Year Opened 1970 Total 29.292000 Total $2,899,516 100%
School PhilosophyAt Northmount School we believe in the worth and potential of every child and are committed to engaging students in developing the skills, knowledge and attitudes necessaryto become responsible, caring, courageous, and curious citizens. By engaging staff in professional dialogue and learning activities, we promote a school-wide, inclusivelearning environment focused on the development of academic and social-emotional competencies. Our safe and welcoming teaching and learning environment is enhancedby student and staff engagement on leadership teams designed to enhance effective school culture.We value relationships, based on mutual trust, understanding, and connection. We actively involve parents in school activities and provide professional learning opportunitiesto help staff better understand their students, families, communities, and the history of Indigenous people. We work with partners to provide supports beyond those of anacademic nature that focus on belonging, connection, and well-being. We work purposefully to engage stakeholders, by placing high value on collaboration and gatheringvoice, to provide Northmount students with what they need to live lives of dignity and fulfillment. Our VisionWe lead with kind hearts, fierce minds, and brave spirits.Our MissionWe communicate to create a positive, collaborative, and welcoming environment.We challenge and support ourselves and each other to set and work towards our goals.We all belong and see ourselves reflected in our school.We demonstrate excitement, pride, and confidence in our daily work and acknowledge our willingness to take risks.
Community ProfileOur Mainstream Program draws from the Northmount and Schonsee neighbourhoods and our Cogito Alternative Program boundary covers much of northeast Edmonton.Each program comprises approximately 50% of our student population.
Programs and OrganizationNorthmount School is located in North Edmonton and serves approximately 375 students from Kindergarten to grade six in the Mainstream and Cogito Alternative programs.The Cogito program began with Kindergarten and grade one classes in September 2010; one grade was added per year until 2015 when the first grade six classroomopened.We are a District site for Reading Recovery, we provide Leveled Literacy Intervention, as well as small group English Language instruction. Our students with exceptional needs are integrated into age-appropriate classrooms where program supports are provided; approximately 63% of our students are identifiedas English Language Learners.Northmount is part of the North Central Catchment Schools (NCCS) cohort which consists of 19 schools whose focus is to develop a community of teaching and learningpractice to ensure success of all students from Pre-Kindergarten to grade 12. Staff from all schools in the catchment work collaboratively to address driving questions,articulated through Inquiry Based Professional Growth Plans. Through professional collaboration and learning opportunities, staff facilitate the development of students'conceptual understanding while reducing barriers to their learning.
School Community RelationshipsWe would like to acknowledge the following community members who have helped to foster the growth and success of our students:
COBS Bread, Discovery Place Preschool and Out of School Care, Edmonton Mennonite Centre for Newcomers, Free Footie, Somali Canadian Women & ChildrenAssociation
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, NCCS students will demonstrate academic growth in the areas of literacy and numeracy. Provincial Achievement Test, HLAT Writing assessments, andDiploma Exam results, as well as high school completion rates will be used to measure and report growth. Teacher professional judgement, including summative andformative assessments informed by observations, conversations, and student products will guide student instruction and school-based intervention. (Priority 1)
Results Achieved:North Central Catchment SchoolsNorth Central Catchment Schools (NCCS) continue to focus on developing literacy and numeracy competencies. North Central Catchment results, on Part A of the grades sixand nine Math Provincial Achievement Test (PAT), indicate an increase in the number of students meeting acceptable standards. Results from the grade six writing PATindicate the number of students meeting the acceptable standard has been maintained over a five year period. This trend is not maintained in our grade nine PAT writing andin our collective HLAT results, therefore, this area remains a focus for growth moving forward. Diploma exam results, for English Language Arts (ELA) 30-1, Parts A & B, showan increase in the number of students meeting the acceptable standard. Diploma results for ELA 30-2, indicate an improvement, over a five year period, of students meetingthe acceptable standard. The Early Years Evaluation (EYE-TA) results indicate 30.8% more Kindergarten students performed in the range, when comparing preappropriateand post evaluations.
NorthmountLiteracy
- At Northmount, we experienced an increase in writing performance on both HLAT and PATs.WritingOn the HLAT, all cohorts demonstrated growth. Overall, more of our students (79%) are writing at or above grade level. Compared to last year, 16% more students, whoself-identified as First Nations, Metis, or Inuit, are writing at or above grade level. Grade six Provincial Achievement Test results indicate 93% of those who wrote the exam arewriting at or above grade level, a marginal improvement upon last year's results.
