learning experiences.  Outstanding student achievement and extensive careerpathway development are the products of our emphasis on cultivating a climate of creativity, imagination, compassion and leadership. Students work together in a fullyinclusive environment. They utilize a range of resources, technologies and competencies to build foundational knowledge, skills and attitudes in literacy, numeracy and mentalhealth.  Staff work with students to rethink and redesign high school learning that is increasingly student-centered.  Collaboration with our K-12 Catchment School Partnersdemonstrates the progressive impact that sharing our collective expertise offers our students in achieving their goals as global citizens.  

Community ProfileHarry Ainlay is a neighborhood high school serving families in southwest Edmonton with a tradition of excellence in academics, fine and performing arts, career andtechnology studies, local and global citizenship, international languages and cultures, and interschool athletics.   Our multicultural school community benefits from theenriching influence of a significant number of International Students from nations across the world.  Our internationally-recognized leadership program engages students, staffand parent communities in meaningful local and global initiatives, including volunteerism. 

Programs and OrganizationWe offer a rich complement of courses and experiences to meet the learning needs of all students.  Specialized programs that are recognized around the globe, include:French Immersion, International Baccalaureate, Culinary Arts, Fine and Performing Arts, and Student Leadership.  Students also enjoy a rich diversity of programming tosupport their interest in pursuing a variety of career pathways by extending their learning in Career and Technology Studies, International Languages, Work Experience, RAPand Health and Wellness. Support programs are also provided for our extraordinary Special Needs students, English Language Learners, International Students and FirstNation, Metis, and Inuit students.   We also offer numerous co-curricular opportunities for personal development through student clubs and activities.

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, CIAAA, Catholic Social Services, City of Edmonton, Colliers International, Edmonton Police Service, Fire Rescue Edmonton, Islamic Family SocialServices Association, Junior Achievement, Liebherr, Local 146 Alberta, MacEwan University, NAIT, Norquest, RCMP, Save On Foods, Stantec, University of Alberta

School: Harry Ainlay [0059] 2018-2019 Results Review Principal: Gane Olsen

Address: 4350 - 111 Street Results and Implications  Michael JanzWard Trustee:

© Edmonton Public Schools 1 of 2

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District Priorities 2018-2022

Foster growth and success for every student by supporting their journey from early learning through high school completion and beyond.Provide welcoming, high quality learning and working environments.Enhance public education through communication, engagement and partnerships.

Based on the three SMART goals that were established for 2018-2019, report on the results you achieved (with evidence, including referencing the School’s Accountability Pillarresults, if applicable) and describe how achievement of the goal supports the above District’s Priorities that were in effect when the goal was set.

Priority Initiative: Foster growth and success for every student by providing literacy and numeracy interventions for students requiring additional supports, including: EnglishLanguage Learners and all students assessed as being at-risk of achieving learning outcomes and through regularly monitoring each child's progress.

By June 2019, our Accountability Pillar results for the number of students achieving the Acceptable Standard on Diploma Exams will increase to 93.0% and theSMART Goal:number of students achieving the Standard of Excellence on Diploma Exams will increase to 36.0%.

The staff will engage in targeted professional learning through weekly collaborative team meetings, classroom visits, and coaching sessions to deepen teacherMeasures: understanding of metacognition, student engagement, vocabulary acquisition, and reading strategies. Competency-focused learning through School, Catchment and HighSchool Collaboration Professional Learning Team experiences will support staff in sharing strategies to help our students develop their literacy and numeracy skills.  Coursecompletion for all non-diploma courses will also be analyzed to identify the impact of direct intervention plans to support our extraordinary students-at-risk. Monthly interimreports will be shared with parents to communicate the effectiveness of learning supports.

Results Achieved:While our Accountability Pillar results remain 7-10% above the provincial results for the number of students achieving the Acceptable Standard and the Standard ofExcellence on Diploma Exams, we noted that there was a slight decrease in achievement for our English Language Learners and First Nations, Métis and Inuit students.  TheHigh School Collaboration work our 9 Partners has created a solid foundation for future improvements.  Students and staff continue to report that they are delivering andreceiving quality teaching and learning experiences.  This supports a very low drop out rate of 0.7%, well below the provincial result!  We have also successfully introducedthe Academic Achievement Through English Language Development course for our English Language Learners to enhance their language acquisition skills.  All students inGrade 10 Mathematics courses wrote the MIPI exams to inform our staff of the strategies required for successful completion of the course.  Our interleafing approach with theMath 15/10 course has demonstrated superior success!

