Final Education Plan 2025 by foothillsacademyyyc

EDUCATION PLAN MAY 2025

FNMI Statement

In the spirit of reconciliation, Foothills Academy acknowledges that we live, work, and play on the traditional territories of the people of the Treaty 7 region in Southern Alberta, which includes the Blackfoot Confederacy (comprised of the Siksika, Piikani, and Kainai First Nations), as well as the Tsuut’ina First Nation, and the Stoney Nakoda (including the Chiniki, Bearspaw, and Goodstoney First Nations). The City of Calgary is also home to the Otipemisiwak Metis Government, Metis Nation Battle River Territory (Districts 5 and 6).

We acknowledge the many First Nations, Metis and Inuit peoples whose footsteps have marked these lands for generations. We are grateful for the traditional Knowledge Keepers and Elders who are still with us today and those who have gone before us. We recognize the land as an act of reconciliation and gratitude to those whose territory we reside on or are visiting.

Accountability Statement for the Education Plan

The Education Plan for Foothills Academy, commencing on May 31st, 2025, was prepared under the direction of the operator and governing body in accordance with the responsibilities under the Private Schools Regulation and the Ministerial Grants Regulation. This plan was developed in the context of the provincial government’s business and fiscal plans. The operator and governing body has used its performance results to develop the plan and is committed to implementing the strategies contained within the plan to improve student learning and results.

The operator and governing body approved the 2025/2026 Education Plan on May 22nd, 2025.

Kristin Smith (Board Chair)

Education Plan Review

Foothills Academy’s Education Plan for 2025-2028 focuses upon key areas from the Annual Education Results Report (AERR). The report helps us to target areas for growth, and ensures we are always looking for ways to continuously improve and provide the most effective and meaningful approaches to student learning and success. The plan also helps us to reflect a student-centered focus incorporating the principles of inclusiveness, fairness, diversity and excellence. As a Designated Special Education Private School (DSEPS) where every student has a diagnosed Learning Disability, the Education Plan’s Priority Areas focus upon the needs of students and families living with Learning Disabilities, in the context of Foothills Academy’s DSEPS status.

Last year’s Education Plan focused upon the Priority Areas of:

1.Enhancing opportunities to engage in active citizenship.

2.Targeted literacy and numeracy interventions to support student growth and achievement

3.Students maximize their potential in grade 12 in preparation for graduation, postsecondary and the workplace.

These priorities align with Foothills Academy’s philosophy of: Find Understanding Build Confidence Maximize Potential

The 2025-2028 Education Plan maintains the same overarching Priority Areas as the previous year. Updated outcomes, strategies and measures are presented in this plan, as a result of having executed previous strategies, and having analyzed provincial and local data about student and school success. While the plan is a working document, it also strives to assure stakeholders and the wider public that Foothills Academy is in a state of continuous growth and development. It highlights ongoing improvement as a result of deliberate thought, analysis, consideration and planning, and focuses on the best use of resources to maximize implementation of effective, evidence informed teaching and learning strategies for the specific student population at Foothills Academy.

Stakeholder Engagement Plan

A wide range of stakeholders are integral to the success of Foothills Academy Teachers, parents and students all have a clear voice to provide input through Alberta Education Assurance Measures (AEAMs) surveys, and staff and parents are given Foothills surveys at a local level to provide additional feedback.

Parents meet once a month at Foothills Academy Parents’ Association (FAPA) meetings, where the principal or vice principal is always in attendance to provide school updates and to receive feedback for consideration from parents. Additionally, the president of FAPA is an ex-officio on the board of directors (meaning the president of the parents’ association has a voting seat on the board of governors). 96% of parents reported in the AEAMs data that they are satisfied with opportunities to be involved in decisions about their children’s overall education. We strive to have all parents involved in the school to support their child’s learning and to have a voice to help guide the direction of school improvement.

Community events (block party, gala, golf fundraiser) Ongoing

School start up pancake breakfast BBQ

Monthly parent education workshops (also open to the wider community)

Information nights throughout the year for: Transition to Junior high Transition to high school Transition to adulthood

Stakeholder Engagement Plan

School Staff Engagement:

Staff meetings

Team meetings

Administrative meetings 1:1

Professional growth meetings

Professional development sessions

Student Engagement:

Conversations with homeroom staff

Meetings with school administration

Advocating through student groups and extracurricular clubs

Leadership initiatives

Grade 12 local surveys upon graduation

Student transition surveys

Insights and Analysis of the Annual Education Results Report (AERR)

Noted strengths

The Education Quality at Foothills Academy is reported to be excellent from the AEAMs data. This reflects the impact that staff have upon students and families at Foothills, and is a result of the strong collaboration between all stakeholders. The school program is unique as it delivers the demanding Alberta Education curriculum at all levels, whilst providing specialized, intensive intervention and instruction via Skills Classes in reading, writing and math, for all students in grades 3 to 9 High school students follow specific courses which incorporate comprehensive Learning Strategies and CALM programs via our emerging Footpaths Program, meeting the needs of students and getting them on track to successfully maximize their potential to graduation and beyond.

