EDUCATION PLAN MAY 2024
FNMI Statement
Foothills Academy would like to take this opportunity to acknowledge the traditional territories of the people of the Treaty 7 region in Southern Alberta, which includes the Blackfoot Confederacy (comprising the Siksika, Piikani, and Kainai First Nations), the Tsuut’ina First Nation, and the Stoney Nakoda (including the Chiniki, Bearspaw, and Wesley First Nations). The City of Calgary is also home to Métis Nation of Alberta, Region III. Foothills Academy is situated on land adjacent to where the Bow River meets the Elbow River, and that the traditional Blackfoot name of this place is “Moh’kins’tsis”, which we now call the City of Calgary.
Accountability Statement for the Education Plan
The Education Plan for Foothills Academy, commencing on May 31st, 2024, 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. This plan was developed in the context of the provincial government’s business and fiscal plans. The Board 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 Board reviewed and approved the 2024/2027 Education Plan on May 23rd, 2024.
Kristin Smith (Board Chair)
Education Plan Review
Foothills Academy’s Education Plan provides assurance to stakeholders, and as per Alberta Education’s assurance model, reflects a student centered focus and the principles of inclusiveness, fairness, diversity and excellence. Foothills Academy is a Designated Special Education Private School (DSEPS), where every student has a diagnosed Learning Disability (such as dyslexia). As such, the plan’s key priorities focus upon the specific needs of students and families living with Learning Disabilities, in the context of Foothills Academy’s DSEPS status.
The foundation of the Education Plan is based upon the analysis of data provided in the Annual Education Results Report (AERR), and localized data collected over the course of the year. The plan 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 and forethought, and appropriate planning for the best use of resources to maximize the implementation of effective, evidence informed teaching and learning strategies for the specific student population at Foothills Academy.
The results from the AERR are positive, and show significant growth and stability in many areas of the school The three priority areas of this Education Plan are required to be based upon areas identified in the AERR as clearly needing improvement (Funding Manual, p.191). Therefore, after a thorough analysis of the AERR data, the priority areas for this plan are in the realms of Citizenship, and academic success in provincial tests
Last year’s Education Plan separated the priority areas into the three pillars of Foothills Academy’s underlying philosophy of Self-Determination;
1.Find Understanding;
2.Build Confidence;
3.Maximize Potential.
The priorities of this year’s Education Plan will continue to be split into these three pillars, for consistency between plans, and to ensure that the focus of the plan remains firmly embedded in the context of the school in terms of meeting the needs 0of students with Learning Disabilities
Education Plan Review
Last year’s Education Plan Priorities (2023):
1.Priority One (Governance) Find Understanding
a.Bolster the parent and family connection with the school, and re-engage family involvement to pre-Covid levels
2.Priority Two (Student Growth and Achievement) Build Confidence
a.Enhance student learning engagement whilst continuing to grow citizenship opportunities to support all students to become outstanding citizens who contribute greatly to society.
3.Priority Three (Teaching and Leading) Maximize Potential
a.Every student will be engaged academically, socially and emotionally in a way that supports yet challenges them to thrive and succeed
For 2024, the Education Plan’s priorities have shifted. The hard work carried out by all of Foothills’ staff continues on last year’s priorities, but this new plan blends some of last year’s priorities together, and upon analysis of the data, new priorities have been appropriately identified.
Insights from Current Results
After reviewing the key data in the AERR, it is apparent that Foothills Academy stands in very good stead across all of the domains evaluated by Alberta Education (Student Growth and Achievement; Teaching & Leading; Learning Supports; and Governance). All of the achievement scores and overall scores are ranked as “excellent” or “very high” in the subcategories of:
Citizenship
3 and 5 Year High School Completion
Education Quality
Parental Involvement
Insights from Current Results
Identifying Priority Areas
Such was the high level of reporting across all domains, this year’s Education Plan priority areas stem from the results of Provincial Achievement Tests and Diploma scores. Given that Foothills Academy solely works with students with Learning Disabilities, focusing solely upon provincial test scores is a relatively uninformative measure of the outstanding work which the staff do to support the great achievements of Foothills’ students Therefore, although the provincial test scores reported in the AERR were the catalyst for two of this year’s priority areas; the actual priorities, outcomes, strategies and measures themselves focus upon a much wider, more wholesome perspective of student success at Foothills Academy. By including provincial test scores as two of the priority areas in this plan, we are also meeting Alberta Education’s requirement to ensure that the domain of Student Growth and Achievement is covered in the Education Plan (Alberta Education Funding Manual, 2024, p.194).
