Annual Education Result Report
TABLE OF CONTENTS 01
LAND ACKNOWLEDGMENT& MESSAGE FROM BOARD CHAIR
02
ABOUT FOOTHILLS ACADEMY SOCIETY
03
SCHOOL PROFILE
05
TRENDS & TOPICS
08
STAKEHOLDER ENGAGEMENT
09 11
SUMMARY OF RESULTS
15
BUILD CONFIDENCE: LEARNING SUPPORTS
20
MAXIMIZE POTENTIAL: STUDENT GROWTH AND ACHIEVEMENT
33
GOVERNANCE
34
SUMMARY OF BUDGET
37
WHISTLEBLOWER STATMENT AND THANK YOU LETTER
FIND UNDERSTANDING: TEACHING AND LEADING
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 Wesley First Nations). The City of Calgary is also home to the Métis Nation of Alberta, Region 3.
Accountability Statement for the Annual Education Results Report The Annual Education Results Report for Foothills Academy for the 2022-2023 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 2022-2023 was approved by the Board on November. 23, 2023.
Board Chair Foothills Academy Society
Harold Esche
01
ABOUT
About Foothills Academy Society
02
The mission of Foothills Academy is to facilitate learning in persons, primarily youth and children, identified as having a Learning Disability (including Dyslexia) 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:
PROFILE
03
Foothills Academy is a Designated Special Education Private School (DSEPS), serving students with diagnosed Learning Disabilities (including Dyslexia) from grades 3 to 12. Foothills Academy Society also operates Estelle Siebens Community Services, to work with individuals, families and professionals, living or working with Learning Disabilities in the wider community, locally, provincially, nationally and internationally. Many students within the school program receive additional support from staff and programs through Foothills Academy Community Services. This is part of what makes Foothills Academy unique. The responsibility bestowed upon all DESP Schools is great. Every DSEPS is required to be a specialized school with “the sole purpose to serve students with a mild, moderate or severe disability”, and where “each of the students enrolled in the school is diagnosed with a disability.” (Private Schools Regulation, 14(1) (b&c), p.10. The Ministry of Education recognizes the importance of special education, providing additional funding to all DSEP Schools. This additional funding can not be taken for granted, as it serves to support those students in special education who are more vulnerable and most at risk. Our DSEPS status is something that we value and ensure to respect through the exceptional and targeted services we provide for all of our students and families. The school program is a full-time program for nearly 300 students with Learning Disabilities in grades 3 to 12 following the Alberta Education Curriculum. The staff-to-student ratio is typically 1:6, with a specialized teacher and educational assistant. We focus on a wide range of strategies and evidence-based programs to help students find individual success, ensuring that students reach their full potential. The aim for our students is to go on to successful post-secondary education, or meaningful sectors of the workforce. We build on students’ strengths and enable them to become the great individuals whom they are all capable of being.
PROFILE
04
The mandate of Estelle Siebens Community Services 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.
Psychoeducational Assessments
Recreational and Psychosocial Programming for Children and Adolescents
Counselling Services
Community Education
Professional Development Workshops
Intensive Remediation Instruction for Reading and Writing.
TRENDS & TOPICS 05 2022-2023 School Year As we reflect upon the 2022-2023 school year at Foothills Academy, it is important to recognize all of the stakeholders who make Foothills Academy a thriving and successful organization. Each stakeholder has a positive impact on the life-changing outcomes for the many children, youth, young adults and families who pass through the doors at Foothills Academy. Whether it be staff, students, families, board members, volunteers, donors, government, educational partners, or other stakeholders in the community of Learning Disabilities, we thank you all for your involvement; and for supporting change in the lives of so many. Alberta Education’s Assurance Framework (of which this report is a part), assumes that all education partners accept responsibility for building the capacity of the education system. They note that to ensure continuous improvement throughout the system, a collective approach is necessitated that recognizes the diversity within Alberta, relying 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 the Annual Education Results Report and the subsequent Education Plan. Student Growth and Achievement; Teaching and Leading; Learning Supports; Governance; and Local and Societal Context. Student Growth and Achievement is the core outcome domain of Alberta Education’s Assurance Framework and is enabled by Teaching and Leading, Learning Supports, and Governance. Each of these domains takes into account the Local and Societal Context of the school.