Our 3-year average of 90.5% agreement that Foothills has a welcoming, caring, respectful and safe learning environment offers further assurance of our strong and supportive culture; and remains higher than Alberta Education’s Business Plan target of 84.5% by 2027-2028.

This is a result of strong stakeholder collaboration, volunteers, donors and board members, and the work conducted by outstanding classroom staff, with access to incredible support and services such as psychological assessment and counselling, speech & occupational therapy, and intervention specialists. In conjunction with this, it is important to note that parent data from the AEAMs show that 84% of parents are satisfied with their involvement in decisions about their child’s education, which is ranked overall as ‘excellent’. Academically, there is a range of academic strengths evidenced in the AERR.

We saw improvements in Provincial Achievement Tests (PATs):

Grade 6 PATs improved in the area of standard of excellence

Grade 9 PATs improved in the areas of acceptable standard, and standard of excellence

Grade 9 PATs improved in all areas; ELA, Math, Social, & Science.

Diplomas for ELA 30-1 improved and are ranked ‘good’ . Diplomas for social 30-1 and 30-2 improved and are ranked ‘good’ .

Insights and Analysis of the Annual Education Results Report (AERR)

Areas for improvement

The areas for improvement identified from the AERR and local data will form the basis of our priority areas for the Education Plan.

Elementary students’ responses to the citizenship questions on the AERR declined slightly in some areas compared to previous years, although there was some ambiguity such as:

10% of the students “did not know” if they were encouraged to try their best at school, compared to 5% who reported “no” they were not

32% of the students “did not know” if most students followed the rules, and 33% reported “no” students did not follow the rules.

33% of the students “did not know” if most students help each other, compared to 18% of the students who reported “no” most students do not help each other.

44% of the students “did not know” if most students respect each other, compared to 15% who reported “no” most students do not respect each other

Although the AERR reports from elementary students show that we should continue to focus upon aspects of active citizenship, there are a number of elementary students who report that they “do not know”, rather than responding “no” to the questions. Subsequently, this requires us to further analyse the data and the students’ understanding of the questions and the school community, rather than just looking at all the student responses of “do not know” as inherently negative.

Additionally, student responses to the welcoming, caring, respectful and safe learning environment questions declined, but this was predominantly a result of the elementary students’ reporting. Junior high and high school students reporting was maintained, with around a 2% change from the previous year; and as noted above, our 3-year average for students reporting a welcoming, caring, respectful and safe learning environment is above 90%. However, elementary students’ responses decreased by 7% from the previous year. Similar to the responses given by elementary students to the citizenship questions, most of the responses causing the decline in this score were a result of elementary students reporting that they “do not know” rather than stating that the environment at school was negative

For example:

87% of the elementary students reported feeling safe

2% of the elementary students reported not feeling safe

11% of the elementary students reported that they do not know These 11% of students who do not know how they feel, impacts the overall score for a welcoming, caring, respectful and safe learning environment It is important for us to recognize that some students may need additional support in comprehending the specific nature of the questions asked in the Alberta Education Assurance Measure questionnaires.

Insights and Analysis of the Annual Education Results Report (AERR)

Identified Priority Area #1:

Enhancing Opportunities to Engage in Active Citizenship. Outcomes (2025-2028)

Elementary students will increase their participation as active citizens in the school community.

Elementary students will be empowered to advocate and contribute to the positive, welcoming, caring, respectful and safe learning environment at Foothills.

Further analysis suggests an area for improvement to be in the elementary PAT science results. Contrary to the strengths noted above for some PATs, a number of grade 6 science PATs fell below acceptable standards. This appears to have been a function of many factors that will be addressed, but primarily a result of comprehension challenges some grade 6 students face regarding the comprehension of non-fiction texts As previously stated, there are a range of challenges facing students with Learning Disabilities, although most of these challenges are language based. Reading comprehension is an area of literacy (among others) that we work on intensely with our students, but primarily in junior high. Our daily, intensive intervention Skills classes in elementary school focus more upon foundational aspects of literacy.

