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 Métis Nation of Alberta (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 Annual Education Results Report
The Annual Education Results Report for Foothills Academy for the 2023/2024 school year was prepared under the direction of the Board of Governors in accordance with the responsibilities under the Private Schools Regulation and the Ministerial Grants Regulation. The Board is committed to using the results in this report, to the best of its abilities, to improve outcomes for students and to ensure that all students in the school authority can acquire the knowledge, skills and attitudes they need to be successful and contributing members of society
This Annual Education Results Report for 2023/2024 was approved by the Board on November 28th 2024.
Kristin Smith
Board Chair
Foothills Academy Society
ABOUT 02 AboutFoothillsAcademySociety
The mission of Foothills Academy is to facilitate learning in persons, primarily youth and children, identified as having a Learning Disability by providing quality educational programs and a supportive environment for families and staff. We also recognize that we are partners within a universal system of research, public education, in-service and advocacy through our Community Services.
We will be recognized for our expertise in working with individuals identified as having Learning Disabilities locally, provincially, nationally and internationally. Striving to enhance the lives of individuals with Learning Disabilities, we Find Understanding, Build Confidence and Maximize Potential
As a Designated Special Education Private School focusing on supporting students and families living with Learning Disabilities, we provide the most effective and intensive support to meet the needs of our students; academically, socially and emotionally
PROFILE
locally, provincially, nationally and internationally. The school program is supported by Community Services, making Foothills Academy unique in the professional level of services it provides with outstanding wrap-around support.
Designated Special Education Private Schools (DSEPS)
The responsibility bestowed upon all DESPS is great, as we are required to be specialized schools with “the sole purpose to serve students with a mild, moderate or severe disability”, where “each of the students enrolled in the school is diagnosed with a disability” (Private Schools Regulation, p.10). The Ministry of Education recognizes the importance of special education, providing additional funding to all DSEPS This additional funding can not be taken for granted, as it serves solely to support special education students, many of whom are highly vulnerable and require extensive, additional supports. We value special education funding and DSEPS status, as it allows us to continue providing exceptional and targeted services for all of our students.
Alberta Education continues to support choice in education, and recognizes the importance of DSEPS It is important for families to have the ability to choose the right school for their children, to support them to the best potential for academic, social, and emotional success. Choice in education creates greater opportunities for success, and positively impacts student outcomes at school, in post-secondary, and the workplace
PROFILE 04
students’ strengths, our goal is for students to go on to successful postsecondary education, or meaningful sectors of the workforce.
The mandate of Estelle Sieben s is to assist children, youth, and young adults who are experiencing difficulties in their school, work, and/or home environments as a result of Learning Disabilities and/or ADHD, and related social/emotional challenges We offer assistance to these individuals as well as parents and relevant professionals through the provision of psychoeducational assessments, recreational and psychosocial programming for children and adolescents; counselling services; community education; professional development workshops; and intensive remediation instruction for reading and writing.
TRENDS & TOPICS 05
2023-2024SchoolYear
Foothills Academy recognizes the importance of a strong school community which engages all stakeholders. The board of governors is fundamental to the overall governance of Foothills Academy Society, and has oversight of the Annual Education Results Report, and the Education Plan Parental involvement is crucial to student and school success. Foothills Academy’s Parents’ Association (FAPA) provides support to the parents and the school, meets monthly with school administration, and is represented on the board of governors.
Additionally, Foothills Academy Society and FAPA hold a General Meeting and an Annual General Meeting in September and June respectively. Results and plans are shared with parents and staff, who also receive additional internal annual surveys, to provide direct feedback regarding their experiences in the school and share their thoughts about future initiatives. Staff are further engaged with results in meetings over the course of the year. Furthermore, students are engaged to provide input for school initiatives to improve student experiences, many of which are directed by the student leadership team.
We are exceedingly grateful to all of our supporters in the community. Thank you to all of the donors who recognize the life-changing work we do and who support us so generously in the knowledge that we truly make a difference to so many children and their families. This includes Foothills alumni students and families who continue to support our work, and who have an important role in our community, especially as we celebrate our 45th year anniversary.
Foothills Academy is committed to continuous learning and improvement, so that we remain a leader in Learning Disabilities, and maintain our excellent programming. We continue to be recognized in the wider community, as our staff sit on additional associated boards such as the Learning Disabilities Association of Alberta, the Learning Disabilities Association of Canada, the Centre for ADHD Awareness Canada, and the LD/ADHD Network of Calgary and Area.
