Final Education Plan 2026 by foothillsacademyyyc

EDUCATION PLAN 2026-2029

FNMI Statement

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

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

Accountability Statement

The Education Plan for Foothills Academy, commencing on May 31st, 2026, was prepared under the direction of the operator and governing body in accordance with the responsibilities under the Private Schools Regulation and the Ministerial Grants Regulation. This plan was developed in the context of the provincial government’s business and fiscal plans The operator and governing body has used its performance results to develop the plan and is committed to implementing the strategies contained within the plan to improve student learning and results.

The operator and governing body approved the 2026/2027 Education Plan on May 28th, 2026.

Signed:

Kristin Smith (Chair of the Board of Governors)

Education Plan Review

The 2026-2029 Education Plan targets areas for growth based upon key findings of the Annual Education Results Report and provides transparency towards our commitment to continuous improvement regarding effective and meaningful approaches to student learning and success. As a Designated Special Education Independent (Private) School (DSEPS) where every student has a diagnosed Learning Disability (LD), the Education Plan’s Priority Areas focus upon the needs of these students and their families

The previous Education Plan focused upon the Priority Areas of:

1.Enhancing opportunities to engage in active citizenship

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

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

4.First Nations, Metis and Inuit Student Success

This 2026-2029 Education Plan is a continuation of these priority areas. Some amendments have been made, such as blending ‘Welcoming, Safe, Respectful Learning Environment’ into the Citizenship Priority, but the priorities remain aligned with the rolling three-year plan

These priorities align with Foothills Academy’s foundational philosophy and understanding of Self-Determination Theory, which is encapsulated by:

Find Understanding (Develop strong RELATIONSHIPS)

Build Confidence (Provide a sense of AUTONOMY)

Maximize Potential (Nurture COMPETENCE and success)

The outcomes for each priority area are updated in this 2026-2029 plan, to ensure continuous growth and improvement Strategies, performance measures and implementation timelines have been updated and adjusted to accommodate the new outcomes. The plan gives assurance to stakeholders, and the wider public, that Foothills Academy is continuously striving to grow; ensuring the best possible learning experiences for students with LDs It illustrates the deliberate and purposeful decisions that are being made to create ongoing improvement; all of which focus on the best use of resources to maximize the implementation of effective, evidence informed teaching and learning strategies for individuals with LDs and associated disorders.

Education Plan Review

3 Year Plan: Outcomes

Education Plan Priorities

#1: Enhancing Opportunities to Engage in Active Citizenship In A Welcoming, Caring, Respectful and Safe Learning Environment

#2: Targeting Literacy & Numeracy Interventions and Outcomes Based Assessments to Enhance Student Learning and Success

#3: High School Students will Maximize Potential Upon Graduation and Beyond

Increased engagement in citizenship Truth and Reconciliation recommendations are foundational to what we do Students launch into adulthood

#4: First Nations, Metis and Inuit Success

Increased competence and confidence in PATs

Set up for success by graduation.

All grade 12s show continued value added growth in personal achievement

Greater access for students to a wider range of opportunities at postsecondary or the workplace

Continued support implementing recommendations from the Truth and Reconciliation Commission.

Elementary students have a shared understanding of the characteristics of active citizenship, and a consistent feeling of a welcoming, caring, respectful and safe learning environment

Literacy and Numeracy skills are enhanced for students entering junior high and high school.

All students have a strong sense of belonging, care for one another, and demonstrate values of respect and responsibility

All junior and senior high students are involved in citizenship activities throughout the community.

Outcomes based assessments are consistently implemented schoolwide

All students maximize their potential and meet relative success in PATs & Diplomas

Students are set up for successful transition to adulthood, with continued valued added growth in Diplomas.

Continued support implementing recommendations from the Truth and Reconciliation Commission.

All students graduate with the academic, social, emotional and executive functioning skills to be successful in post-secondary and the workplace.

Continued support implementing recommendations from the Truth and Reconciliation Commission

Stakeholder Engagement

A range of stakeholders are integral to the success of Foothills Academy. Teachers, parents and students provide input through Alberta Education and Childcare Assurance Measures (AECAMs) surveys, and staff & parents are given annual local surveys for additional feedback.

Parents meet once a month at Foothills Academy Parents’ Association (FAPA) meetings, where school administration is in attendance to provide school updates and to receive feedback for consideration from parents. Additionally, the president of FAPA is an ex-officio voting member of the Board of Governors of Foothills Academy Society, to represent parents at the board level. 86% of parents reported in the AECAMs data that they are satisfied with parental involvement in decisions about their child’s education, which is over 10% higher than the provincial average We strive to have all parents involved in the school to support their child’s learning and they are an important voice to help guide the direction of school improvement.