Many elementary students with Learning Disabilities (such as dyslexia) require interventions for reading, spelling and sounding out words, that are not accommodated by comprehension interventions. Grade 6 science PAT questions do have very nuanced language, which can be challenging for many struggling readers. Where in an ELA comprehension passage based on a fictional text, one can refer to the story for context. In science-based comprehension questions, the nuance is such that it poses a greater challenge to many students Additionally, many students with Learning Disabilities have struggles with their working memory, which can impede comprehension of science-based texts. Comprehension intervention is focused upon in junior high, and grade 9 PATs in science do yield higher scores. Our local CBM data supports this, as we see that over the past year, our focused efforts in reading intervention and remediation have resulted in significant improvements in reading comprehension amongst our junior high students, with many demonstrating an increase of 20-50% in accuracy

Insights and Analysis of the Annual Education Results Report (AERR)

Comparing grade 6 data to grade 9 PATs, we can see at the grade 9 level, PATs in science have increased at both the acceptable standard, and the standard of excellence Similarly, grade 9 PATs show a significant growth in social studies achievement at the acceptable standard and the standard of excellence. Our focus is to support students who are struggling with Learning Disabilities, and much of this is invested into literacy and numeracy interventions.

At a local level, we are seeing significant improvement in elementary and junior high students' achievement in locally delivered literacy and numeracy Curriculum Based Measures This is something that we will continue to focus upon as a Priority Area in the Education Plan, as it is a hallmark of our success, and essential to the program. We will review the outcomes and include an additional elementary science goal incorporated into the literacy and numeracy interventions.

Identified Priority Area #2:

Targeting literacy and numeracy interventions to enhance success in elementary and junior high. Outcomes (2025-2028)

1.Students will enter junior and senior high with improved literacy and numeracy skills.

2.Grade 6 science PATs will increase, with more students scoring at the acceptable standard, and standard of excellence range

The AERR reports that the 3-year high school completion rate declined to 91.2%. It is important to note that this remains at a standard that is “good”, which is over 10% higher than the provincial average, and higher than Alberta Education’s Business Plan goal of 88 8% by 2027-2028 However, it is down from the previous years’ scores of 100%, 97% and 100% respectively. Therefore, we will develop outcomes and strategies to support this, to help every student maximize their potential upon graduation.

The acceptable standard and standard of excellence in diplomas was maintained, with social studies ranking “high” in the standard of excellence, but with science achievement in Diplomas being slightly lower than social studies and ELA This is a testament to the growth our students make over their time at Foothills, considering most Learning Disabilities are language based, and therefore most students have inherently greater challenges with the more language dominant subjects such as ELA and social studies. This growth and success of our students’ high school achievement is something that we should rightly celebrate.

Insights and Analysis of the Annual Education Results Report (AERR)

Many of our students are also very successful in math and science subjects, and pursue related courses in post-secondary and the workplace. However, since the current data suggests that high school sciences are an area for growth, we will focus upon additional outcomes to support this, to meet the priority area of having students maximize their potential upon graduation and beyond

The science focus in high school will incorporate additional EF supports from the Footpaths program, as well as comprehension strategies to support scientific understanding, and appropriate test preparation and test taking strategies.

Identified Priority Area #3:

High school students will maximize their potential upon graduation and beyond.

Outcomes (2025-2028)

1.Students will transition successfully to adulthood and into post-secondary or the workplace.

2.Grade 12 students will see value added growth in their individual Diploma results, compared to their grade 9 PAT results

3.Every student will be successful in earning a high school graduation diploma.

Emerging trends and developing needs

Over the past two years, Foothills Academy staff have worked tirelessly to incorporate outcomes-based assessment into their teaching, evaluating and measuring of student growth This is an area of ongoing focus across the school, as it is evident that students need to be provided with the opportunity and environment to thrive, where they can truly demonstrate their learning and deep understanding of the programs of study in each of their subject areas.

Artificial Intelligence is another area of growth which education systems must address swiftly and appropriately The speed at which generative AI models and engines are reshaping the educational landscape is great We are striving to move at pace to keep up with the rapidly changing AI landscape; while ensuring we do not make hasty decisions that could jeopardize students’ opportunities for learning and growth, whilst simultaneously ensuring that academic integrity of learning and assessment is maintained. This is a constantly evolving situation which has necessitated the formation of a staff AI committee, to make recommendations for best practices and professional development

In previous years’ Education Plans, mental health challenges have been noted as becoming ever more complex. This is something that remains a consistent trend in education. More students are struggling with mental health needs, and those needs are increasingly complex. We are fortunate to have the support of Foothills Academy’s Community Services Psychological Services & Programs Team, to support with counselling, assessment, evaluations, observations, consultations, and training, to maximize support for classroom staff working with complex learners.