TRENDS & TOPICS 06 2022-2023 School Year Each of the domains can be tied into Foothills Academy’s foundational principles of self-determination theory, which is encapsulated in:
As a Designated Special Education Private School focusing on supporting students and families living with Learning Disabilities, we strive to provide the most effective, intensive support to meet the needs of our students academically, socially and emotionally.
Alberta Education’s Assurance Domains overlap and are interconnected and interdependent. (Alberta Education Funding Manual, 2023/24, p.19).
TRENDS & TOPICS 07 2022-2023 School Year Foothills Academy’s Elements of Self Determination Theory
Alberta Education Assurance Domain
Find Understanding
Teaching and Leading Governance and Local Context
Build Confidence
Learning Supports Governance and Local Context
Maximize Potential
Student Growth and Achievement Governance and Local Context
We understand the great potential of our students. Therefore, in order for each Foothills student to “maximize potential”, our school program is clearly structured upon evidence-based practices, which are consistently utilized by well-trained and highly committed staff. Our school program offers students great support to be successful in school and provides a wide range of school experiences and enriching opportunities. We have a strong focus on transitioning from high school, and carefully prepare our students for success after school, whether they go on to post-secondary or enter the workplace. The school program overlaps greatly with Foothills Academy’s Community Services which provides integral support via counselling & assessment psychologists and program delivery, qualified remedial instructors, recreational support, and professional development. Our continuous growth and development in providing these supports and services is also reflected in the addition of a specific Literacy and Numeracy specialist to coordinate interventions, best practices and research, as well as increased administration to bolster support for students in the realms of academic, social and emotional needs.
STAKEHOLDER ENGAGEMENT
08
Timeline of events
Stakeholder Engagement
Dates
Family survey
June
Staff survey
June
Administration preliminary review
August
General meeting (Family engagement) and Parents’ Association meetings
September - Ongoing Monthly
Teams (Staff engagement in departments and staff meetings)
September - Ongoing
Board meeting and Board AGM
September and November
SUMMARY OF RESULTS
09
The education quality at Foothills Academy is rated overall as “Excellent.” This is a testament to the staff working throughout Foothills Academy Society, and the collaboration with students and families to make the best possible learning environment. The School Program is unique in its specific structure to be able to deliver the demanding Alberta Education curriculum at all levels, whilst also providing specialized intensive intervention and instruction via Skills Class 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, meeting the needs of our students and getting them on track to successfully maximize their potential after graduation.
SUMMARY OF RESULTS
10
It is evident that Foothills Academy is a Welcoming, Caring, Respectful and Safe Learning Environment, as evidenced by the Learning Supports data. The unique and extensive services and supports provided through Foothills Academy’s Community Services make the School Program stand out as meeting the needs of all students, as evidenced in the results for Access to Supports and Services. Foothills Academy’s Parents’ Association is integral to the Foothills community, and parent involvement in the school remains very high, and is ranked overall as “Excellent.” With regards to the PATs and Diplomas, we understand our data in the local context of every student entering Foothills Academy as having a diagnosed Learning Disability and having struggled in their previous educational setting. We know that individuals with Learning Disabilities have great potential, and it is important for us to support the growth of their strengths, whilst also providing targeted remediation intervention where necessary. Many students joining us in the younger years have significant gaps in some of their abilities, so it is important to celebrate their growth and school success; much of which is not accurately reflected in Provincial Achievement Testing data. This is also especially important to note at the Diploma level, as in many schools across North America, up to 50% of students with diagnosed Learning Disabilities (including dyslexia) do not graduate high school. Our graduation rate at Foothills is 100% and ranked as “Excellent,” and our transition to post-secondary rate is over 80% and once again ranked as “Excellent.”