TRENDS & TOPICS
Assurance Framework
This report is part of Alberta Education’s Assurance Framework, which assumes all education partners accept responsibility for building the capacity of the education system. Alberta Education recognizes the need for a collective approach to embrace the diversity within schools in the province, and the associated need to rely on evidence to make decisions that are responsive to the needs of students in the local context of the school. The Assurance Framework outlines five Assurance Domains which make up this Annual Education Results Report:
Student Growth and Achievement
Teaching and Leading
Learning Supports
These domains are categorized under Foothills Academy’s foundational principles of self-determination:
Elements of SelfDetermination
SUMMARY OF RESULTS
TEACHING AND LEADING:
The Education Quality at Foothills Academy is reported at a level of excellence, reflecting the standard of teaching and leading. This is a testament to the dedicated teachers, educational assistants, support staff, administration, counsellors, interventionists, front & back office, board members, parents and volunteers; who are all committed to making a difference in the lives of our students. Their hard work and collaboration helps to create the best possible learning environment. 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.
LEARNING SUPPORTS:
In addition to the academic focus, Foothills Academy has outstanding access to essential supports and services, such as psychological assessment and counselling, speech & occupational therapy, and intervention specialists. It is apparent that our 90.5% average for providing a welcoming, caring, respectful and safe learning environment offers assurance that our school culture and community is strong In addition to this, our higher than 90% average for providing access to supports and services demonstrates the quality of wraparound support we have at Foothills. This ensures our students’ needs are met, so that they can Find Understanding, Build Confidence and Maximize Potential.
SUMMARY OF RESULTS
GOVERNANCE:
The overall measure for Governance and parental involvement, is that of ‘excellence’. The importance of parents in their children’s education can not be overstated in any school, but especially where students have diagnosed special educational needs. Collaboration with parents is essential for us to have a shared understanding of students’ needs, goals and supports; including IPPs, accommodations, interventions, assessments, counselling, speech & occupational therapy, post-secondary planning, executive functioning support, and general expectations. Individual parent involvement with teachers and administration is high, and FAPA’s overall role in the school is very important in helping to support students’ successes
STUDENT GROWTH AND ACHIEVEMENT:
Student learning and engagement remain above the provincial average for the current year, as does the achievement rating of ‘very high’ for student citizenship. Our average three-year high-school completion remains very high at 99.2%, and our five year high school completion rate is at a level of excellence overall
Provincial Achievement Tests and Diplomas, are examined in the local context of every student having a diagnosed Learning Disability. Students attend Foothills Academy by virtue of having struggled in previous educational settings We know that academically, many such students are initially functioning well below their true potential. By definition, students with Learning Disabilities have average to above average intelligence, but are struggling in some academic realm. Our students have great potential, so we develop strengths, whilst providing targeted remediation and intervention. Many students who join us in the earlier years have significant gaps in learning, so it is important to celebrate their relative growth and success; much of which is not accurately reflected in Provincial Achievement Test data. For these reasons Foothills does not focus on grade levels, as they do not guide our work. We focus on each individual student’s growth relative to their current abilities.
SUMMARY OF RESULTS
It is important to note that national and continental statistics on Learning Disabilities expose the challenges facing students. In many schools across North America, up to 50% of students with diagnosed Learning Disabilities (including Dyslexia) do not graduate high school. 9.2% of 15 to 24 year olds in Canada have a Learning Disability, and a quarter of Canadian students with diagnosed Learning Disabilities are only enrolled in school part-time. Of these, half are studying parttime because of their Learning Disability along with other types of disability they may have (statcan.gc.ca, 2024).
Therefore, it is assuring to report that our average three-year high school completion rate is very high at 99.2%, and our overall five-year completion rate is reported at a level of excellence. Our high school to post-secondary transition rates are also rated as ‘high’ and above provincial averages.
Our family will be forever grateful for having the pleasure and privilege of being a part of the Foothills Academy community. The school is revered and respected due to an abundance of best intentions and smart decisions, but also because the openminded structure respects its staff and students. The community created by the contributions of each attendee regardless of age or stage of life makes Foothills Academy not only a compassionate and inclusive working environment for growth, but an all around educational success.
