school: address: profile €ken gibson enrolment staff fte...

School: Michael A. Kostek [0281] 2020-2021 Revised Budget Principal: Colleen Marshall

Address: 5303 - 190 Street Profile Ken GibsonWard Trustee:

© Edmonton Public Schools 1 of 1

Enrolment Staff FTE BudgetNormalized 0.000 Custodial 2.875000 Salaries $3,477,918 95%

Weighted 0.000 Exempt 0.000000 Supplies, Equip., Services $164,890 05%

Regular 0 Support 7.749000

Teacher 25.730000

Year Opened 1994 Total 36.354000 Total $3,642,808 100%

School PhilosophyAt Michael A Kostek School we are committed to developing successful, independent learners and leaders who are prepared to live as compassionate, engaged, and ethicalcitizens. We work collaboratively as a staff and in partnership with parents and the community to provide a safe, caring and inclusive learning environment that fostersresiliency, exemplary character, and healthy, active lifestyles. Our instructional practices are based on an inquiry approach and differentiation for all learners.

Community ProfileMichael A. Kostek school is located in Jamieson Place in west Edmonton. Students who reside in Wedgewood Heights, Wedgewood Ravine, Cameron Heights and the southsection of Edgemont are designated to attend Michael A. Kostek School. Parents are strong advocates for their children’s learning and they support the school in multipleways. School Council and the MAK Fundraising Society enhance the learning at MAK by building our school community and contributing to the acquisition of resources andenrichment programs.

Programs and OrganizationMichael A Kostek school offers regular Kindergarten to Grade 6 programming with French as a Second Language beginning in Grade 4. Students are actively engaged intheir learning through an inquiry approach. Guided reading, daily writing and the LLI program offer differentiated literacy instruction at all grade levels. The school has annualarts residency programs and has a music specialist who teaches Kindergarten to Grade 6 music. MAK school staff offer students multiple opportunities to develop technologyskills, be physically active, engage in school community activities and demonstrate leadership skills in the classroom, in the school and in the community.

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

VISTA Reading Program

School: Michael A. Kostek [0281] 2019-2020 Results Review Principal: Colleen Marshall

Address: 5303 - 190 Street Results and Implications Ken GibsonWard 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.

Michael A. Kostek school will increase the number of students achieving at or above grade level in reading and writing by:Applying literacy best practices including daily guided reading and daily writing using Writer's Workshop and Empowering WritersProviding universal supports in all classrooms to support literacy Providing Leveled Literacy Intervention to students below grade levelProviding PD for staff including Literacy Foundations and Workshop coursesImplementing structured Home Reading program for K-3

This will be measured by data analysis of teacher reporting including; reading and writing at, above or below grade level based on teacher assessments. Assessments couldinclude BAS, HLAT writing, PATs and teacher professional judgment (informed by conversation, observation, and student products).

Results Achieved:

Data -85.4% of students were reading at or above grade level -94.1% of students were programmed at grade level in Language Arts-5.9% of students were programmed below grade level in Language Arts -55 students received LLI

Literacy best practices in reading and writing-daily guided reading and recording anecdotal notes-daily writing using Writing Workshop and Empowering Writers

Intervention for struggling readersLLI (Leveled Literacy Intervention) for Grades 2-6 instructed by a reading specialist -

-LLI and reading support offered by Educational Assistants

Administrative Support -classroom observations and professional conversations focused on guided reading instruction

-instructed guided reading in classrooms alongside teachers -established and offered coverage for teachers to do intervisitations during writing lessons -met with students to celebrate growth in writing

Assessment-common reading assessments for all students using the BAS 3rd Edition

-time provided for reading assessments in November and March -school-wide writing measures In October and February -collaborative marking -monitored students’ growth through school-wide data sheets -Learner Profiles created to support year-end transition plans

Professional Learning -classroom teachers attended the Literacy Foundations series

-professional learning for new technology during online learning




Resources -purchased new Fountas & Pinnell Div II guided reading resources

-purchased BAS 3rd Edition

Parents as Partners-leveled books sent home nightly for Home Reading K-3

-student/Parent conferences in October and February. where reading and writing levels were communicated

Michael A. Kostek school will increase the number of students achieving at or above grade level in mathematics by:Applying mathematics best practices including guided practice and independent practice, sharing learning goals with students and building math vocabularyImplementing the JUMP Math program at select gradesProviding universal supports in all classrooms to support mathematicsProvide evidenced-based targeted interventions for students including small group lessons with an intervention teacher

This will be measured by data analysis of results of teacher reporting mathematics at, above or below grade level based on classroom assessments including conversation,observation and products.