FIND UNDERSTANDING
11
Teaching and Leading Education Quality: Percentage of teachers, parents and students satisfied with the overall quality of basic education.
91.6
93
85.6
96.1
Overall
Parent
Student
Teacher
2019
2020
2023
2021
2022
94.9 93.7 Overall 92.3 89.4 91.6
Parent
95.2 93.9 96.1 93.1 93
Student
92.5 89.3 86.6 85.5 85.6
Teacher
96.9 97.8 94.2 89.6 96.1
0
Overall Status
Excellent
Achievement
Very High
20
40
60
80
100
FIND UNDERSTANDING
12
Teaching and Leading The quality of education overall at Foothills Academy is ranked as “Excellent,” and remains above the provincial average, which is a testament to the success of our specialized program for students with diagnosed Learning Disabilities. The additional supports and wrap-around services provided by Foothills Academy’s Community Services, as evidenced in the Supports and Services data, contribute significantly to the quality of the school experience for students and families. Parent feedback from our local annual surveys supported this as they reported: “Great teaching and lots of self-motivation by my child” “His writing improved so much, he is talking about becoming an author! He is doing random math facts in the car” The Education Plan targeted an overall score higher than 90%, and although this was achieved, it will remain an important focus in the up-and-coming Education Plan. The measure of the quality of education incorporated questions regarding how interesting school work is to students, as well as whether students find work challenging and if they are learning what they need to know. Parent responses were nearly 10% higher than the provincial average, and teacher responses were higher than the provincial average, too. Foothills Academy strives to support the highest levels of teaching and leadership quality through professional learning, supervision and evaluation processes. We are committed to maintaining high standards of teaching and leading, following best practices in a thoughtful and deliberate manner to ensure the highest quality of education for all of our students with diagnosed Learning Disabilities. Foothills Academy’s Teacher Growth, Supervision and Evaluation Policy: Growth, Supervision and Evaluation Policy.
FIND UNDERSTANDING
13
Teaching and Leading Safe & Caring School Measure: Percentage of teacher, parent and student agreement that students are safe at school, are learning the importance of caring for others, are learning respect for others and are treated fairly in school.
91.9
94.9
83.6
97.3
Overall
Parent
Student
Teacher
2019
Overall
94.7 92.6 93.3 92.6 91.9
Parent
97.0 95.9 98.3 95.7 94.9
Student
87.8 85.5 85.6 85.5 83.6
Teacher
99.3 96.5 96.2 96.5 97.3
0
2020
2021
2022
2023
Overall Status
Excellent
Achievement
Very High
20
40
60
80
100
FIND UNDERSTANDING
14
Teaching and Leading Foothills Academy remains at an overall level of excellence with this measure. Our Education Plan strived to move students' scores into the 90% range, and although we remain above the provincial average, we will continue to focus on this for the upcoming Education Plan. Our local surveys to parents supported the overall standard of excellence. Over 80% of our parents reported being either very or extremely happy with their child’s experience at Foothills Academy, and reported some of their highlights of the school year for them and their children:
“Teachers are very supportive which made [my child] a more successful student”
“Making new friends and strengthening existing relationships with classmates”
“Community and communication with my child, and flexibility and openness to work with us where we are at”
“Their confidence in themselves bloomed because of the trust in the community at Foothills”
BUILD CONFIDENCE
15
Learning Supports Welcoming, Caring, Respectful and Safe Learning Environments: Percentage of teachers, parents and students who agree that their learning environments are welcoming, caring, respectful and safe. View data here.
