School: D.S. MacKenzie [0522] 2019-2020 Revised Budget Principal: Larry Payne

Address: 4020 - 106 Street Profile  Michael JanzWard Trustee:

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Enrolment Staff FTE BudgetNormalized 538.000 Custodial 3.250000 Salaries $3,449,135 90%

Weighted 667.071 Exempt 0.500000 Supplies, Equip., Services $391,055 10%

Regular 538 Support 8.000000

Teacher 25.200000

Year Opened 1968 Total 36.950000 Total $3,840,190 100%

School PhilosophyAt D. S. Mackenzie School, We believe:

Learning should be andRigorous RelevantEffective instruction is and Engaging EmpoweringWe are a and communityPositive DedicatedStudents are , and Complex Dynamic CapableAssessment clarifies and Goals, Feedback SuccessOne non - negotiable is All Means AllTeaching is Learner Centred

Every Student, Every Day, A Success

Community ProfileD.S. Mackenzie, built in 1968, is located at 4020 - 106 Street. The six elementary schools within D.S. Mackenzie's attendance area are Duggan, George P. Nicholson,Keheewin, Rideau Park, Roberta McAdams and Steinhauer. The school neighborhood includes apartments, multiple family walk-ups and single-family homes. Theattendance area stretches from Whitemud Drive to the outer limits of Edmonton, and from Calgary Trail to Whitemud Creek.  Approximately 20% of our students were bornoutside of Canada and our students speak a total of 35 different languages.

Programs and OrganizationD.S. Mackenzie is organized on a six day rotation schedule with six periods per day and early school dismissal on Thursdays. Every day, all students participate in targeted,timely intervention and enrichment.  In 2018 - 2019 we will have twenty homerooms - six at grade seven, six at grade eight, and six at grade nine, with a school population of500 students. We are a District site for Behaviour and Learning Assistance, Challenge (Gifted and Talented), and Strategies (Learning Disabilities) programs. A wide range ofcomplementary (option) courses are also offered.

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

E2, Junior Achievement, Mac's Convenience Stores, Music Enrichment, Snack Shack, Volunteer Sports Coaches, YMCA

School: D.S. MacKenzie [0522] 2018-2019 Results Review Principal: Larry Payne

Address: 4020 - 106 Street Results and Implications  Michael JanzWard Trustee:

© Edmonton Public Schools 1 of 3

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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.

By June 2019, our student achievement results will meet or exceed D.S Mackenzie's three year PAT average 79.6%.(as measured by the Accountability survey). D.S.Mackenzie teachers will engage in collaborative work to improve practice in the area of reading workshop, writing workshop and numeracy. Students deemed to be at risk asidentified by the MIPI, Reading Grade Levels and Report Card marks will have targeted interventions in place such as Math Intervention, ELL and Extra Language Arts time.All teachers will increase use of technology and assistive technology in classrooms.

Measures:- HLAT, PAT, MIPI and teacher awarded marks-Tracking system for students at risk is used by staff- Number of interventions used by staff to support students- Number of staff participating in collaborative days- Number of staff using technology and assistive technology to increase student engagement and academic accessibility- The success rates of at risk students who received targeted intervention (small group or individual) will be tracked

Results Achieved:

With regard to meeting or exceeding our three year PAT average, the established target was not met as per our success goal of 79.6%. We achieved 73.3%. However, we didnote a 4% increase from the previous year's results. (69.3 to 73.3). In addition, we narrowed the margin to 2.6% below our previous 3 year average. Of note, was a 9.2 %increase in our Standard of Excellence from the previous year.

Overall, we did see improvement in PAT results across all core subjects.  Report Card grades (teacher awarded) did demonstrate one years reading growth for 88.4% of ourstudent population. This included at risk students who were screened as to their reading levels and the intervention required. As a result, thirty four students received leveledreading support on a daily basis and achieved one years growth in reading comprehension. A portion of our ELL student population (approximately 10%) was provided extraLanguage Arts but was not able to achieve one full years growth.