The third priority in this year’s plan focuses upon Citizenship, as that was one area in the AERR which proved to be slightly lower than previous years. However, Foothills Academy’s Citizenship data in the AERR still remains above the provincial average and is ranked as “very high”
It is unsurprising that some students with diagnosed Learning Disabilities (such as dyslexia) find certain aspects of provincial tests challenging. Students attend Foothills Academy for specialized and intensive support related to their diagnosed Learning Disabilities, and they have typically been challenged to find such support in other systems Foothills Academy initially focuses upon the valued added growth of student achievement, which is relative to the students themselves However, we understand the importance of provincial testing for graduation and access to post-secondary education and the workplace, and strive to ensure that students graduate Foothills Academy maximizing their potential.
Challenges Presented by Learning Disabilities
Insights from Current Results
Current Successes in PATs and Diplomas
Foothills students scored above the provincial average in grade 6 PATs for Science and Social Studies. And, our grade 12 students scored above the provincial average for Social Studies 30-1 and 30-2 Diploma examinations. We are happy to see that our graduation rate continues to be at 100%, exemplifying the success our students have in grade 12, and transitioning to post-secondary and the workplace However, it is always important to refocus upon the academic needs of our students, and is something that we are constantly working on.
Citizenship
The other priority which arose from the AERR data was the area of Citizenship. Our Citizenship scores remain 5% higher than the provincial average, but it is another good priority area to reflect upon and target further improvement.
The percentage of parents and teachers who are satisfied that students model the characteristics of active citizenship remains very high, but the satisfaction of students in grades 3-9 in this area has dropped, although their satisfaction is still higher than the provincial average for the comparable grades. Conversely, our high school students showed an increase in their satisfaction that students model the characteristics of active citizenship. Therefore, the citizenship priority goal of this Education Plan will focus primarily on elementary and junior high students in grades 3-9
It is also important to note that this Education Plan aligns with the four goals of Alberta Education’s Ministry Business Plan, especially where the Education Department strives to: Continue to offer a curriculum that provides students with literacy, numeracy, citizenship and practical skills. Collaborate with other ministries to expand mental health and well-being support for students
Develop and maintain comprehensive provincial assessments, including early years literacy and numeracy screening, to assess progress, identify learning challenges and monitor student success.
(Outcome 1 2024-27 Business Plan, p.37).
Education Plan Priority Areas
From the analysis of provincial and local data, this Education Plan for 2024 - 2027 is focused upon the following three priority areas:
#1 Enhancing Opportunities to Engage in Active Citizenship
FIND UNDERSTANDING
Incorporating the domains of: Student Growth and Achievement & Learning Supports
#2 Elementary & Junior High Students Targeted Literacy and Numeracy Interventions to Impact Student Success in Elementary and Junior High
BUILD CONFIDENCE
Incorporating the domain of: Student Growth and Achievement
#3 High School Students Will Maximize Their Potential in Grade 12
MAXIMIZE POTENTIAL
Incorporating the domains of: Student Growth and Achievement, and Supplemental Measures of Transition Rate and Work Preparation
Stakeholder Engagement Plan
The input of all stakeholders into the Education Plan is important to its success. There are a variety of ways in which the stakeholders of Foothills Academy are involved, beyond the questionnaires provided by the Province to collect data for the Alberta Education Assurance Measures. Local data is collected and shared by Foothills Academy to inform the local priorities of the school.
Stakeholder Engagement
Board of Governor Meetings
Foothills Academy Society General Meetings
Internal Staff and Parent Survey & Review
Date
September2024,November(AGM)2024, January2025,March2025,May2025, June2025
June 2024, September 2024
June 2024, August 2024
Transitioning Students Student and Review June 2024, August 2024
Meet the Teacher Night, and General Meeting
FoothillsAcademyParents’ AssociationMeetings(monthly)
Student Focus Groups
Staff Meetings (whole staff and team meetings)
Staff Professional Development
September 2024
October2024-June2025
December 2024, March 2025, June 2025
September 2024 - June 2025
September 2024 - June 2025 (Including PD days in Aug and Feb)
Priority One: Enhancing Opportunities to Engage in Active Citizenship* FIND
UNDERSTANDING
Incorporating the domains of: Student Growth and Achievement & Learning Supports
Insights from Results Analysis:
Foothills students are, and will continue to be, stewards of our positive, inclusive, safe and caring school environment; demonstrating active citizenship throughout the local and wider community.
*(Active citizenship is demonstrated by students being responsible, active and engaged citizens, who understand the rights and obligations of community membership and who are prepared to assume the social and civic responsibilities of adulthood. They are also engaged in the wider community with not for profit organizations and social justice initiatives)
Outcomes
1.Students will understand the importance of being active citizens in the community, having had opportunities to engage in active citizenship events
2 Truth and Reconciliation Commission recommendations will be foundational to citizenship activities in the school community.