Overall
Parent
89.8%
93.4%
Student
Teacher
82.6%
97.1%
It is evident that teachers and parents recognize the welcoming, caring, respectful and safe learning environment that exists at Foothills Academy. We continue to be above the provincial average overall, and in each category. Students reported lower scores, with grades 4-6 having the lowest responses. In the context of our population, many students in the elementary team are new to Foothills, and have experienced significant struggles and challenges elsewhere. This could possibly explain some of the responses, as well as the awareness that we consistently support a greater need of students with the growth and development of their self-regulation and social skills.
BUILD CONFIDENCE
16
Learning Supports Although we work hard with our students to support them with the implementation of strategies and skills in these areas, it can take time for self-regulation skills to be employed naturally and consistently in the moment. This may have impacted the younger students’ interpretations of this measure. High school students had a higher average, whilst parents and teachers remain confident in the welcoming, caring, respectful and safe learning environment we provide. This year’s Education Plan will examine further strategies to support each child’s continued sense of a welcoming learning environment. Our overall score of 90% is higher than the provincial average. Our local surveys to staff provided support to the high outcomes for a welcoming, caring, respectful and safe learning environment. In response to being asked about some of the things Foothills does best, staff responded with:
“Make students feel safe and that they belong here”
“We put students and families first”
“Understand and support individuals with LD/ADHD, and create a safe and caring environment where students and staff have a sense of purpose and belonging”
“Being a champion for students with Learning Disabilities”
BUILD CONFIDENCE
17
Learning Supports Access to Supports and Services: Percentage of teachers, parents and students who agree that students have access to the appropriate supports and services at school.
Overall
91.3%
*compared to 90.4% in 2022
Student
84.1%
*compared to 85% in 2022
Parent
93.8%
*compared to 93.3% in 2022
Teacher
95.9%
*compared to 93.1% in 2021
Although our school program excels in the work we do with all of our students with Learning Disabilities, there is an incredible amount of essential support and service provided through our Community Services departments. It is no surprise to see that our overall score is maintained and remains over 10% higher than the provincial average. Evidently, parents agree that students have access to the appropriate supports and services at school, as they score Foothills Academy nearly 20% higher than the provincial average. This is largely in part due to the wrap-around services provided to students in the classroom by our Community Services departments.
BUILD CONFIDENCE
18
Learning Supports This includes counselling and assessment psychologists and the associated interventions, supports and programs, as well as our highly trained intervention specialists who provide academic remediation to students in the classroom in Literacy and Numeracy at the Tier 3 level. In addition, students also have support from speech and occupational therapists. Key Supports and services implemented in the school program: Scheduled daily skills class - Reading / Writing / Math 1:1 intensive intervention Counselling Assessment and observation support Speech and Occupational Therapists Support for staff and students from the Literacy & Numeracy Specialist Additional support for staff and students from Assistive technology Specialist Open Parachute Program Partnership with ReadWrite instructors for Tier 3 supports Best Practices Committee to ensure consistent programming choices that are evidence-based and deployed with fidelity Although we provide outstanding support in this area, our Education Plan continues to seek a score above 90% for all students, and this is something that will continue in the upcoming Education Plan. High-school students are close with responses at 88%, but this will remain an area that we continue to focus on, such is the importance of the measure to overall student success and wellness. The impact of such programs and interventions provided by these services and supports is great. The whole child is addressed with these additional services, impacting areas of child growth and development such as confidence, motivation, self-esteem, self-efficacy and academic performance; all of which encompass SelfDetermination Theory.