Foothills Academy Parent
FIND UNDERSTANDING 10
Learning Supports
Welcoming, Caring, Respectful and Safe Learning Environment (WCRSLE):
Supplemental Alberta Education Assurance Measure (AEAM) data reporting on safe and caring schools shows that teachers, parents and students agree that students are safe at school and are learning the importance of caring for others and learning respect and being treated fairly. This is consistent with the positive environment of Foothills Academy, as we achieve at a very high level with an overall measure of excellence
*Due to there being a small number of teachers in grades 4, 7 and 10, the data submitted by teachers of specific grades is suppressed Only the combined overall teacher responses are provided as AEAMS (See here)
FIND UNDERSTANDING 11 Learning Supports
Welcoming, Caring, Respectful and Safe Learning Environment (WCRSLE)
: Continued
Ongoing training for school staff, and clear student expectations help to foster the positive Foothills Academy culture.
Student responses from elementary grades declined, which may be accounted for by 44% of grade 3-6 students reporting that they ‘do not know’ if most students care about each other. Notably, 87% of these students reported feeling safe in school, with 11% reporting that they ‘do not know’. 92% of this group stated that their teachers do care about them, with 8% stating they ‘do not know’.
Therefore, in elementary grades, we will explore more ways to help students understand feelings of self and school culture, as well as the interpretation of AEAM questions, to try and reduce the number of ‘do not know’ answers. We are evolving ways to enhance students’ expectations, with updated, consistent classroom norms posted in classrooms about the Right to Learn & the Right to Teach. Our discipline policy and code of conduct provide clarity to students regarding the school's support of maintaining high expectations This is complemented by ongoing access to counselling support, administrative support, professional development and student & parent meetings and collaboration. Despite the slight decline in elementary reporting, we are still above the provincial average and our three year average remains above 90%
Our Education Plan measures note that more elementary students will respond ‘yes’ rather than ‘do not know’ in relation to whether most students care about each other. Since this is still an area for us to focus upon, we will explore further strategies to support his measure in the next Education Plan.
12 FIND UNDERSTANDING
Learning Supports
Access to Supports and Services
Access to supports and services continues to be at a level of ‘excellence’, and over 10% higher than the provincial average. 91% of parents agree that students have access to the appropriate supports and services, and 83% of students agree, although a significant number of students reported that they ‘do not know’.
98% of teachers reported that students have access to appropriate support and services, reflecting the extremely high level of essential wrap-around services at Foothills Academy.
Overall
90.6%
*comparedto913%in2023
Student
82.6%
*comparedto84.1%in2021
Parent
91%
*comparedto938%in2023
Teacher
98.3%
*comparedto959%in2023
It is apparent that there is an increasing level of complexity in all student populations; which anecdotally appears to be a provincial phenomenon Therefore, an increasing number of students require additional support for more complex profiles in order to be successful at school. This is also recognized by Alberta Education who provide an additional classroom complexity grant, which helps us to provide ongoing, additional support.
*Due to there being a small number of teachers in grades 4, 7 and 10, the data submitted by teachers of specific grades is suppressed Only the combined overall teacher responses are provided as AEAMS (See here)
13 FIND UNDERSTANDING
Learning Supports
Access to Supports and Services
Foothills Academy’s Community Services departments provide high level academic, social and emotional supports for students. Counselling and assessment psychologists support students and collaborate with staff. Highly trained intervention specialists provide intensive academic remediation in literacy and numeracy Students also have support from speech and occupational therapists.
14 FIND UNDERSTANDING
Learning Supports
Access to Supports and Services: Continued
Key Supports and Services:
Daily skills classes with trained literacy and numeracy intervention specialists
1:1 intensive intervention
Counselling
Assessment and observation support
Speech and Occupational Therapists
Support for staff and student from a full-time Literacy & Numeracy Strategist
Student support from an Assistive-Technology Specialist
Tier 3 supports with Read/Write & Math instructors
Open Parachute Program
Coping Cat Program
Unstuck Program
Best Practices Committee
Development of the Footpaths Program
I’m not sure if (student) would have even continued with his schooling had it not been for this school.
You rebuilt his confidence in himself and then his learning & understanding of subjects just began to soar!
Foothills Academy Parent
15 FIND UNDERSTANDING Learning Supports
First Nations, Metis and Inuit Students Success
There are no data values for FNMI students due to there being fewer than six respondents
However, FNMI students and culture are an important focus at Foothills Academy. We continue to implement relevant and meaningful processes and strategies to support the implementation of Truth and Reconciliation Commission recommendations, including:
Foothills Academy’s Indigenous Education and Reconciliation committee ensures that school-wide events, such as the Remembrance Day ceremony and Literacy & Numeracy weeks, include Indigenous contributions, culture and knowledge. Members of this committee recently completed professional development through the Rupertsland Institute to learn more about Metis culture and how to further incorporate these teachings into our curriculum. Lennon First Rider taught students Powwow & Fancy Dance, and shared stories & experiences
Team specific activities relating to Truth and Reconciliation for homeroom, STEM, Humanities, Health and Learning Strategies. These included sharing traditions or teaching such as one of the calls to action, the medicine wheel, and Metis flags, as well as events such as Calgary Orange shirt day and the Indigenous showcase & market.
