Ellerslie Campus

  1. PLC Story
  2. PLC Practices
  3. Achievement Data
  4. Awards
  5. Resources

The beginning of the 2010-11 school year was marked by significant staffing change at Ellerslie Campus. The principal, assistant principal, two curriculum coordinators, office staff and one-third of the teaching staff were new to this campus. While most came from a school where PLC practices and culture were developing, the transition was still a challenge for both new and pre-existing staff. It is a testament to the strength of PLC culture that disruption to student learning was at a minimum during the turnover year and results for both staff and students regained or exceeded previous results in many areas in the second year of the transition.

1. Monitoring student learning on a timely basis.

At Ellerslie Campus, we complete, and share with families, monthly updates on both formative and summative assessment of ELOs in core subjects. We include bi-monthly updates in supplementary subjects. Personal development and work habits are formally reported three times per/year. This system of frequent reporting of student progress requires teachers to regularly check for student learning formatively, provide timely feedback for growth, and to update parents on summative grades close to the point at which learning was completed.

2. Creating systems of intervention to provide students with additional time and support for learning.

We have consciously built the principles of RTI into our school timetable.

At Tier One, we continue to use analysis of student learning as job-imbedded professional development for our grade-level teaching teams. Teachers are encouraged to increase their knowledge and skills in areas that the team identify a need for growth. Vertical subject specialist teams meet together to improve knowledge and application of best practices.

At Tier Two, all elementary teachers have four, 30-minute periods a week during non-core time in which they can provide short-term, responsive intervention to students who require extra time and support. At junior high, these blocks are built into a tutorial period at the end of the day where students can be assigned when they demonstrate both unable or unwilling issues in their learning. Intervention during this time is shared between junior high core teachers.

At Tier Three, we currently have on-site access to specialized services in language arts through two teachers with graduate level training in literacy intervention. We are exploring methods to replicate this level of intervention in mathematics.

3. Building teacher capacity to work as members of high performing collaborative teams that focus efforts on improved learning for all students.

We believe that the strongest change in adult learning and behavior occurs when learning is embedded in our world of work. On that basis, the teacher leadership team at Ellerslie has designed a series of on-site professional development sessions aimed at improving student achievement through improved assessment practices using proven tenets of PLCs.

The goal of our current 2012-13 PD plan is to develop Ellerslie teachers’ capacity to:

  • Re-evaluate the current structure of ELOs and refine for clarity around guaranteed knowledge & skills.
  • Set specific measurable, achievable goals for all students based on targeted essential learner outcomes
  • Create, implement and evaluate the efficacy of valid formative and summative assessment tools.
  • Create and follow an assessment plan for each teaching unit that requires imbedded time for re-teaching ELOs that have not been learned to goal levels.

PD sessions occur on the first Thursday of every month. They are planned and led by a team of teacher-leaders with training and expertise in assessment and PLC culture. Each session involves a guided workshop-based approach with collaborative teams in a central location. Teams bring materials pertaining to their grades/subjects to each meeting to work on and will leave with homework to be completed with their collaborative team for the next PD session. The beginning of each session will involve a ‘temperature check’ for the effectiveness of various tenets of PLC work.

Additional Achievement Data

Provincial Achievement Test Results for Grades 3, 6, and 9

Provincial Achievement Test Results

English Language Arts

Grade 3 % Ellerslie Language Arts Acceptable Standard % Province Language Arts Acceptable Standard % Ellerslie Language Arts Below Standard % Province Language Arts Below Standard
2007-08 80.0 89.1 20.0 10.9
2008-09 85.7 89.8 14.3 10.2
2009-10 90.9 89.5 9.1 10.5
2010-11 87.0 89.9 13.0 10.1
2011-12 94.3 89.3 5.7 10.7

Provincial Achievement Test Results

English Language Arts

Grade 6 % Ellerslie Language Arts Acceptable Standard % Province Language Arts Acceptable Standard % Ellerslie Language Arts Below Standard % Province Language Arts Below Standard
2007-08 88.1 90.6 11.9 9.4
2008-09 97.2 90.9 2.8 9.1
2009-10 98.2 91.8 1.8 8.2
2010-11 91.5 91.4 8.5 8.6
2011-12 97.1 91.0 2.9 9.0

Provincial Achievement Test Results

English Language Arts

Grade 9 % Ellerslie Language Arts Acceptable Standard % Province Language Arts Acceptable Standard % Ellerslie Language Arts Below Standard % Province Language Arts Below Standard
2007-08 87.7 87.2 12.3 12.8
2008-09 84.0 87.7 16.0 12.3
2009-10 81.6 88.4 18.4 11.6
2010-11 85.0 88.9 15.0 11.1
2011-12 90.6 87.1 9.4 12.9