BUILD CONFIDENCE
19 19
Learning Supports First Nations, Metis and Inuit Students Data values provided by Alberta Education have been suppressed for FNMI students due to the number of respondents/students being less than 6. However, despite the lack of FNMI-specific data, FNMI students and culture remain a focus of Foothills Academy. We continue to implement relevant and meaningful processes and strategies to support the implementation of Truth and Reconciliation Commission recommendations, which include: Creation of our Indigenous Resource Google Classroom to provide easy access to resources to all staff, and additionally supporting Teaching Quality Standard Competency 5 “Applying Foundational Knowledge about First Nations, Metis and Inuit.” Creation of a high-school Indigenous Literacy Cart able to move from room to room, which is present in every high-school meeting to support continued awareness, use and application. Weeklong Orange Shirt Day activities. Appropriate resources and lessons created for each day specific to all grade levels. Local Indigenous community members were invited to attend and share their knowledge of local traditions. A schoolwide demonstration of tanning hides was held in the Wellness Centre, scheduling a rotation through each grade at the school. This also included time set aside for staff learning. Staff compiled a collection of close to 100 Indigenous book titles that were sourced for relevancy and organized by grade level for staff to access or advocate for purchase. The grade 4 team invited an indigenous guest speaker to join their class to talk about Blackfoot culture with students.
MAXIMIZE POTENTIAL
20
Student Growth & Achievement
2022 Highschool Completion Rate The overall high-school completion score remains excellent, which is a testament to the success of the program at Foothills Academy. Statistics suggest that close to 50% of individuals with Learning Disabilities in North America do not graduate high school. Therefore, our current 100% graduation rate over three years is evidence of our ongoing success in helping students maximize their potential. 3 Year Completion
4 year Completion
100
97.5
2018
2019
2020
2021
5 year Completion
100
2022
90.5 80.8 3Yr Comp 100 97.5 100
Excellent
90.7 89.9 4Yr Comp 89.7 100 97.5
Achievement
Overall Status
Very High
92.2 92.7 5Yr Comp 95.2 97 100 0
20
40
60
80
100
MAXIMIZE POTENTIAL
21
Student Growth & Achievement
High School to Post-Secondary Transition Rate This is mirrored in the significant improvement made in the transition from high school to post-secondary education, where the number of our students going to post-secondary within 6 years of graduation is excellent at 81.3%. This is 20% higher than the provincial average, and the number of students transitioning to post-secondary within 4 years of graduation is over 10% higher than the provincial average. 4 Year Transition (2022)
6 Year Transition (2022)
53.9%
81.3% 2018
2019
2020
2021
2022
55 53.2 4 Yr Trans 44.9 56.4 53.9 73.5 69. 6 Yr Trans 69.9 67 81.3 0
20
40
60
80
100
MAXIMIZE POTENTIAL
22
Student Growth & Achievement
Citizenship: Percentage of teachers, parents and students who are satisfied that students model the characteristics of active citizenship Foothills Academy has a very high achievement of citizenship, and we continue to be above the provincial average. This is an area that we will continue to focus on in our upcoming Education Plan, with an emphasis on student engagement. Citizenship scores include aspects of school life such as students being involved in activities which help the community and being encouraged to do their best. These are rated highly by teachers and parents, and are rated as “Excellent” overall. The upcoming Education Plan will focus on providing more opportunities for students to be involved in activities which support the community.
2019
Overall
Parent
2020
2021
2022
2023
89.4 89.7 88 85.9 84.6 93.8 93.9 93.3 91.4 88.3
Student
76.6 76.2 76 75.4 69.4
Teacher
97.8 99.1 94.6 91 96
0
20
40
60
80
100
84.6
88.3
Overall
Parent
69.4
96
Student
Teacher
MAXIMIZE POTENTIAL
23
Student Growth & Achievement
Student Learning Engagement: Percentage of teachers, parents and students who agree that students are engaged in their learning at school
Overall
86.2%
Teacher
96.7%
*compared to 83.1% in 2022
*compared to 89.5% in 2022
Parent
Student
95.4%
*compared to 91.4% in 2022
66.4% *compared to 68.4% in 2022
A high percentage of parents and teachers recognize how engaged students are in their work at school. The overall score remains higher than the provincial average, and student learning and engagement are focal points for the success of our program. Many students with Learning Disabilities may have experienced situations prior to being at Foothills, where their motivation and self-efficacy were challenged due to academic struggles. We know that all students at Foothills are able to be successful, and we constantly strive to unlock the great potential in every student. This may be more evident to teachers and parents, than to some students. The ongoing development of our evidence-based Skills program, which targets literacy and numeracy intervention with appropriate remediation, means that students’ needs are being met. However, for some students, a more focused approach to address their academic needs in reading, writing or math, may feel more challenging and could account for some of the lower reporting from students.