- As a collective cohort, 76% of Northmount students are reading at or above grade level, an overall decrease of 4.6%. Fewer students who identified as FirstReadingNations, Metis, or Inuit are reading at or above grade level. The same is true for our English Language Learners. Of those reading below grade level, 58% are EnglishLanguage Learners, 16% have special needs, and 9% are First Nations, Metis, or Inuit. Of our grade six cohort, who wrote ELA Part B Provincial Achievement Test, 81.4%achieved the acceptable standard or the standard of excellence, a decrease of 13.7% from last year.
NumeracyMIPI - In 2018-2019 we implemented small group Math instruction, organized by grade level of programing. 77.3% of Northmount students achieved at or above 60% on theMIPI, a slight improvement over last year's results. Our Math 6 PAT results experienced a significant decrease in the percentage of students meeting either the acceptablestandard or the standard of excellence.
Early Years Evaluation (EYE-TA)Consistently, over 90% of our Kindergarten students performed in the range in all aspects of the EYE-TA. appropriate
By June 2019, all NCCS staff will enhance their instructional practice through monthly collaboration and job embedded professional learning. Areas of emphasis includeliteracy, numeracy, diversity, assessment, comprehensive school health, technology integration, and leadership development. As indicated by teacher professional growthplans, staff will increase knowledge,improve practice and reflect on growth outlined by the new Teaching Quality Standards. The impact of the collaboration and professionallearning will be measured by the Accountability Pillar, the District Feedback Survey, and Professional Growth Plans. (Priority 2)
North Central Catchment SchoolsDuring the 2018/19 school year 84 collaborative groups, made up of over 850 staff from 19 schools, met monthly to participate in collaborative work. Staff created inquirybased professional growth plans driven by burning questions, aligned with the Teacher Quality Standard and supported by job-embedded professional learning. A total of 44staff members participated in leadership development opportunities. As measured by the District Feedback Survey, 76.8% of staff indicated their professional growth wasenhanced by catchment professional learning. In addition, 95% of staff in NCCS indicated engagement in collaboration. On a pre and post pilot project survey, teachersindicated an increased connection between their professional growth plan, teaching practice, collaboration, and professional learning opportunities.
NorthmountAt Northmount, 100% of teaching and support staff participated in NCCS collaborative groups, based on burning questions. A total of 17 staff members attended 42professional learning opportunities, related to their burning questions and/or goals communicated via professional growth plan. As measured by the District Feedback Survey,91% of Northmount staff (an increase of 9%), indicated their professional growth was enhanced by catchment professional learning opportunities.
We will invest in social capital. We will build and maintain relationships, based on mutual trust, understanding, and connection. We will engage stakeholders, by placing highvalue on collaboration and gathering voice, to provide Northmount students with what they need to be successful in both the academic and social-emotional dimensions. Wewill actively involve parents in school activities and provide professional learning opportunities to help staff better understand their students, families, communities, and thehistory of Indigenous people. We will work with partners to provide supports beyond those of an academic nature that focus on overall student wellbeing.
By June 2019, we will see growth in all areas of the District survey pertaining to overall school wellness and in the Safe and Caring Schools measure on the provincialAccountability Survey, including all stakeholders: students, staff, parents, and community. We are committed to developing other frameworks to help gauge our growth andprogress in this area.
Results Achieved:As measured by the District Feedback Survey, Northmount students, staff, and families indicated increased overall satisfaction regarding health and well-being. Familiesreported, with 97% satisfaction, that they were pleased with opportunities for daily physical activity; 87% believed healthy eating was encouraged; 93% reported satisfactionwith our focus on students' physical well-being; and 90% positively recognized our efforts to promote mental well-being. These results indicate an improvement between 2 and12%. 96% of our staff believe their work environment is healthy, an improvement of 2% over last year.
On the provincial Accountability Survey, 84% of students and staff (too few families responded to be statistically significant) reported satisfaction on the Safe and Caringmeasure. An increased number of teachers believe students are safe at school and on their way to and from; 100% of teachers believe children are treated fairly, and anincreasing number of teachers believe students treated each other well. All teaching staff believe teachers at Northmount care about their students. More Northmountstudents report feeling safe at school, however fewer feel safe on their way to and from. More students feel other students treat them well and a further 6% over last yearbelieve their teachers care about them. 100% of staff and students at Northmount are involved in formalized, in-school leadership opportunities to enhance our school'spositive, welcoming, caring environment.
