School: Harry Ainlay [0059] 2020-2021 Revised Budget Principal: Camille Loken

Address: 4350 - 111 Street Profile  Michael JanzWard Trustee:

© Edmonton Public Schools 1 of 1

Enrolment Staff FTE BudgetNormalized 0.000 Custodial 13.250000 Salaries $16,519,039 94%

Weighted 0.000 Exempt 3.500000 Supplies, Equip., Services $962,160 06%

Regular 0 Support 29.157000

Teacher 127.254000

Year Opened 1966 Total 173.161000 Total $17,481,199 100%

Internal Revenue $8,000

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.  We enjoy several international partnerships to support our specializedprograms in French Immersion, International Baccalaureate, and Culinary Arts.  Students also enjoy a rich diversity of programming to support their interest in pursuing avariety of career pathways by extending their learning in Career and Technology Studies, International Languages, Work Experience, RAP and Health and Wellness. Supportprograms are also provided for our extraordinary Special Needs students, English Language Learners, International Students and First Nation, Metis, and Inuit students.   Wealso 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, Norquest, RCMP, Stantec, University of Alberta

School: Harry Ainlay [0059] 2019-2020 Results Review Principal: Camille Loken

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

© Edmonton Public Schools 1 of 2

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.

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.

Results Achieved:  With the understanding that any student, from K&E to IB streams, may struggle with their learning at any time, a multifaceted support system wasavailable to students.  This included the Outreach Centre where students who need extra time or a separate writing space for exams can be accommodated.  Also, daily fromMonday to Thursday mornings, a half hour time slot called Harry Ainlay Learning Opportunities (HALO) was available to students to meet with teachers for learning support. Students were able to choose which teacher they would like to meet for remediation, enrichment or alternative learning experiences. In addition, an academic support calledNo Kid Left Behind (NKLB) was offered after school for students to access free subject tutoring.  Finally, there was a dedicated room called Excellence for Everyone (E2) forstudents who require extra or specialized support. Both staff and students value our multifaceted support system as a means to support student academic success.

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.

Results Achieved:  All teaching staff engaged in action research and formed collaborative teams based on areas of interest (i.e. similar research questions).  Action research questions wererelated to increasing student engagement and achievement.  These teams met monthly (September to March) to reflect on their research plans and to take next steps basedon collected evidence.  Teachers reported benefits to being a reflective practitioner on a collaborative team.  It provided them a space to inquire and discover and then applytheir learning in their classrooms.  

Staff engaged in targeted activities related to the standard Applying Foundational Knowledge about First Nations, Métis and Inuit from the new TQS.  Working with a FirstNation, Metis and Inuit education consultant, these school-wide activities and teachings took place from September to March.  Staff reported that these activities assistedthem in understanding this new standard and in finding ways to apply the foundational knowledge within their classroom settings.

School: Harry Ainlay [0059] 2019-2020 Results Review Principal: Camille Loken

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

© Edmonton Public Schools 2 of 2

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.

Results Achieved:  

Our partnerships included an addictions counsellor and a mental health therapist, and they were instrumental in providing ongoing support to students in need.  Our ownstudent services department also provides daily mental health support to students as needed.

Gathering relevant information from our catchment junior highs allowed us to provide differentiated transition support for our new students.  Our in-house First Nation, Metisand Inuit education consultant provided support for our self-identified students.

We used myBlueprint to assist students in their transition from high school to post-secondary and the world of work.  MyBlueprint allowed students to plan out their highschool courses towards their diploma, find postsecondary and career opportunities based on the courses that the students select for themselves.  In grade 10, our studentsused myBlueprint for interests surveys, resumes, and cover letters. We have 2849 active student accounts with MyBlueprint.

What were the biggest challenges encountered in 2019/20?

The action-research project was gaining momentum and informing teacher practice.  Teachers were working actively in collaboration to improve teaching and learning.  Thebiggest challenge was that this came to an abrupt end when we moved into emergent distance learning in March.

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

As we prepare for this school year, we need to consider ways of developing high-impact instructional and assessment strategies suitable for 150 minutes of instructional timein a 10 week course, and to address any deficits from emergent remote distance learning. This needs to be done in collaborative communities of practice. Equally important,we need to consider ways to ensure staff and student well-being while teaching and learning in a pandemic.  Finally, we want to continue the momentum of the Black LivesMatter (BLM) movement to actively learn how to be anti-racists.