We have seen a continued growth of electives, clubs, and off-site activities for our students in all grades. This is something that has been an ongoing focus for Foothills. Due to the intensive nature of the school program focusing upon Learning Disabilities, it is important for students to have as broad a range of opportunities for success in other domains and skills beyond the classroom. There are an increasing number of sports teams at the junior and senior high boys’ and girls’ levels, as well as an evening sports award banquet to celebrate all the Foothills athletes. Electives are also continuing to grow, with additional options in construction, drama, including creative performance and improvisation clinics, and outdoor education with overnight trips Grade 12s have an end of year camp, and a high school European trip for 2026 is planned and preparations are underway Additionally, the Duke of Edinburgh Award is entering its second year, which provides outstanding opportunities for student growth in the areas of leadership and citizenship.

PRIORITY #1: Enhancing opportunities to engage in

1 Outcomes:

a.Elementary students will have a shared understanding of the characteristics of active citizenship.

b.Elementary students will consistently report a feeling of a welcoming, caring, respectful and safe learning environment.

2 Strategies:

a Music residency with the Youth Singers of Calgary for grades 3-6

b.Improvisation, creative writing and experiential drama, 6 week residency for grades 3-6.

c.Poet Laureate workshops for grades 9-12.

d.Year 2 refinement of our behaviour framework and discipline procedure regarding “the right to learn and the right to teach”.

e Year 2 of our implementation of Coping Cat and Unstuck

f Implementation of the Friendship Group for the full year

g.More direct classroom instruction will focus upon collaboration, growth mindset, and perspective taking.

3.Performance Measures:

a.Elementary students will show higher levels of reporting in the AEAMs for characteristics of active citizenship

b Elementary students will report 5% higher on Welcoming, Caring, Respectful and Safe Learning Environment.

c.Elementary students will be able to clearly and accurately express the difference between emotional feelings; being safe vs. being uncomfortable.

4.Implementation

Youth Singers of Calgary

Experiential DramaWeeks grade 3-6

Skauge Master

PRIORITY #2: Targeting literacy and numeracy interventions to enhance success in elementary and junior high

1.Outcomes:

a Students will enter junior high and high school with strong, individual literacy and numeracy skills,

b.Grade 6 science PATs will increase, with more students scoring the acceptable standard, and standard of excellence range.

2.Strategies:

a.Year three of our Skills classes, refining CBMs and appropriate programs

b.Explicit instruction of word problems using the PASS model

c Skills class will add a greater number of non-fiction texts into the reading comprehensions sections of the course.

d.Integration of Woodin’s evidence-based practice using the CRA model

e.Elementary and Junior High Professional Development for consistent application of the PASS model for understanding and applying math word problems

3.Performance Measures:

a.Grade 6 CBM results will continue to improve, by 5% in the 2025-2026 school year.

b.Junior high results in all subjects will continue to improve, based upon each individual student’s personal growth, in all subject areas

c.Grade 6 science PAT results will improve, relative to each student’s personal growth, by 5%.

d Every grade 6 student will be familiar with the PASS method to solve word problems

4.Implementation

Strategy Resources Professional Learning Review & Evaluation

Skills classes (begin year 3 of the program)

Woodin’s CRA model

Community Services, Best Practices Committees, Literacy and Numeracy resources

Staff meetings, professional development days, individualized PD (eg: SRSD for Skills Specialist).

Monthly

Community Services

Staff meetings

December 2025 / March 2026 / June 2026

PRIORITY #3: High school students will maximize their potential upon graduation and beyond.

1.Outcomes:

a Students will be set up for successful transition to adulthood, in post-secondary or the workplace.

b.Grade 12 students will see value added growth in their individual Diploma results.

2 Strategies:

a.By the end of the 2026-2027 school year, all high school students will have entered the Foothills Footpaths program.

b High school students will be engaged in dual credit programming and electives relevant to their desired future career.

c.Career planning will be a major focus of the Footpaths Program.

d.High school students will embark on work experience opportunities in the 2025-2026 school year

e.There will be student and parent evening nights for high school families to better understand course streaming, course placements, and pathways to postsecondary courses.

f All grade 12 students will be involved in Diploma booster courses in the weeks leading up to exams.

g.The GRASP model for comprehending and analysing non-fiction text will be consistently deployed throughout high school courses

h.Team teaching will occur in some junior and senior high classes, to support with scaffolding, streaming and course selection.

i.All grade 12 students will be provided with opportunities to meet with assessment psychologists, for two full sessions, to review their psychoeducational assessment, understand their profile and develop strong awareness of their advocacy needs.

j.Initiate the planning process for student internship placements 2025-2026. Internships begin in the 2026-2027 school year

PRIORITY #3: High school students will maximize their potential upon graduation and beyond.