Results Achieved:

Data-97.5% of students are at grade level in Math as reported on June 2020 Progress Reports-MIPI comparison Fall 2019 86% above 60%

Fall 2020 82.1% 73/406 (in-person)

Numeracy best practices -guided practice and independent practice -guided math stations-shared learning goals for each lesson -enhanced math vocabulary-differentiated math instruction

Intervention -targeted intervention for Grade 5 students working below grade level

-EA small group intervention

Administrative Support -provided time for collaboration

-grade level team meetings to discuss results

Assessment -common assessments at each grade level

-monitored student growth through school wide data sheets -analyzed MIPI results

Professional Learning-JUMP Math PD sessions both in-person and online

-grade level collaboration

Resources




Resources -purchased JUMP math teacher resources, slides and student workbooks

Parents as Partners -student/parent/teacher conferences October and February where math achievement was communicated

Michael A. Kostek school will support the whole child by providing:Implementing Social Thinking language and interventionAccessing support from our Inclusive Learning Team and AHS Implementing appropriate universal, targeted and specialized strategies and fostering relationships to support students’ mental health Offering professional learning opportunities for staff in mental healthProviding clubs and leadership opportunities for studentsProviding opportunities for students to extend their learning through artists in residences, inquiry projects, inquiring minds site schools, in-school/out of school andovernight field trips Providing career exploration opportunities and hands on learning experiencesAddressing challenging behaviours using collaborative and proactive solutions

This will be measured by data analysis of the Accountability Pillar results in the sections Preparation for Lifelong Learning/World of Work/Citizenship, Safe & Caring andStudent Learning Opportunities.Staff will track the number of students involved in clubs and leadership opportunities.Families will have the opportunity to provide feedbackthrough a Google form, during School Council meetings and on the District survey.

Results Achieved:

Data-Social Thinking intervention supported 15 students through small group instruction twice a week-teachers led 27 different clubs for Grades 1-6 between September to March -39 students have supports and accommodations and are on IPPs-zero suspensions-Accountability Pillar Survey 100 % of students indicated that their teachers care about them-Accountability Pillar Survey 100 % of parents indicated that the teachers care about their child-Accountability Pillar Survey 100 % of MAK teachers indicated that when students need it, teachers at our school are available to help them and 100% of MAKteachers indicated teachers at our school care about their students. -Accountability Pillar Survey 99% of students and 100% of teachers indicated that most students respect each other -Accountability Pillar Survey 84% of parents indicated that students at our school help each other when they can

School Wide best practices -positive relationships between all staff and students-multiple clubs offered for students in Grades 1-6-leadership roles for Students including announcements, patrols, indoor recess support, MCs for assemblies, door monitors, patrols, milk club card puncher, individual student roles (collecting late slips, recycling, etc). -enhanced learning experiences including field trips, inquiry projects and artist in residences-school wide projects including whole school inquiry project, collaborative art project, Student-Led showcase-community building events including playground grand opening, monthly assemblies and winter concerts -specific health teacher for Div II students -in house residency teaching YOGA in the classroom-classes attended week long inquiry minds schools

Intervention -Social Thinking Intervention

-support offered by the Inclusive Learning Team

Administrative Support -problem solving with students to generate proactive, positive behaviour support plans




-support for students in crisis -support for families in need including death of parent and divorce

Professional Learning-Social Thinking PD for all staff led by our Social Thinking teacher

-all staff completed Dr. Jody Carrington’s online modules Kids These Days -interested staff attended YOGA in the classroom

Parents as Partners -hosted parent session in the evening Mindfulness: Benefits for the Whole Family

-positive feedback from parents at monthly School Council meetings. Meetings were attended in person from September to February and online March to June.

What were the biggest challenges encountered in 2019/20?

-school closure due to COVID-19 (March 2020)-decreased one-on-one support in literacy and numeracy March-June -abrupt ending to social connections and school community-unable to fully assess literacy and numeracy in Term 3 -loss of VISTA volunteer reading program -limited access to mental health supports -coordinating all the extracurricular options provided to students-collecting data to support school goals

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

-staff and students feeling safe-lots of communication between the Division, administration, and staff-staff creating welcoming and procedural videos for students and families-staff input into the school re-entry plan-mechanisms in place to provide feedback and be flexible with the plan as needed-access to technology for students and staff-staff all had a clear understanding of COVID procedures and cleaning protocols -clear entrance protocols and modeling the plan-clarity in Provincial and Division requirements -adjusting the physical learning environment to keep students and staff safe -staff relationships -trust and confidence in the admin team and trust in colleagues to follow protocols-access to Scope and Sequence prepared by EPSB

Measure Category Measure

Michael A Kostek Elem. 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 97.2 96.4 95.9 89.4 89.0 89.2 Very High Maintained Excellent