 

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 86.6 88.6 87.6 89.4 89.0 89.2 High Maintained Good

Student Learning Opportunities

Program of Studies 79.2 81.9 81.2 82.4 82.2 82.0 High Declined Acceptable

Education Quality 87.9 89.3 88.5 90.3 90.2 90.1 High Maintained Good

Drop Out Rate 1.0 0.7 0.9 2.7 2.6 2.7 Very High n/a n/a

High School Completion Rate (3 yr) 86.3 86.7 86.1 79.7 79.1 78.4 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) 77.7 77.9 79.3 56.4 56.3 55.6 Very High Maintained Excellent

Rutherford Scholarship Eligibility Rate 81.8 80.9 79.7 66.6 64.8 63.5 Very High n/a n/a

Preparation for Lifelong Learning, World of Work, Citizenship

Transition Rate (6 yr) 80.6 79.0 82.2 60.1 59.0 58.5 Very High Maintained Excellent

Work Preparation 80.4 82.5 77.5 84.1 83.0 82.7 High Maintained Good

Citizenship 81.0 82.1 82.3 83.3 82.9 83.2 High Maintained Good

Parental Involvement Parental Involvement 68.7 73.7 72.3 81.8 81.3 81.2 Very Low Maintained Concern

Continuous Improvement School Improvement 79.3 81.7 79.9 81.5 81.0 80.9 High Maintained Good

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: 7059 Harry Ainlay School

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School: Harry Ainlay [0059] 2020-2021 Plans Principal: Camille Loken

Address: 4350 - 111 Street Plans  Michael JanzWard Trustee:

© Edmonton Public Schools 1 of 1

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 student achievement at each grade level will demonstrate growth and achievement of learner outcomes as measured by performance onschool and provincial assessments.  We will do this by building teacher capacity to: 

work collaboratively within communities of practiceidentify the essential learner outcomesdevelop high-impact instructional and assessment strategies suitable for 150 minutes of instructional time in a 10 week course

  

By June 2021, our students and staff will demonstrate positive mental health as measured by the safe & caring pillars in the Accountability Pillar Survey.  We willdo this by: 

continuing to engage in the 5 R’s (relationships, relevance, rigor, resilience and reflection)finding ways to foster our capacity to thrive, even in these challenging timesengaging in activities that foster belonging and social connectedness

   

 By June 2021, we will show improvement as measured by the safe & caring and citizenship pillars in the Accountability Pillar Survey.  We will do this by:  

engaging in a partnership with Dr. Farha Shariff, PhD, to facilitate professional learning workshops on Understanding How to Engage Constructively inAnti-Racist Educationcontinuing to be guided by our character traits as we ensure staff and students are safe, cared for, respected and treated fairly 

  

School: Harry Ainlay [0059] 2020-2021 Revised Budget Principal: Camille Loken

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

© Edmonton Public Schools 1 of 1

2020-21 Spring Proposed 2020-21 Fall Revised

Resources 17,473,199 17,473,199

Internal Revenue 8,000 8,000

REVENUE TOTAL 17,481,199 17,481,199

Classroom 112.852000 11,600,174 112.852000 11,600,174

Leadership 9.145000 1,231,904 9.145000 1,231,904

Teaching - Other 5.257000 540,372 5.257000 540,372

Teacher Supply .000000 292,000 .000000 292,000

TOTAL TEACHER 127.253998 13,664,450 127.253998 13,664,450

(% of Budget) 78.17% 78.17%

Exempt 3.500000 335,673 3.500000 335,673

Exempt (Hourly/OT) .000000 5,000 .000000 5,000

Support 29.157000 1,615,147 29.157000 1,615,147

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

Custodial 13.250000 841,919 13.250000 841,919

Custodial (Supply/OT) .000000 36,850 .000000 36,850

TOTAL NON-TEACHER 45.907001 2,854,589 45.907001 2,854,589

(% of Budget) 16.33% 16.33%

TOTAL STAFF 173.160999 16,519,039 173.160999 16,519,039

(% of Budget) 94.5% 94.5%

SUPPLIES, EQUIPMENT AND SERVICES 827,470 827,470

INTERNAL SERVICES 113,690 113,690

OTHER INTEREST AND CHARGES 21,000 21,000

TOTAL SES 962,160 962,160

(% of Budget) 5.5% 5.5%

TOTAL AMOUNT BUDGETED 17,481,199 17,481,199

Carry Forward Included 0 0

Carry Forward to Future 0 0