100% of D.S. Mackenzie staff were involved in some form of targeted literacy professional development. Each school day began with 15 minutes of reading and literacydevelopment titled 'The Zone'. A multidisciplinary approach with an emphasis on thinking skills was emphasized school wide. The Humanities department was coached andtrained to fully implement the Lucy Caulkins reading/writing workshop for the current year. The MIPI results demonstrated improvement from 61.4% to 64.2%.

All staff employed assistive technology for at risk learners. In addition, Extra Language Arts, ELL time and early intervention time was provided as supports. 95% of ourstudents participated in the Student Owned Device Program. 

 

By June 2019, 100% of D.S. Mackenzie teachers will participate in and have opportunities to enhance professional capacities in the areas of reading, writing, numeracy andcompetencies.Teachers will develop leadership skills through targeted collaborative work at the school and District level. 

Measures:-100% attendance at designated catchment professional development days - Positive feedback (via Google forms) from staff after collaborative catchment professional development days- Teacher satisfaction with professional development opportunities as measured by number of meetings and program information shared

School: D.S. MacKenzie [0522] 2018-2019 Results Review Principal: Larry Payne

Address: 4020 - 106 Street Results and Implications  Michael JanzWard Trustee:

© Edmonton Public Schools 2 of 3

- The number of teachers using technology- Teachers will report a higher level of comfort with integrating the nine thinking skills in the areas of science and social studies- Professional development and catchment will increase

.Results Achieved:

We achieved the established goal of building capacity and leadership skills. All staff participated in catchment professional development and targeted monthly collaborativemeetings.

This result is attributed to monthly Lead Learner meetings where staff representatives planned for the next steps in the DSM assessment journey. Following this, a monthlyCommunity of Practice meeting was conducted with the entire staff. The focus of the year was largely centered on understanding and achieving consensus of the generallearner outcomes with ways to increase student engagement in authentic assessment practices. We achieved full implementation of outcome based report cards given thegrowth in the faculty's knowledge, understanding and consistency across subject disciplines and instructional practices. 100% of staff indicated confidence that theirassessment practices aligned with the school's assessment plan. 

Of note, our Cross Curricular Competencies (C3) period occurred on a daily basis for 30 minutes. This time was dedicated to multi graded school wide projects. The emphasiswas on the development of the core competencies: critical thinking, problem solving, managing information, creativity and innovation, communication, collaboration, culturaland global citizenship, personal growth and well being. 100% of our students were assessed through competency rubrics. 

Interdisciplinary professional development occurred across catchment schools; specifically at the secondary levels between Div 3 and Div 4. With regard to PL staff surveyindicators, results ranged from 75% to 100%

By June 2018, our school will increase opportunities for parental involvement in school events and activities by offering welcome back evening, trickster communityperformance, school council, open house, student led conferences and volunteer opportunities.

Measures- The number of parents attending shool events- The number of parents involved in Parent Council- Parent/Community data results from the district survey- Parent data results from the Accountability Pillar survey- School based surveys for parents to provide input

Results Achieved:

While we maintained our overall standing, we were unable to meet the established target for this success goal as measured by the Accountability Pillar with a decrease of8.2%. This parent result was based on a N=20.

Anecdotally, we did note that there was a positive increase in number of parents attending all school wide events specifically, 82% of our families attended our student ledconferences. One contributing factor to this success was that we held concurrent grade ten information sessions for our grade nine families. Further, we observed an increasein our Open House attendance and the number of parents attending School Council meetings.

There was a 100% increase in home/school communication with weekly principal newsletters emailed to all parents, SchoolZone postings, consistent and bi weeklysynervoice messages as well as positive calls home.

 

What were the biggest challenges encountered in 2018/19?

- student mental health issues

School: D.S. MacKenzie [0522] 2018-2019 Results Review Principal: Larry Payne

Address: 4020 - 106 Street Results and Implications  Michael JanzWard Trustee:

© Edmonton Public Schools 3 of 3

- limitations of the Inclusive Learning team-supporting teachers in differnetialed practice as the school population increased in diversity and English Language Learners-developing a sense of urgency to provide the highest quality of instruction for students

What are the implications from 2018/19 that will impact your current year plan?