MAXIMIZE POTENTIAL
24
Student Growth & Achievement
Early Years Literacy and Numeracy Assessments A summary of additional literacy and numeracy supports for students in grade 3: a measure required by Alberta Education. Foothills Academy used Castles and Coltheart (CC3) and Provincial Grade 3 Numeracy Screening Assessment, as the Alberta Education approved screening assessments in grade 3; assessing 12 grade 3 students in total, and identifying 11 students at risk in literacy at the beginning of the school year, and 11 students at risk in numeracy at the beginning of the school year. Some of the support strategies used for students identified as being 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 Fundations Lessons (whole group and small group) Wilson Reading Systems lessons (small group) All grade 3 students receive tier 2 support Over half of our grade 3 students receive intense 1:1 evidence-based literacy intervention As Foothills Academy is a Designated Special Education Private School for students with diagnosed Learning Disabilities, we ensure that the data collected from literacy and numeracy assessments is meaningful to allow us to target each student’s specific area of need. Rather than focusing primarily upon grade level scores from the assessments, we focus upon the subscores of the literacy and numeracy assessments to inform us where students should be placed in the remediation and skills classes.
MAXIMIZE POTENTIAL
25
Student Growth & Achievement
Early Years Literacy and Numeracy Assessments
LITERACY
Alberta Education approved screening assessment(s)
Grade 3
Castles & Coltheart 3 (CC3)
Total number of students assessed at the beginning of the school year
Total number of students identified as being at risk* on initial assessment
Total number of students identified as being at risk* on final assessment (end of year)
6
5
10
NUMERACY
Alberta Education approved screening assessment(s)
Total number of students assessed at the beginning of the school year
Grade 3
Numeracy Screening Assessment
10
Total number of students identified as being at risk* on initial assessment
7
Total number of students identified as being at risk* on final assessment (end of year)
4
By focusing upon the subscores of our literacy and numeracy assessments, our fulltime Literacy and Numeracy Strategist is able to place students in the appropriate small group or 1:1 support to meet their specific needs. In conjunction with CC3, we utilized the Wilson Assessment of Decoding and Encoding, as well as internal Curriculum Based Measures for Reading Comprehension and Oral Reading Fluency. The measure of those students still at risk after the final assessment is a measure of reading comprehension, since comprehension is the goal of reading. This measure was based upon a grade level passage. With regards to the numeracy data, we supplemented the Numeracy Screening Assessment with the Math Intervention Programing Instrument (MIPI), as well as Number Fluency Assessments incorporating all four components. The measure of those students still at risk after the final assessment is a measure of less than 60 on the MIPI, as the MIPI is an assessment of grade level curriculum.