Priority Initiative: Engage school staff in targeted, job-embedded professional learning opportunities that are collaborative and focused on student learning and high qualityteaching, including high expectations for all students and staff, respectful relationships, and relevant and responsive curriculum delivery.

By June 2019, the Accountability Pillar results for High School Completion will increase to 87.6%. In addition, our Diploma Exam Participation Rate willSMART Goal:increase to 82.0% and our Rutherford Scholarship Eligibility Rate will increase to 80.5%.

The Moving Forward with High School Redesign project provides all staff with time each week to collaborate in professional learning teams. Staff will activelyMeasures:participate in competency-focused, collaborative projects within the school, in catchment teams, and in inter-high school collaborative teams to apply their increasingknowledge of effective engagement, learning strategies, and assessment tools.  Action Research Project protocols will be used by all professional learning teams to gatherevidence and inform improving practice.  Student, staff, and parent surveys will be used to gather evidence and inform decision-making for parent-student-teacher focusgroups.  Staff will participate in additional leadership development programs in the District.

Results Achieved:Our 3-year High School Completion Rate, Diploma Exam Participation Rate, and Rutherford Scholarship Eligibility Rate results continue to be very high and have increased to7.6%, 21.6%, and 16.1% above the provincial results, respectively!  Weekly professional learning opportunities for staff have increased collaboration and strengthenedrelationships of trust between colleagues both in the school and across the district.  Action Research Projects have assisted our staff in addressing actionable improvementsto their teaching and increased student engagement as shown by the Accountability Pillar survey results.  Staff members actively participated in a multi-catchment LeadershipDevelopment program where participants learned from leading educational researchers and experienced principals from around the District.  Their experiences were thenshared with our Instructional Leadership Team and served to improve our collective capacity to lead the staff effectively in a Learn-Act-Share Model centered on the power ofReflection to support continuous improvement. Administrator-Counsellor-Teacher teams successfully provided early identification and intervention strategies to supportimproved achievement of our students.

School: Harry Ainlay [0059] 2018-2019 Results Review Principal: Gane Olsen

Address: 4350 - 111 Street Results and Implications  Michael JanzWard Trustee:

© Edmonton Public Schools 2 of 2

Priority Initiative: Enlist the active involvement of families, provide supports and services to fully engage students and families with mental health agencies and othercommunity partnerships that enhance the school's ability to support student success and prepare them for their future.

By June 2019, our Accountability Pillar results for School Improvement will increase to 82.2%, while having Parental Involvement will increase to 73.6%. Also,SMART Goal: our results for Work Preparation will increase to 79.5%.

Expanding our partnerships with Alberta Health Services and other agencies will support the development and full implementation of a new Excellence forMeasures:Everyone (E2) model for providing school-based support for vulnerable students and families.  This will utilize the services of a supervisor and success coaches in both theschool and the Catchment. The transitions from our Catchment schools will link our community partners more effectively with families, especially for our English LanguageLearners and our First Nations, Metis, and Inuit students. Continued use of MyBlueprint in a school-wide Career Pathways program will guide students in their careerplanning. Student, staff, and parent surveys will be used to gather evidence about effective communication strategies between home and school. A comprehensive Guide forStudent Behavior and Conduct will be produced to communicate our clear expectations, consequences for misbehavior and the restorative practices that will be utilized toimprove citizenship and safety at our school.

Results Achieved:We celebrate a continued improvement in our Accountability Pillar results for Parental Involvement!  School Council has provided many opportunities for parental engagementin student learning and school activities.  Meetings each month have focused on topics of interest to parents and helped them understand the inner workings of a very largehigh school.  Attendees have repeatedly informed staff of the value of these meetings in building more meaningful relationships within the school community.  All of this hasproduced survey results showing that parents value the opportunities they have enjoyed this year for input into school decisions.  Parents strongly support the work beingdone by our Inclusive Learning Team of professionals.  Our Excellence for Everyone (E2) classroom has been an invaluable asset to our most vulnerable students. OurCareer Pathways program continues to prepare every student for their future of post-secondary study or the world of work.  Finally, the training of additional staff to supportthe increasing numbers of English Language Learners and First Nation, Métis, and Inuit students in our school has supported outstanding Diploma Exam results from thesestudents with 88.2% achieving the Acceptable Standard and 14.7% achieving the Standard of Excellence, well above the provincial results for these students.