An Elder spent a day with students demonstrating brain tanning of animal hide, and shared knowledge.
An array of additional resources are shared with all staff to incorporate Indigenous Ways of Knowing with Alberta Education outcomes. Administration met with an Elder knowledge keeper to pursue school-wide learning of Ani to Pisi (human spider web) creation story
FIND UNDERSTANDING
Learning Supports
Parental Involvement
The role of parents in students’ education is very important to overall success. The collaboration between the school and families is critical, and the percentage of parents satisfied with parental involvement in their child’s education is very high with an overall measure level of ‘excellence’.
Additionally, our own local surveys to parents show parents are satisfied with their child’s experience at Foothills, with 85% being extremely happy, 10% content, and 5% somewhat happy; with a 4.3 / 5 overall star rating.
*Due to there being a small number of teachers in grades 4, 7 and 10, the data submitted by
PARENT FEEDBACK
Learning Supports: Local parent survey regarding highlights and challenges throughout the year.
Foothills Academy’s Teacher Growth, Supervision and Evaluation Policy
Our education quality maintains a level of ‘excellence’. Parent, student and teacher responses regarding overall education quality are above the provincial average, and the rolling three year average for students and teachers has increased.
BUILD CONFIDENCE
Teaching and Leading
Education Quality Continued
As a Designated Special Education Private School working solely with students diagnosed with Learning Disabilities, staff receive ongoing professional learning in current best practices for teaching and working with Learning Disabilities. This is in conjunction with teachers’ professional growth plans, and ongoing supervision to support continuous growth and development. All staff take Foothills Academy’s online course ‘Inside LD for Educators’ and ‘Inside ADHD for Educators’. The overall school-direction of professional learning is set by senior administration, which is supported and informed by the expertise of the Best Practices Committee
Recently, much professional learning has been directed towards outcomes based assessment, which has been delivered in phases school-wide, as well as being presented to specific Teams, grade levels and subject areas. Additionally, individual teachers have worked 1:1 with outcomes based assessment learning. The principal sets up weekly professional learning sessions over the course of the year, which supplement the fulsome professional learning days in August, February and June
Additionally, results from the annual local staff surveys showed a need for a new communication process for teachers and EAs to access administration for immediate support This was the catalyst for redeveloping and redeploying our student code of conduct in the form of “The Right to Learn & The Right to Teach”.
We are grateful to the friendly & supportive staff that kept up our son’s joy of learning.
The Alberta Education approved screening assessments we used were Castles and Coltheart (CC3) and the Provincial Grade 3 Numeracy Screening Assessment
Foothills’ literacy framework is built upon best practices and evidence-based instruction for students with Learning Disabilities Our instructional practices and interventions are guided by a ‘Structured Literacy’ approach. This focuses upon the explicit and systematic instruction of foundational skills such as decoding and spelling, and higher-level skills such as reading comprehension and written expression (International Dyslexia Association, 2023). We adopted the Wilson Reading System, a Structured Literacy program based upon the Orton-Gillinham approach, as the foundational program for literacy instruction and intervention Our Numeracy framework is supported by best practices, and is based upon a three-tired MTSS model This includes intervention instructors for tier 2 and 3 students, and evidence based structures of Math Minds and the Gradual Release of Responsibility strategy, and additional programs for tier 1 support.
MAXIMIZE POTENTIAL
Student Growth & Achievement
22
Early Years Literacy and Numeracy Assessments: Continued
Some of the support strategies for students at risk in grade 3 were:
Small group instruction for both literacy and numeracy
1:1 instruction for both literacy and numeracy
Phonics instruction
Decoding and spelling explicit instruction
Wilson Foundations Lessons (whole group and small group)
Wilson Reading Systems lessons (small group)
All grade 3 students receive tier 2 support
Intensive 1:1 evidence-based literacy intervention for over half the grade 3 students
Given the context of Foothills Academy’s focus on supporting students with diagnosed Learning Disabilities, we strive to ensure that all of the data collected from the literacy and numeracy assessments is meaningful. Under the direction of a fulltime, qualified Literacy & Numeracy Strategist, we target each student’s area of need in literacy and numeracy. We do not use ‘above or below grade level’ as a measure. We focus on sub-scores of assessments to inform us where students should be placed in remediation and skills classes It is important to identify and intervene at each student’s specific area of need. Many students have complex learning profiles with additional needs including anxiety, executive functioning and attention. Therefore, value added growth of complex learners is not reflected in a general grade level measure Meaningful growth can be much more incremental in neurodivergent students , and so we measure growth in literacy and numeracy accordingly.