MAXIMIZE POTENTIAL
26
Student Growth & Achievement
2023 PAT Results
Foothills Academy
Alberta
Grade 6 PATS 2023
2021-2023 Average
2023
2021-2023 Average
Acceptable Standard %
87
87
90.4
90.4
Standard of Excellence %
8.7
8.7
21.9
21.9
Acceptable Standard %
52
52
77.4
77.4
Standard of Excellence %
4
4
18.8
18.8
Acceptable Standard %
73.1
73.1
79.3
79.3
Standard of Excellence %
3.8
3.8
25.9
25.9
Acceptable Standard %
73.1
73.1
78.3
78.3
Standard of Excellence %
3.8
3.8
21.3
21.3
English Language Arts 6
Mathematics 6
Science 6
Social Studies 6
MAXIMIZE POTENTIAL
27
Student Growth & Achievement
2023 PAT Results
Foothills Academy
Alberta
Grade 9 PATS 2023
2021-2023 Average
2023
2021-2023 Average
Acceptable Standard %
54.1
54.1
85.1
85.1
Standard of Excellence %
0
0
15.9
15.9
Acceptable Standard %
40
40
64.7
64.7
Standard of Excellence %
0
0
16
16
Acceptable Standard %
62.5
62.5
78.8
78.8
Standard of Excellence %
7.5
7.5
23.9
23.9
Acceptable Standard %
47.5
47.5
69.3
69.3
Standard of Excellence %
7.5
7.5
18.9
18.9
English Language Arts 9
Mathematics 9
Science 9
Social Studies 9
MAXIMIZE POTENTIAL
28
Student Growth & Achievement
2023 Diploma Results Foothills Academy
Alberta
Diplomas 2023
English Language Arts 30-1
English Language Arts 30-2
2023
2021-2023 Average
2023
2021-2023 Average
Diploma Examination Acceptable Standard
70.6
70.6
83.7
83.7
Diploma Examination Standard of Excellence
5.9
5.9
10.5
10.5
School Awarded Acceptable Standard
100
100
98.4
98.4
School Awarded Standard of Excellence
5.2
5.2
42.4
42.4
Diploma Examination Acceptable Standard
*
n/a
86.2
86.2
Diploma Examination Standard of Excellence
*
n/a
12.7
12.7
School Awarded Acceptable Standard
*
n/a
96.7
96.7
School Awarded Standard of Excellence
*
n/a
18.7
18.7
MAXIMIZE POTENTIAL
29
Student Growth & Achievement
2023 Diploma Results Foothills Academy
Alberta
Diplomas 2023 2023
2021-2023 Average
2023
2021-2023 Average
Diploma Examination Acceptable Standard
*
n/a
70.8
70.8
Diploma Examination Standard of Excellence
*
n/a
29
29
School Awarded Acceptable Standard
*
n/a
96.1
96.1
School Awarded Standard of Excellence
*
n/a
54.1
54.1
Diploma Examination Acceptable Standard
45.5
45.5
71.1
71.1
Diploma Examination Standard of Excellence
0
0
15.2
15.2
School Awarded Acceptable Standard
100
100
94.1
94.1
School Awarded Standard of Excellence
36.4
36.4
29.2
29.2
Math 30-1
Math 30-2
MAXIMIZE POTENTIAL
30
Student Growth & Achievement
2023 Diploma Results Foothills Academy
Alberta
Diplomas 2023
Social Studies 30-1
Social Studies 30-2
2023
2021-2023 Average
2023
2021-2023 Average
Diploma Examination Acceptable Standard
100
100
83.5
83.5
Diploma Examination Standard of Excellence
0
0
15.9
15.9
School Awarded Acceptable Standard
100
100
99.3
99.3
School Awarded Standard of Excellence
20
20
50
50
Diploma Examination Acceptable Standard
77.8
77.8
78.1
78.1
Diploma Examination Standard of Excellence
0
0
12.3
12.3
School Awarded Acceptable Standard
100
100
97
97
School Awarded Standard of Excellence
0
0
22.6
22.6
MAXIMIZE POTENTIAL
31
Student Growth & Achievement
2023 Diploma Results Foothills Academy
Alberta
Diplomas 2023 2023
2021-2023 Average
2023
2021-2023 Average
Diploma Examination Acceptable Standard
50
50
82.7
82.7
Diploma Examination Standard of Excellence
0
0
32.8
32.8
School Awarded Acceptable Standard
100
100
97.2
97.2
School Awarded Standard of Excellence
20
20
51.6
51.6
Diploma Examination Acceptable Standard
n/a
n/a
80.5
80.5
Diploma Examination Standard of Excellence
n/a
n/a
37
37
School Awarded Acceptable Standard
n/a
n/a
97.4
97.4
School Awarded Standard of Excellence
n/a
n/a
56.3
56.3
Biology 30
Chemistry 30
MAXIMIZE POTENTIAL
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Student Growth & Achievement
2023 Diploma Results Foothills Academy
Alberta
Diplomas 2023
Physics 30
2023
2021-2023 Average
2023
2021-2023 Average
Diploma Examination Acceptable Standard
*
n/a
82.3
82.3
Diploma Examination Standard of Excellence