What were the biggest challenges encountered in 2018/19?North Central Catchment
high number of teaching staff with less than 5 years teaching experience within the NCCShousing inconsistencies, poverty, transiency, and the economic and cultural diversity of our students continue to challenge all catchment schoolsthe mental health of our families and students continue to be complexidentifying and utilizing community services to support refugee, English Language Learners, Indigenous students, and their families continue to challenge NCC schoolscompleted specialist assessments and access to resources to support students in a timely manner, as well as access to space in District sites
Northmountcomplex mental health needs, including childhood trauma, and limited access to timely and consistent mental health supportscontinuity of instruction as staff engaged in professional learning opportunities to meaningfully address increasingly complex social-emotional and academic needslow parental engagement in school activitiessignificant decrease in the number of students who believe our building is well maintainedsignificant decline in the number of students performing at the acceptable standard or the standard of excellence on the PATsthough 90% of our families report feeling a sense of belonging at Northmount (on the District Feedback Survey) this presents and decline of 7% over last yearlack of statistically significant participation by parents on the Accountability Survey
What are the implications from 2018/19 that will impact your current year plan?North Central Catchment Schools will:
continue to use Inquiry Based Professional Growth Plans.dedicate professional learning time for staff to collaborate around driving questions.support the implementation of the new TQS and LQS focusing on Indigenous content, the OECD Promising Practices, and concept based teaching and learning.will continue to investigate effective ways to:
communicate with familiesremove barriers for familiesfoster and leverage community partnerships to support students and families.
continue to implement trauma sensitive and restorative practices to support students with complex needs.continue to focus on collaboration to build capacity around teaching, learning and leadership to improve student achievement in reading, writing and mathematics.
NCCS principal leadership will continue to focus on developing congruence in assessment best practices through formalized professional learning one half day per month,off campus learning, and joint targeted Catchment PD.
Northmount staff is committed to: continuing to build our individual and collective foundational Indigenous knowledge through job-embedded professional learning opportunitiesdeepening our understanding and use of restorative practices to repair harmcontinuing to engage in the process to facilitate the development of social-emotional competencies and leadership skillsLeader in Meschool-wide implementation of peace-making circles and daily gratitude practicesthe implementation of school-wide trauma-informed practicesthe continuation of staff and student leadership teams to gather and honour voicesmall group English Language instructioncreating increased opportunities for parental engagementcontinuing to access community partnerships to support childrencontinuing the use of Quality Assessment Planning by all Northmount teachersincreasing the breadth and depth of communication strategies with parents including SchoolZone, traditional agendas and backpack letters, and social media platforms
Measure Category Measure
Northmount 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 84.3 80.8 86.1 89.0 89.0 89.3 Intermediate Maintained Acceptable
Student Learning Opportunities
Program of Studies 94.9 91.6 92.4 82.2 81.8 81.9 Very High Maintained Excellent
Education Quality 97.9 93.4 94.9 90.2 90.0 90.1 Very High Maintained Excellent
Drop Out Rate n/a n/a n/a 2.6 2.3 2.9 n/a n/a n/a
High School Completion Rate (3 yr) n/a n/a n/a 79.1 78.0 77.5 n/a n/a n/a
Work Preparation 100.0 91.7 89.4 83.0 82.4 82.6 Very High Improved Excellent
Citizenship 82.8 81.0 83.2 82.9 83.0 83.5 Very High Maintained Excellent
Parental Involvement Parental Involvement 98.8 87.5 91.0 81.3 81.2 81.1 Very High Improved Excellent
Continuous Improvement School Improvement 90.8 89.5 82.6 81.0 80.3 81.0 Very High Improved 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: 7191 Northmount School
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, all NCCS students will demonstrate growth of at least one grade level in reading, writing and mathematics as measured by common assessments.
By June 2020, all NCCS staff will enhance their instructional practice through collaboration and job embedded professional learning as measured by the District FeedbackSurvey, internal measures and Professional Growth Plans.
By June 2020, all Northmount students, staff and parents will experience an enhanced sense of belonging as measured by Safe and Caring measures on the AccountabilitySurvey; Priority 2 themes (Belonging in School, Inclusive Environments, Safe Environments) on the District Feedback Survey; improved levels of community engagement; andan increase in parental and familial engagement in school events.
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