3.Students will be well equipped for life after Foothills as active citizens and positive role models through adulthood in the wider community.
4.Students will be prepared for the transition to adulthood, postsecondary and the workplace
Strategies
The Foothills Footpaths Program will incorporate a whole school agreement of student expectations and responsible citizenship. Build upon the school-wide Foothills Student diagram. School-wide events will incorporate important Indigenous figures into holidays such as Terry Fox Run and Remembrance Day
Priority One (Continued) FIND UNDERSTANDING
Incorporating the domains of: Student Growth and Achievement & Learning Supports
Strategies continued
Developmentally appropriate active citizenship opportunities and activities will be provided at each grade, in class or as extra curricular: 2-wheeled view
Duke of Edinburgh Award (Bronze, Silver and Gold levels).
Empowering girls club: fundraising for Discovery House & Women in Need. Attend the international women's day event at the petroleum club.
Leaders in training to prepare for the leadership elective Student led grade 9 grad celebration.
Men's mental health club: fundraising for the Legion.
Reading buddies: gr 12s with grades 3-5.
GSA: fundraising for Skipping Stone.
Athletic awards: focus on sportsmanship & representation.
Run club: participate in & fundraise for marathon.
Student ambassadors for new families visiting in (August pancake/bbq welcome event).
The Foothills Footpaths Program will provide more opportunities for transitions to postsecondary and the workplace via:
Dual credit with Old’s College.
Deliberate teaching of ‘urgency of reality’ with more guest speakers and opportunities for real-life experiences; including speakers who are leaders in industry, education and alumni.
The Grandfather Teachings will be incorporated into classroom norms and expectations.
Clear and meaningful land acknowledgements will be created collaboratively by each team, and posted in all classrooms
Guest speakers from the FNMI community will work with each team over the course of the year, to share meaningful experiences related to the culture and traditions of local FNMI communities.
Staff will be supported with training and resources to provide school-wide recognition and learning about important dates, including (but not limited to) Indigenous Veteran’s Day, Orange Shirt Day, and National Indigenous Peoples’ Day
Priority One (Continued) FIND UNDERSTANDING
Incorporating the domains of: Student Growth and Achievement & Learning Supports
Measures
Over the next three years, Foothills Academy’s overall average measure evaluation regarding the percentage of teachers, parents and students who are satisfied that students model the characteristics of active citizenship will increase from 85.2% to 90%*
Within the next two years, students in grades 4-6 will report 10% higher satisfaction that students model the characteristics of active citizenship. Within the next two years, students in grades 7-9 will report 10% higher with their satisfaction that students model the characteristics of active citizenship**
Over the coming year, elementary students will report a positive increase in acknowledging how well most students follow the rules, as reported in the data from the AEAM’s Citizenship detail sub-questions.
Over the coming year, elementary students will report higher with “yes” on the sub-question of whether most students care about each other, and report lower with the response of “don’t know”; in relation to the Domain of Learning Supports, and a Welcoming, Caring, Respectful and Safe Learning Environment.
Over the coming year, each team will have one additional active citizenship experience in the wider community
Students will participate in REEL CANADA’s national live stream honouring Truth and Reconciliation.
Every student will have worked with a member of the FNMI community over the course of the year.
Students and parents will report having experienced more opportunities for transitioning to postsecondary education.
*We are currently higher than the provincial average of 80.3%, and our teachers report 96% satisfaction and parents 883% satisfaction
**citizenship will continue to be a focus for grade 10-12 students too, but this is not a part of the EP due to these high school students showing growth in their reporting on active citizenship of students, and they remain higher than the provincial average in their reporting
Priority Two: Targeted Literacy and Numeracy Interventions to Impact Student Success in Elementary and Junior High BUILD CONFIDENCE
Incorporating the domain of: Student Growth and Achievement
Insights from Results Analysis:
Students will develop a greater sense of competence and confidence as they experience value added growth in their learning and academic performance.
Outcomes
1 Students will report a greater sense of competence and confidence in PATs
2 Students will enter junior high with improved skill sets in literacy and numeracy.
3.Students will enter high school prepared to be set up for success at graduation, with enhanced numeracy and literacy skills across all academic areas.
Strategies
Skills classes will further evolve to support small group interventions in literacy and numeracy, as well as continuing to support individual interventions
Professional development will be provided throughout the year with a continued focus upon the specific academic, social & emotional needs of students with Learning Disabilities.
All onboarding of new staff will be a comprehensive two year process, provided in part by Foothills Academy’s Community Services Manager of professional learning; covering the best practices for successful teaching and learning in the field of Learning Disabilities.
Provincial Achievement Test information and experience nights will be provided for parents, to help guide additional home support and understanding.