3. Performance Measures:

a All grade 10 and 11 students will have a completed Footpaths portfolio by the end of 2025/2026

b.All Grade 12 students will have a completed Footpaths portfolio by the end of the 2026/2027 school year

c The 3-year high school completion rate will be 100%

d.90% of grade 9 parents will attend the transition to high school night

e.All students pursuing post-secondary will have registered for the Transition Portfolio Program (a review of their psychoeducational assessment, with a psychologist, to understand their profile and learning needs, to be aware of what to advocate for in post-secondary).

f.All students looking at entering the workplace will have registered for the Transition Portfolio Program, with a focus on understanding workplace accommodation and advocacy.

g.The student internship program will be developed and ready to deploy, with students placed, for the 2026-2027 school year.

All high school students will be in the Footpaths Program

Administration, support staff, printing and other resources

Ongoing learning in staff meetings Monthly administration meetings

Parent transition nights

Administration, support staff and parent resources

The career counsellor has the latest information on courses, careers and pathways. Post event

December 2025 / March 2026 / June 2026

PRIORITY #4: First Nations, Metis and Inuit Student Success

Foothills Academy remains focused upon the continued implementation of strategies, activities and programs to support recommendations from the Truth and Reconciliation Commission.

1.Outcomes:

a.There will be a continued school-wide growth in activities focused upon First Nations, Metis and Inuit, and ongoing support of implementing Truth and Reconciliation Commission recommendations.

b.The Indigenous Education and Reconciliation committee will continue to create further opportunities for FNMI activities and programs in the school, and receive ongoing professional development to learn more about Metis culture to incorporate these teachings into school life.

2.Strategies:

a.Growth of collaboration with Elders to help with ongoing school improvement for:

i.First Nations Elders will share Ani to Pisi (spiderweb) creation story practice and activity school wide.

ii.Members of First Nations will support staff and students in electives such as life skills and food.

iii.Powwow and Fancy Dance will be taught throughout the school by First Nations members.

iv First Nations Elders will join a school-wide assembly for celebration of Indigenous culture.

v.First Nations Elder will demonstrate brain tanning of animal hide and share knowledge.

3 Performance Measures:

a.Student and staff surveys will report a greater degree of understanding and awareness about the significance of incorporating FNMI events and cultural experiences in school life.

b.FNMI activities and programs will occur every month throughout the school.

PRIORITY #4: First Nations, Metis and Inuit Student Success

Ani to Pisi creation story

Year 2 of Powwow & Fancy Dance

Support and direction from the Keystone Class at University of Calgary

Year 3 of Animal Hide Tanning

Connections with members of the Indigenous Community

Staff Meetings, Indigenous Education & Reconciliation Committee, Staff training & practice

Staff meetings, presentations from the Indigenous Community

September 2025 / June 2026

Financial Information Summary of Budget

Foothills Academy’s building maintenance reserve fund was allocated $196,500 by the board, as per the building life cycle review conducted in 2022 by a contracted engineering firm. Capital spending in the coming year includes the cyclical replacement of student computers, iPads, technology and associated resources, with $171,500 allocated towards capital expenditure Included in the student grant funding are 4 6% of our student population who identify as First Nations, Metis and Inuit, resulting in an estimated $14,991.34.

The budget also accounts for professional development requirements as identified in the priorities of the Education Plan, and ongoing professional development in areas recognized as best practices in Learning Disabilities Further spending will focus on providing additional support to classroom staff for the implementation of new programs and support for the evolution of current programs and interventions.

“When we came to Foothills Academy, it was life changing for our boys as well as our family...Their damaged confidence soon healed and began to grow and flourish. They teach to each student’s individual needs. They understand what each child needs because their career is focused specifically for children with learning disabilities.”

Private School Authority Code:

School Code: 9107 9917

STATEMENT OF OPERATIONS - Segment Disclosure for the Year Ending August 31 (in dollars)

REVENUES

Alberta Education Revenues

TOTAL REVENUES

EXPENSES

Home Education

Instruction ECS

Instruction Grades 1 to 12

Operations and Maintenance

Transportation

Board and System Administration

Other (specify): TOTAL EXPENSES

*Balance represents the difference between revenue received and expenses incurred from Government of Alberta funds A positive balance represents unspent amounts This schedule only reports expenditures from the funds received from GOA and therefore the expenses cannot be greater than revenue.

Classification: Protected A