- Establish greater wrap around mental health support- Full implementation of both reading and writing workshop- Enhanced programming for Language Learners is required-Teachers will continue to develop skill at finding ways to apply numeracy in all subject areas

School: D.S. MacKenzie [0522] 2019-2020 Plans Principal: Larry Payne

Address: 4020 - 106 Street Plans  Michael JanzWard Trustee:

© Edmonton Public Schools 1 of 1

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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.

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

By June 2020, our student achievement results will meet or exceed D.S Mackenzie's three year PAT average 75.9%.(as measured by the Accountability survey). D.S.Mackenzie teachers will engage in collaborative work to improve practice in the area of reading workshop, writing workshop and numeracy. Students deemed to be at risk asidentified by the MIPI, Reading Grade Levels and Report Card marks will have targeted interventions in place such as Math Intervention, ELL and Extra Language Arts time.RTI time will be enhanced through common timetabling to fully utilize the Learning Commons. All teachers will increase use of technology and assistive technology inclassrooms.

Measures:- HLAT, PAT, MIPI and teacher awarded marks-Tracking system for students at risk is used by staff- Number of interventions used by staff to support students- Number of staff participating in collaborative days- Number of staff using technology and assistive technology to increase student engagement and academic accessibility- The success rates of at risk students who received targeted intervention (small group or individual) will be tracked

By June 2020, 100% of D.S. Mackenzie teachers will participate in and have opportunities to enhance professional capacities in the areas of reading, writing, numeracy andcompetencies.Teachers will develop leadership skills through targeted collaborative work at the school, catchment and District level. 

Measures:-100% attendance at designated catchment professional development days - Positive feedback (via Google forms) from staff after collaborative catchment professional development days- Teacher satisfaction with professional development opportunities as measured by number of meetings and program information shared- The number of teachers using technology- Teachers will report a higher level of comfort with integrating the nine thinking skills in the areas of science and social studies

By June 2020, our school will increase opportunities for parental involvement in school events and activities by offering welcome back evening, school council, open house,student led conferences and volunteer opportunities.

Measures- The number of parents attending shool events- The number of parents involved in Parent Council- Parent/Community data results from the district survey- Parent data results from the Accountability Pillar survey- School based surveys for parents to provide input

School: D.S. MacKenzie [0522] 2019-2020 Revised Budget Principal: Larry Payne

Address: 4020 - 106 Street Budget Summary Report  Michael JanzWard Trustee:

© Edmonton Public Schools 1 of 1

2019-20 Spring Proposed 2019-20 Fall Revised

Resources 3,617,368 3,840,190

Internal Revenue 0 0

REVENUE TOTAL 3,617,368 3,840,190

Classroom 21.000000 2,158,611 21.411000 2,200,858

Leadership 4.000000 480,214 3.789000 460,334

Teaching - Other .000000 0 .000000 0

Teacher Supply .000000 80,000 .000000 100,000

TOTAL TEACHER 25.000000 2,718,825 25.199999 2,761,192

(% of Budget) 75.16% 71.9%

Exempt .400000 30,555 .500000 38,194

Exempt (Hourly/OT) .000000 0 .000000 0

Support 7.000000 388,097 8.000000 448,913

Support (Supply/OT) .000000 4,000 .000000 4,000

Custodial 3.250000 190,837 3.250000 190,837

Custodial (Supply/OT) .000000 9,000 .000000 6,000

TOTAL NON-TEACHER 10.650000 622,489 11.750000 687,944

(% of Budget) 17.21% 17.91%

TOTAL STAFF 35.650000 3,341,314 36.949999 3,449,136

(% of Budget) 92.37% 89.82%

SUPPLIES, EQUIPMENT AND SERVICES 186,820 297,120

INTERNAL SERVICES 89,235 93,935

TOTAL SES 276,055 391,055

(% of Budget) 7.63% 10.18%

TOTAL AMOUNT BUDGETED 3,617,369 3,840,191

Carry Forward Included 0 0

Carry Forward to Future 0 0