In conjunction with CC3 and Wilson Reading System assessments, we use Curriculum Based Measures for reading comprehension and oral reading fluency We supplement the Numeracy Screening Assessment with the Star Math Assessment, to further evaluate numeracy, patterns & relationships, shape & space, and statistics & probability
* Grade 6 English Language Arts and Mathematics provincial achievement tests were not administered in the 2023/24 school year.
MAXIMIZE POTENTIAL
Student Growth & Achievement 24
Provincial Achievement Tests for Grade 6 English Language Arts and Mathematics were not administered in the 2023/24 school year, as we did not choose to trial the optional PAT field tests. We put significant emphasis upon literacy and numeracy development in Grade 6, regardless of PATs, and measure student learning accordingly. Students require strong literacy and numeracy skills to be successful throughout the ELA and Math curriculums. Our Skills classes evaluate student growth in these areas with Curriculum Based Measures, with emphasis on reading comprehension, spelling, and oral reading fluency. Trends in these areas in Grade 6 have been:
An average increase of 18% in reading comprehension scores
Spelling scores increased by an average of 7%. One student increased by 27%.
Note: our spelling is based upon the Wilson Scope and Sequence of spelling patterns, and not grade level spellings.
Oral reading fluency increased by an average of around 30 correct words per minute (cwpm). The range of growth varies greatly in our complex population, as some students showed growth beyond 60 cwpm.
Grade 6 students are closely monitored with regards to numeracy development, which is essential for them to successfully access the Mathematics curriculum in Grade 6 and future years. We have recently introduced Star Math to effectively support and measure student growth We are re-setting our data collection with Star Math, as previously we had been using the Math Intervention Programming Instrument (MIPI) and the Elk Island Catholic Schools Math Assessment (EICS), but these were not yielding sufficient support or monitoring for our population of students
Due to the nature of our DSEPS program focusing upon supporting the needs of students with diagnosed Learning Disabilities, we have no AEAMs report for English as Additional Language Learners for PATs/DIPs/High School Completion.
Student Growth & Achievement
MAXIMIZE POTENTIAL
Student Growth & Achievement 26
2024 Diploma Results
As a DSEPS for students with Learning Disabilities, it is assuring to see that our high school diploma scores for acceptable standard in English Language Arts 30-1 high academic stream, were above the provincial average at 85.7%. In the high academic Math 30-1 diploma results, 90% of the students were at the acceptable standard, which is 15% higher than the provincial average. Social Studies diploma results in the high academic 30-1 course have a rate of acceptable standard at 76.5%, and the standard of excellence in Social Studies increased to 11.8%. In the 30-2 Social Studies stream, 84.2% of the students were at the acceptable standard, which is higher than the provincial average of 775%, and the standard of excellence was 158%; higher than the provincial average of 12.7%.
In light of the measures set out in the Education Plan, we continue to develop instruction, support and assessment so that the acceptable standard in ELA and Social Studies diplomas will consistently be above the provincial average. The Education Plan also set out an ambitious goal of seeing diploma scores increase 10% compared to each student’s past PAT scores. Given the ongoing complexity in schools, this is a measure we will review and adjust accordingly in the upcoming Education Plan.
FoothillsAcademy
MAXIMIZE POTENTIAL
Student Growth & Achievement
2024 Diploma Results
“I don’t think my daughter would have made it through high-school without Foothills!” Foothills Academy Parent
MAXIMIZE POTENTIAL 31
Student Growth & Achievement
2023 Highschool Completion Rate
High School Completion is rated as ‘very high’ over three, four and five years. We remain over 10% higher than the provincial average for three, four and five year completion rates. We continue to have an evaluation measure of excellent for four and five year high school completion rates. There were some students who left Foothills in the first or second year of their cohort (which begins in grade 10), who remain in our data count despite not completing High School at Foothills Even though some of these students left the province, it is beyond our control with regards to the resulting data.