What were the biggest challenges encountered in 2018-2019?The greatest challenge we have faced with our students has been in maintaining a strong belief that we have a safe and caring school, even though we are the size of acollege!  We are pleased that fewer students are reporting that their teachers do not care about them and are pleased with the report of very high support for the positivelearning environment created in classrooms.  However, this is an ongoing area of concern.  Fewer are reporting that they feel safe outside of school and that affects how theyview each other at school.  We have also had a number of students involved in significant criminal activity in the community last year.The most significant challenge we faced this past year with our parents has been in developing effective communication strategies.  The number of parental responses toquestions in the Accountability Pillar of "Do Not Know" has stabilized, but is still too high.  This is on ongoing problem that we face as a very large school and requires ourconstant school-wide attention.The challenge we face with our staff is simple: we are huge!  Effective communication, consistency of practice, interdepartment collaboration and classroom visitations areareas of concern that we constantly address.  However, we are unified in being a 'Community of Compassion' where 'Character Counts' and 'we care about kids!'

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What are the implications from 2018-2019 that will impact your current year plan?There are a number of improvements that we can make that are reflected in our School Plan for 2019-2020:

Student achievement will increase as we deepen staff understanding and utilization of more effective learning strategies.  Research will be used to direct targetedprofessional learning for our staff and greater competency development for our students.  Attention will also be given to deeper implementation of our 5 Key Beliefs:Relationships, Relevance, Rigor, Resiliency, Reflection.Expanding our professional learning through the continued use of Inquiry-based Research Projects within the school, catchment and across the high school network willstimulate improvements in student engagement, program delivery, and assessment strategies.  Greater attention to the collection of evidence and sharing that evidencewill occur to improve staff capacity in making decisions to improve the teaching and learning in their classrooms.Communication between home and school will improve through the use of SchoolZone, Google Classroom, the Website, direct School Council emails to parents, as wellas personal contact between staff and parents.  Celebrations will be more effectively shared within the school and in the community. Additional resources will be allocatedto support our most vulnerable students in the Excellence for Everyone (E2) program utilizing Wellness coaches and a Supervisor.Students will continue to be actively involved in volunteering to demonstrate our character virtues and strengthen our safe and caring learning community.

Measure Category Measure

Harry Ainlay 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 88.6 85.5 87.4 89.0 89.0 89.3 Very High Maintained Excellent

Student Learning Opportunities

Program of Studies 81.9 80.8 81.0 82.2 81.8 81.9 Very High Maintained Excellent

Education Quality 89.3 87.6 88.2 90.2 90.0 90.1 High Maintained Good

Drop Out Rate 0.7 0.6 0.9 2.6 2.3 2.9 Very High Maintained Excellent

High School Completion Rate (3 yr) 86.7 85.2 85.3 79.1 78.0 77.5 Very High Maintained Excellent

Student Learning Achievement (Grades K-9)PAT: Acceptable n/a n/a n/a 73.8 73.6 73.6 n/a n/a n/a

PAT: Excellence n/a n/a n/a 20.6 19.9 19.6 n/a n/a n/a

Student Learning Achievement (Grades 10-12)

Diploma: Acceptable 88.9 88.9 89.4 83.6 83.7 83.1 Very High Maintained Excellent

Diploma: Excellence 34.8 34.5 34.9 24.0 24.2 22.5 Very High Maintained Excellent

Diploma Exam Participation Rate (4+ Exams) 77.9 79.3 79.4 56.3 55.7 55.1 Very High Maintained Excellent

Rutherford Scholarship Eligibility Rate 80.9 78.7 78.4 64.8 63.4 62.2 Very High Improved Excellent

Preparation for Lifelong Learning, World of Work, Citizenship

Transition Rate (6 yr) 79.0 85.6 83.6 59.0 58.7 58.7 Very High Declined Significantly Acceptable