Priority Two (Continued) BUILD CONFIDENCE
Incorporating the domain of: Student Growth and Achievement
Performance Measures
Over the next three years, there will be a continuous increase in the level of the ‘Acceptable Standard’ in ELA and Math Provincial Achievement Tests for grades 6 and 9. In three years, PATs in ELA and Math will be above the provincial averages targeted in Alberta Education’s Business Plan*:
Over the next three years, there will be a 5% increase in the level of the ‘‘Standard of Excellence’ in ELA and Math Provincial Achievement Tests for grades 6 and 9
There will be an overall average increase in the value added results from internal data provided by Foothills Academy’s Curriculum Based Measures (CBMs).
The provincial AEAMs data reported by teachers, parents and students will continue to show an overall level of “excellent” in the quality of basic education at Foothills Academy
*Note: all students at Foothills Academy have a diagnosed learning disability, such as Dyslexia Around 80% of learning disabilities are language based, and each child’s response to intervention and severity of disability is developmentally different Therefore, it is ambitious to set a goal based on grade 6 and 9 PAT scores, considering some students are new to Foothills in these grades
Priority Three: High School Students Will Maximize
Their Potential in Grade 12 MAXIMIZE POTENTIAL
Incorporating the domains of: Student Growth and Achievement, and Supplemental Measures of Transition Rate and Work Preparation
Insights from Results Analysis:
Students will see relative, value-added increases in their Diploma scores. They will be set up for successful transitions to postsecondary and the workplace, so that they can maximize their potential in life after graduation.
Outcomes
Grade 12 Diploma scores will show continued value added growth for every student.
High school students will be well prepared for successful transitions to postsecondary or the workplace after graduating from Foothills Academy
High school students will have access to explore a wider range of opportunities for postsecondary or the workplace, including: More students participate in dual credit programming.
More electives will be offered that are relevant to postsecondary and the workplace.
More students will engage with professionals and mentors from their desired fields of work or study
Strategies
The Foothills Footpaths program will incorporate: mock interviews resumes & applications study skills self advocacy & accessing support guest speakers from industry and alumni
Alternative scheduling to provide more experiences of postsecondary opportunities, such as the dual credit program at Olds Colleges
Priority Three (Continued) MAXIMIZE POTENTIAL
Incorporating the domains of: Student Growth and Achievement, and Supplemental Measures of Transition Rate and Work Preparation
Strategies
High school teachers will gain professional development experience and insight by marking Diploma exams in ELA and Math for the province. Increase student opportunities for additional certificates and training such as:
First Aid training
Driver's Ed program
Launching Duke of Edinburgh
Engaging with the transitions program in Community Services.
ELAA career fairs and trades events will be hosted (or attended) throughout the year
Awards and recognitions will acknowledge students’ sense of:
‘Find Understanding (Recognition Awards)
Build Confidence (Sports Awards)
Maximize Potential (Academic Awards)’.
Performance Measures
High School completion rates will remain between 95 and 100% (provincial average is 80-88%).
The Acceptable Standard in ELA and Social Studies Diploma exams will consistently be above the provincial average over the course of the next three years.
Diploma results in ELA and Social Studies Diplomas will show a 10% increase over students’ previous PAT scores.
Priority Three (Continued) MAXIMIZE POTENTIAL
Incorporating the domains of: Student Growth and Achievement, and Supplemental Measures of Transition Rate and Work Preparation
Performance Measures
Remain above Alberta Education’s Business Plan target measures for high school completion within 5 years of entering Grade 10:
High School to Post-Secondary Transition Rate Measures will continue to improve*, and remain ahead of the target measures laid out in Alberta Education’s Business Plan
Foothills Academy’s 6 year transition rate will remain above 80% (provincial average is 60%)
Foothills Academy’s 4 year transition rate will be above 55% (provincial average is 40%)
*Post-Secondary Transition Rate is the percentage of students in the Grade 10 cohort who have entered a post-secondary-level program at an Alberta post-secondary institution or registered in an Alberta apprenticeship program within four or six years of engineering grade 10
Performance measure targets for high school completion within 5 years of entering grade 10 from Alberta Education’s Ministry Business Plan 2024 - 27
Financial Information Summary of Budget
Financial Information Summary of Budget
Financial Information Summary of Budget
The board directed $196,500 to be allocated to the building maintenance reserve fund, 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.
The budget also accounts for the professional development required in priorities of the Education Plan and for the development of a grade 12 off-site retreat to support the growth and development of stronger relationships and to build citizenship opportunities, as per priority two. Further spending will focus on providing more support to classroom staff for the implementation of new programs and the evolution of current programs and interventions These supports will bolster the aims of priorities two and three in relation to student engagement and success
“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