Student Learning Opportunities

Program of Studies 91.5 90.4 92.1 82.4 82.2 82.0 Very High Maintained Excellent

Education Quality 96.6 97.0 97.4 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 91.2 95.2 94.3 73.8 73.6 73.6 Very High Maintained Excellent

PAT: Excellence 28.9 33.1 32.7 20.6 19.9 19.6 Very High Maintained Excellent

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 88.2 95.0 88.8 84.1 83.0 82.7 Very High Maintained Excellent

Citizenship 95.7 94.5 93.9 83.3 82.9 83.2 Very High Maintained Excellent

Parental Involvement Parental Involvement 86.0 87.2 84.2 81.8 81.3 81.2 Very High Maintained Excellent

Continuous Improvement School Improvement 90.6 94.4 94.3 81.5 81.0 80.9 Very High Declined 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: 7281 Michael A Kostek Elementary School

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School: Michael A. Kostek [0281] 2020-2021 Plans Principal: Colleen Marshall

Address: 5303 - 190 Street Plans Ken GibsonWard 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

Michael A. Kostek school will increase the number of students achieving at or above grade level in reading and writing as measured by common assessments such as GLP,BAS reading assessments, school-wide writing measures, HLATs and teacher professional judgment informed by conversations, observations and student products.

applying literacy best practices including daily guided reading writing daily using evidence-based practices and resources providing universal supports in all classrooms to support literacy using technology to support writing and reading skillsproviding Leveled Literacy Intervention to identified students below grade level utilizing Educational Assistants to provide additional literacy supportimplementing daily online home reading for K-3offering professional development for staff including participating in communities of practice with Catchment colleagues, professional reading and attending literacy PDoffered by the Division

Michael A. Kostek school will increase the number of students achieving at or above grade level in mathematics as measured by common assessments such as GLP, MIPIand classroom assessments including conversations, observations and products.

applying best practices including guided practice and independent practicesharing learning goals with students utilizing classroom manipulatives, hands-on learning and real-world examples building math vocabularysupporting learning with online independent practice programsimplementing the JUMP Math program at select gradesproviding universal supports in all classrooms to support mathematicsutilizing Educational Assistants to provide mathematics supportteaching math concepts through a spiralized approach

Michael A. Kostek school will enhance student learning by increasing our staffs’ capacity to use technology to enhance lessons, communicate with families and shareevidence of student achievement.This will be measured by a staff survey, feedback from P.D. sessions, Accountability Pillar, and tracking site analytics.

posting weekly learning news on SchoolZone and See Saw to involve parents in their child’s learning transitioning staff to a Shared Google Drive and new websitemanaging online support packages for students learning from homeincorporating new skills from meetings and collaboration time into practiceresearching and implementing new online programs to enhance classroom instructionutilizing Google Classroom with students Grades 2-6attending ongoing “Wireless Wednesday” PD led by our Assistant Principal Darin Johnson implementing PowerTeacher Pro hosting student/parent/teacher conferences through Google Meets

School: Michael A. Kostek [0281] 2020-2021 Revised Budget Principal: Colleen Marshall

Address: 5303 - 190 Street Budget Summary Report Ken GibsonWard Trustee:


2020-21 Spring Proposed 2020-21 Fall Revised

Resources 3,642,808 3,642,808

Internal Revenue 0 0

REVENUE TOTAL 3,642,808 3,642,808

Classroom 23.730000 2,439,231 23.730000 2,439,231

Leadership 2.000000 257,310 2.000000 257,310

Teaching - Other .000000 0 .000000 0

Teacher Supply .000000 90,258 .000000 90,258

TOTAL TEACHER 25.730000 2,786,799 25.730000 2,786,799

(% of Budget) 76.5% 76.5%

Exempt (Hourly/OT) .000000 58,446 .000000 58,446

Support 7.749000 426,608 7.749000 426,608

Support (Supply/OT) .000000 25,000 .000000 25,000

Custodial 2.875000 174,066 2.875000 174,066

Custodial (Supply/OT) .000000 7,000 .000000 7,000

TOTAL NON-TEACHER 10.624001 691,120 10.624001 691,120

(% of Budget) 18.97% 18.97%

TOTAL STAFF 36.354000 3,477,919 36.354000 3,477,919

(% of Budget) 95.47% 95.47%

SUPPLIES, EQUIPMENT AND SERVICES 85,490 85,490

INTERNAL SERVICES 74,400 74,400

OTHER INTEREST AND CHARGES 5,000 5,000

TOTAL SES 164,890 164,890

(% of Budget) 4.53% 4.53%

TOTAL AMOUNT BUDGETED 3,642,809 3,642,809

Carry Forward Included 0 0

Carry Forward to Future 0 0

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