MAXIMIZE POTENTIAL 32
Student Growth & Achievement
2023 Highschool Completion Rate
In light of our Education Plan measures, we are striving to maintain our high school completion rate to be between 95-100%. Also, as per the Education Plan, we are committed to remain above Alberta Education’s Business Plan target measure for high school completion within five years of entering grade 10. The Business Plan strives for high school completion of: 88.8% for 2024/25; 88.9% for 2025/26 d 89% f 2026/27
MAXIMIZE POTENTIAL
Student Growth & Achievement
Citizenship
Citizenship measures at Foothills remain very high with 82% satisfaction that students model the characteristics of active citizenship. 86.5% of parents report this, compared to the provincial average of 79%; and 94.1% of teachers report this, compared to the provincial average of 90% Student reporting was lower, although grade 7-9 students increased their reporting to 69.1%, up from the previous year of 68.8%; and grade 10-12 students increased their reporting to 75.9% up from the previous year of 73.5%.
The grade 4-6 student reporting decreased, and so this is a group to focus upon in future Education Plans. However, within this grade 4-6 group, many students did not disagree with the citizenship questionnaire, but rather responded with ‘don’t know’ in their answers to questions about whether students follow the rules, help each other and respect each other. This mirrors the challenges facing elementary students identified in the WCRSLE data on page 12.
*Due to there being a small number of teachers in grades 4, 7 and 10, the data submitted by teachers of specific grades is suppressed. Only the combined overall teacher responses are provided as AEAMS. (See here)
MAXIMIZE POTENTIAL
Student Growth & Achievement
Citizenship
More support will be developed and provided to help us understand why the younger students respond ‘don’t know’ more frequently than other grades. With regards to the local data from our Education Plan, we will adjust the Education Plan measure to increase grade 4-6 reporting by 5%, rather than the stated 10%
MAXIMIZE POTENTIAL
Student Growth & Achievement
Student Learning Engagement
Overall our measures for teachers, parents and students who agree that students are engaged in their learning at school are high. 92.3% of parents agree that students are engaged, compared to the provincial average of 86.7%. Student responses for engagement are maintained around 67%, and 94.4% of teachers report that students are engaged in their learning at school.
Students are clearly engaged in their learning at Foothills. Considering that the most prevalent Learning Disabilities are language based, many students are challenged in language based subjects, including language arts. However, 63% of the grade 7-9 students find language arts interesting 90% of the grade 7-9 students reported that the science they are learning at Foothills is interesting to them, and more students this year are reporting that social studies is interesting to them at 84%. High school students saw an increase in the number of students reporting that they find language arts and social studies interesting to them, with respective scores of 70% and 71% accordingly.
*Due to there being a small number of teachers in grades 4, 7 and 10, the data submitted by teachers of specific grades is suppressed Only the combined overall teacher responses are provided as AEAMS See data here
Student Growth & Achievement
Student Learning Engagement
Parents recognize the usefulness of the literacy and numeracy skills being taught at Foothills. 95%
SUMMARY OF BUDGET 39
2023-2024
The Board directed that $196,500 be allocated to the building Maintenance Reserve fund as per a building life cycle review conducted by an engineering firm Capital spending this year included the completion of new office and storage spaces, HVAC upgrades, and furniture and IT upgrades.
We were able to award 345 bursaries for the school and Community Services programs in 2023/2024. This financial assistance to families accessing our programs is valued at $ 1,021,750.
As directed by Alberta Education, Foothills Academy has incorporated the accrual method of accounting. Capital assets are being amortized. For detailed financial information contact the Business Office at (403) 270-9400.
Information can also be found on our website: www.foothillsacademy.org
Audited statements are available upon request.
Auditor: Sihota Taylor
THANK YOU
We would like to thank everyone involved with Foothills Academy Society. Your support has made a significant impact in helping individuals with Learning Disabilities continue to find understanding, build confidence and maximize potential.
You are truly helping to make a difference.
Thank you!
Whistleblower Statement
Foothills Academy has developed a clear and effective Whistleblower policy and procedure document, which is in accordance with Alberta Education’s requirements. There are no Whistleblower disclosures to report at this time.
The Annual Education Results Report and the Education Plan are available on our website: wwwfoothillsacademyorg/aboutfoothills/reports/
For more information, visit our website, call 403 270 9400, or email info@foothillsacademy.org
“Foothills Academy provides a learning environment where your child is welcome and included. Our child struggled socially and academically and hated school, but after their first year at Foothills they had friends and were excelling in all of their subjects. Thank you to Foothills Academy”