Work Preparation 82.5 74.3 75.9 83.0 82.4 82.6 High Improved Good

Citizenship 82.1 81.1 82.8 82.9 83.0 83.5 Very High Maintained Excellent

Parental Involvement Parental Involvement 73.7 71.9 70.1 81.3 81.2 81.1 Low Maintained Issue

Continuous Improvement School Improvement 81.7 77.4 77.1 81.0 80.3 81.0 Very High Improved Significantly Excellent

Report Generated: Sep 20, 2019Locked with Suppression for Oct 2019

Report Version 1.0Data Current as of Aug 23, 2019

Notes:1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*).2. Overall evaluations can only be calculated if both improvement and achievement evaluations are available.3. Results for the ACOL measures are available in the detailed report: see "ACOL Measures" in the Table of Contents.4. Student participation in the survey was impacted between 2014 and 2017 due to the number of students responding through the OurSCHOOL/TTFM (Tell Them From Me) survey tool.5. Aggregated PAT results are based upon a weighted average of percent meeting standards (Acceptable, Excellence). The weights are the number of students enrolled in each course. Courses included: English Language Arts (Grades 6, 9, 9 KAE), Français (6e

et 9e année), French Language Arts (6e et 9e année), Mathematics (Grades 6, 9, 9 KAE), Science (Grades 6, 9, 9 KAE), Social Studies (Grades 6, 9, 9 KAE).6. Participation in Provincial Achievement Tests was impacted by the fires in May to June 2016 and May to June 2019. Caution should be used when interpreting trends over time for the province and those school authorities affected by these events.7. Aggregated Diploma results are a weighted average of percent meeting standards (Acceptable, Excellence) on Diploma Examinations. The weights are the number of students writing the Diploma Examination for each course. Courses included: English

Language Arts 30-1, English Language Arts 30-2, French Language Arts 30-1, Français 30-1, Mathematics 30-1, Mathematics 30-2, Chemistry 30, Physics 30, Biology 30, Science 30, Social Studies 30-1, Social Studies 30-2.8. Caution should be used when interpreting evaluations and results over time for Mathematics 30-1/30-2, as equating was not in place until the 2016/17 school year. Alberta Education does not comment on province wide trends until it has five years of equated

examination data.9. Participation in Diploma Examinations was impacted by the fires in May to June 2016 and May to June 2019. Caution should be used when interpreting trends over time for the province and those school authorities affected by these events.10.Weighting of school-awarded marks in diploma courses increased from 50% to 70% in the 2015/16 school year. Caution should be used when interpreting trends over time. 11.2016 results for the 3-year High School Completion and Diploma Examination Participation Rates have been adjusted to reflect the correction of the Grade 10 cohort.

Accountability Pillar Overall SummaryAnnual Education Results Reports - Oct 2019School: 7059 Harry Ainlay School

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School: Harry Ainlay [0059] 2019-2020 Plans Principal: Gane Olsen

Address: 4350 - 111 Street Plans  Michael JanzWard Trustee:

© Edmonton Public Schools 1 of 1

1. 2. 3.

District Priorities 2018-2022

Foster growth and success for every student by supporting their journey from early learning through high school completion and beyond.Provide welcoming, high quality learning and working environments.Enhance public education through communication, engagement and partnerships.

The following SMART (Specific, Measureable, Attainable, Relevant, Time-Framed) goals have been established for the 2019/2020 school year. Select the District Priority number thatthe goal supports from the drop-down box. Schools are to set one goal for each priority. Central DU's can set their goals around one or more priorities.

Priority 1

Priority 2

Priority 3

Priority Initiative: More students demonstrate growth and achieve student learning outcomes with a specific focus on literacy and numeracy.

 By June 2020, our Accountability Pillar results for the number of students achieving the Acceptable Standard on Diploma Exams will increase to 93.0% and theSMART Goal:number of students achieving the Standard of Excellence on Diploma Exams will increase to 36.0%.

The staff will continue to engage in targeted professional learning through weekly collaborative team meetings, classroom visits, and coaching sessions. TheseMeasures: are designed to deepen teacher understanding of metacognition, student engagement, vocabulary acquisition, and reading strategies. Competency-focused learning willsupport staff in sharing strategies to help our students develop their literacy and numeracy skills through School, Catchment and High School Collaboration ProfessionalLearning experiences .  Course completion for all non-diploma courses will also be analyzed to identify the impact of direct intervention plans to support our extraordinarystudents-at-risk. Monthly interim reports will be shared with parents to communicate the effectiveness of learning supports.