Provincial Achievement Test Results

Mathematics

Grade 3 % Ellerslie Mathematics Acceptable Standard % Province Mathematics Acceptable Standard % Ellerslie Mathematics Below Standard % Province Mathematics Below Standard
2007-08 92.7 87.1 7.3 12.9
2008-09 88.1 87.5 11.9 12.5
2009-10 97.7 86.7 2.3 13.3
2010-11* 85.5 84.4 14.5 15.6
2011-12 89.8 83.3 10.2 16.7

*First Year New Mathematics Curriculum Implemented

Provincial Achievement Test Results

Mathematics

Grade 9 % Ellerslie Mathematics Acceptable Standard % Province Mathematics Acceptable Standard % Ellerslie Mathematics Below Standard % Province Mathematics Below Standard
2007-08 86.1 73.8 13.9 26.2
2008-09 74.1 73.9 25.9 26.1
2009-10 71.1 75.0 28.9 25.0
2010-11* 80.0 73.2 20.0 26.8
2011-12 83.3 73.2 16.7 26.8

*First Year New Mathematics Curriculum Implemented

Parent Satisfaction Survey

Parent Satisfaction Survey (Provincial)

  Agree to Strongly Agree %
“Your Child is learning what he or she needs to know?” 2007-08 80
2008-09 83
2009-10 94
2010-11** 100
2011-12 92

** New administration and significant staff turnover.

Parent Satisfaction Survey (Provincial)

  Satisfied to Very Satisfied %
“How satisfied or dissatisfied are you with the quality of education your child is receiving at school?” 2007-08 95
2008-09 83
2009-10 94
2010-11** 95
2011-12 100

** New administration and significant staff turnover.

Ellerslie Campus Teacher Satisfaction Survey

  Average %
“To what extent do you feel that staff work as a team in your school?” 2007-08 96
2008-09 100
2009-10 96
2010-11** 42
2011-12 91

** New administration and significant staff turnover.

In the following data, please note that even with the considerable growth in student enrollment, primarily in our English Language Learner population, our grade level of achievement results on district HLAT assessments remain constant and over 90% at or above. We believe this is credited to the strength of our vertically aligned language arts curriculum that includes common formative and summative assessments, a school-wide writing plan and an effective literacy pyramid of intervention (see figure at top of next page).

Maintaining high levels of achievement and growth over time:

Ellerslie Campus Grade Level of Achievement Scores for READING (District Highest Level of Achievement Assessment)

Year Number of Students Below Grade Level % At or Above Grade Level %
2008 490 10.0 90
2009 431 7.9 92.1
2010 464 8.4 91.6
2011 527 8.2 91.8
2012 658 8.8 91.2

Ellerslie Campus Grade Level of Achievement Scores for WRITING (District Highest Level of Achievement Assessment)

Year Number of Students Below Grade Level % At or Above Grade Level %
2008 490 6.7 93.3
2009 431 5.1 94.9
2010 464 2.1 97.9
2011 527 6.1 93.9
2012 658 4.8 95.3

Ellerslie’s Literacy Pyramid of Intervention:

Tier 1 – Universal best practices in the classroom for all students

  • Effective research based teaching practices
  • Differentiated instruction
  • Common language for teachers and students embedded into reading instruction and content areas
  • Common formative and summative assessments
  • Exploring universal screening assessments for all students to identify what part of the reading process is breaking down (ex: DIBELS for phonemic awareness, benchmark reading assessment)

Tier 2 - Targeted short term intervention based on results of common formative and summative assessments, universal screening, and/or diagnostic tools.

  • ELL pull-outs: phonics-based and culture/vocabulary-based
  • Tutorial intervention 2-4x weekly based on “by the student, by the skill”
  • Rewards Reading Intervention Program
  • In class support of Educational Assistants

Tier 3 – Intensive Intervention with literacy leads (most highly trained teachers)

  • Leveled Literacy Intervention (1-3)
  • Middle Years Literacy Intervention (4-7)

Inclusive Learning Demonstration Site School “Inclusion Through Collaboration” (2012-present)
Edmonton Public Schools
Project video link: http://www.epsb.ca/inclusivelearning/ellerslie/

Teaching Award for Inclusive Education (June 2011)
Edmonton Regional Coalition for Inclusive Education

PLC Principal Support Group, Ellerslie Principal, Henry Madsen, Chair
Comprised of administrators from 21 schools within the Edmonton Public School district.
This principal group annually hosts PLC focused professional development days. Our most recent November, 2012 workshops were attended by participants from 52 district schools.

Top