*
n/a
39.9
39.9
School Awarded Acceptable Standard
*
n/a
98.1
98.1
School Awarded Standard of Excellence
*
n/a
61.2
61.2
As detailed throughout this report, the context of our DSEP School is important to consider when interpreting PATs and Diploma scores. We know that all of our students have great potential and that they will become outstanding members of society when they graduate and move on to post-secondary education or the workforce. However, it is also important to note that around 50% of individuals with Learning Disabilities in North America typically will not graduate high school. Our 100% graduation rate is therefore something to celebrate, along with our current rate of 80% of our students transitioning to post-secondary education. Many students with diagnosed Learning Disabilities (including Dyslexia) have additional diagnoses, such as ADHD and generalized anxiety disorder, which add further complexity to their learning profiles. Coupled with this is the ongoing aftershock from COVID which continues to be felt throughout the education system.
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GOVERNANCE
Parental Involvement: Percentage of teachers and parents satisfied with parental involvement in decisions about their child’s education Reporting on governance is evident throughout this document, and the mandatory measure for this domain is that of parental involvement. Foothills Academy Parents’ Association is critical to the Foothills community, and to the overall success of the work staff do in the classroom with every student. We recognize and value the importance of close communication and collaboration with parents, and our overall assurance measure score remains as “Excellent.” Our scores are above the provincial average, and our Education Plan had aimed for teacher values to rise from 80% to 90%; they went up 14% to 94.6%. Our upcoming Education Plan will focus on strategies and support for the parent measure, despite it still being very high and overall scoring as “Excellent.” 2019
2020
2021
2022
2023
95.7 94.9 Overall 83.2 82.4 89.6
Excellent
92.2 92.4 Parent 82.3 84.7 84.6
Achievement
Overall Status
Very High
99.3 97.4 Teacher 84.1 80 94.6 0
20
40
60
80
100
SUMMARY OF BUDGET
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2023-2024 REVENUE SUMMARY REVENUES
BUDGET ACTUAL 2021 $
Alberta Education Grants
$ 4,526,247
School Tuition
$ 3,426,000
Fundraising
$ 894,000
Investments & Other
$ 753,899
External Services
$ 1,952,000
Total Revenues
$ 11,525,146
ALLOCATION SUMMARY
BUDGET
Instructional
$ 5,470,576
Operation & Maintenance
$ 1,323,433
Transportation
$ 746,800
System Administration
$ 878,516
Fundraising
$ 144,790
Maintenance Reserve
$ 196,500
Capital Expenditures
$ 255,000
External Services & Other
$ 2,106,136
Total Operating Expenditures
$ 11,121,751
OVERALL
100%
SUMMARY OF BUDGET
25
2023-2024 External Services 16.7%
Alberta Education Grants 39.3%
Investments & Other 6.5%
REVENUES
Fundraising 7.8%
Tuition 29.7% External Services and Other 18.9%
Capital Expenditures 2.3% Fundraising 1.3%
EXPENDITURES
System Administration 7.9%
Transportation 6.7% Operation & Maintenance 11.9%
Instructional 49.2%
SUMMARY OF BUDGET
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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 and the development of a new CRM and database. As our ability to hold fundraising events returns to normal, we were able to award 306 bursaries for the school and Community Services programs in 2022/2023. This financial assistance to families accessing our programs is valued at $ 1,094,439. 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: www.foothillsacademy.org/aboutfoothills/reports/ For more information, visit our website, call 403 270 9400, or email info@foothillsacademy.org
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Foothills Academy Society 745 - 37 Street NW Calgary, Alberta T2N 4T1