Priority Initiative: Throughout their careers, all staff are provided opportunities to enhance their professional capacity and leadership within a culture of collaboration.

 By June 2020, the Accountability Pillar results for High School Completion will increase to 88.6%. In addition, our Diploma Exam Participation Rate willSMART Goal:increase to 82.0% and our Rutherford Scholarship Eligibility Rate will increase to 83.1%.

 The Moving Forward with High School Redesign initiative provides all staff with time each week to collaborate in professional learning teams. Staff will activelyMeasures:participate in competency-focused, collaborative inquirey-based projects within the school, in catchment teams, and in inter-high school collaborative teams to apply theirincreasing knowledge of effective engagement, learning strategies, and assessment tools.  Action Research Project protocols will be used by all professional learning teamsto gather evidence and inform improving practice.  Student, staff, and parent surveys will be used to gather evidence and inform decision-making for parent-student-teacherfocus groups.  Staff will engage in targeted actvities to learn the new Teaching Quality Standards and in acquiring and applying foundational knowledge of First Nations, Metisand Inuit for the benefit of all students. Staff will also participate in leadership development programs within the District.

Priority Initiative: Community partnerships are established to provide supports and services to foster growth, well-being and success of students and families

By June 2020, our Accountability Pillar results for School Improvement will increase to 86.2%, while having Parental Involvement will increase to 76.6%. Also,SMART Goal: our results for Work Preparation will increase to 85.5%.

 Expanding our partnerships with Alberta Health Services and other agencies will support the development and full implementation of the Excellence for EveryoneMeasures:(E2) model for providing school-based support for vulnerable students and families.  This will utilize the services of a Supervisor and Wellness coaches in both the school andthe Catchment. The transitions from our Catchment schools will link our community partners more effectively with families, especially for our English Language Learners andfor our First Nations, Metis, and Inuit students. Continued use of MyBlueprint in a school-wide Career Pathways program will guide students in their career planning. Student,staff, and parent surveys will be used to gather evidence about effective communication strategies between home and school. A comprehensive Guide for Student Behaviorand Conduct will communicate our clear expectations, consequences for misbehavior and restorative practices that will be utilized to improve citizenship and safety in ourschool.

School: Harry Ainlay [0059] 2019-2020 Revised Budget Principal: Gane Olsen

Address: 4350 - 111 Street Budget Summary Report  Michael JanzWard Trustee:

© Edmonton Public Schools 1 of 1

2019-20 Spring Proposed 2019-20 Fall Revised

Resources 18,089,547 18,481,162

Internal Revenue 230,000 279,224

REVENUE TOTAL 18,319,547 18,760,386

Classroom 113.495000 11,666,269 113.996000 11,717,767

Leadership 11.431000 1,493,513 11.288000 1,472,850

Teaching - Other 4.414000 453,720 5.557000 571,210

Teacher Supply .000000 300,000 .000000 311,179

TOTAL TEACHER 129.339996 13,913,502 130.841003 14,073,006

(% of Budget) 75.95% 75.01%

Exempt 3.000000 297,479 2.500000 259,285

Exempt (Hourly/OT) .000000 20,000 .000000 20,000

Support 27.143000 1,486,704 29.157000 1,595,118

Support (Supply/OT) .000000 20,000 .000000 20,000

Custodial 14.250000 909,936 14.250000 909,936

Custodial (Supply/OT) .000000 45,000 .000000 45,000

TOTAL NON-TEACHER 44.392998 2,779,119 45.906998 2,849,339

(% of Budget) 15.17% 15.19%

TOTAL STAFF 173.732994 16,692,621 176.748001 16,922,345

(% of Budget) 91.12% 90.2%

SUPPLIES, EQUIPMENT AND SERVICES 1,329,376 1,536,091

INTERNAL SERVICES 297,550 301,950

OTHER INTEREST AND CHARGES 0 0

TOTAL SES 1,626,926 1,838,041

(% of Budget) 8.88% 9.8%

TOTAL AMOUNT BUDGETED 18,319,547 18,760,386

Carry Forward Included 0 161,576

Carry Forward to Future 0 0