General meeting(s)

Weekly newsletters

Teacher and homeroom communication

Admin communication

Parent, Guardian and Family

Engagement:

Student

Engagement:

School Staff

Engagement:

Other stakeholders:

Social media

IPP meetings

Parent teacher conferences

Monthly Parents’ Association meetings

Community events (block party, gala, golf fundraiser)

Conversations with homeroom staff

Meetings with school administration

Ongoing volunteering opportunities

School start up pancake breakfast BBQ Information nights throughout the year for:

Transition to Junior high

Transition to high school

Transition to adulthood

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

Advocating through student groups and extracurricular clubs

Leadership initiatives

Grade 12 local surveys upon graduation

Student transition surveys

Staff meetings

Team meetings

Administrative meetings 1:1

Professional growth meetings

Professional development sessions

Association of Independent Schools and Colleges of Alberta (AISCA), Alberta Education, Learning Disabilities Association of Alberta (LDAA), Learning Disabilities Association of Canada (LDAC), Centre for ADHD Awareness Canada (CADDAC), LD & ADHD Network

Insights from Results Analysis

Strengths

Higher Than Provincial Averages

Foothills Academy’s three-year average for every assurance domain of the AERR (Student Growth & Achievement, Teaching & Leading, Learning Support, and Governance) is higher than the provincial average; apart from the PAT and Diploma data. Our three-year high school completion rate for this year is nearly 20% higher than the provincial average, which is a testament to the work completed by our students, and the outstanding support and guidance provided by our staff. Our overall scores for Student Learning Engagement, High School Completion (three & five years), Education Quality, Access to Supports and Services, and Parental Involvement, are all ranked as Excellent overall.

Excellent Supports & Services

Foothills Academy is an exceptional Designated Special Education Independent (Private) School, and a leader in the field for students with Learning Disabilities, which is supplemented by incredible access to support and services for our students Experienced and expert teachers, educational assistants & support staff, including Occupational Therapists and Speech Language professionals, work closely with students to meet their daily needs Additionally, and critically, Foothills Academy’s Community Services provides essential targeted support for literacy & numeracy interventions, and psychological support for student counselling and mental health support. Psychological support is also provided by assessment psychologists who conduct consultations with classroom staff and administration, as well as meeting with students to help prepare them for post-secondary education.

It is no surprise that our measure for Access to Supports and Services is excellent with an overall score of 91 2% (over 10% above the provincial score) Both parents and teachers report 15% higher than the provincial scores

Excellent Learning and Engagement

School poses many additional challenges for LD students, and the demands of literacy and numeracy skills throughout the curriculum can be vastly more taxing, taking a more exhausting toll on students’ cognitive load. Students’ cognitive energies can become depleted far more readily than neurotypical students, which, without appropriate and meaningful programs, can lead to a greater impact upon engagement and learning. Despite this, students at Foothills Academy maintain strong scores for learning and engagement, and our overall measure is excellent. Parents report at an excellent level of 979%, over 10% higher than the provincial measure, and similarly, teachers report at 967%, in response to questions such as:

“Theliteracyskills yourchildis learningatschool areuseful”

“The

numeracy skills

your child is learning at school are useful”

l“Studentsare earningwhat theyneedto know”

Insights from Results Analysis

Meeting Student Needs

The LD needs of students at Foothills Academy are being met successfully Learning Disabilities are predominantly language based, and English Language Arts is typically a demanding subject for these students. Subsequently, individuals with math LDs such as dyscalculia, face challenges in classes involving numeracy. Despite this, most students acknowledge the importance of language arts & mathematics, and understand how useful it is to them for future success.

59% of elementary students reported to like learning language arts, and 25% did not know.

63% of elementary students like learning math, and 14% did not know.

72% of junior high students understand how the language arts they are learning is important to them.

66% of junior high students understand how the math they are learning is useful to them.

81% of junior high students understand how the science they are learning is useful to them.

of junior high students understand how the social studies they are learning is useful to them.

The quality of education at Foothills Academy remains very high and has an overall result of excellent; higher than the provincial result. Parent satisfaction with the quality of education has risen, despite being already very high, with over 90% of elementary, junior high and high school parents all reporting satisfaction with the quality of education.

“AttendingFoothillshaschangedthetrajectoryofmychild’sacademic, social,andemotionalwellbeing.ThankyouFoothillsfromthebottomofmy heart.” ~ Parent of a Foothills Student

Insights from Results Analysis Areas for Improvement

THE5'C'SOF FOOTHILLSCULTURE

CHILDREN

Children and families must always come first.

CONTINUOUS LEARNING

Continuous reflection and learning are key to professionalism

COMMUNICATION

Communication must always be professional and honest, even when it is difficult.

CARING

Caring and supporting colleagues is a hallmark of who we are.

COMMUNITY

Community is built on diversity, respect, inclusion and belongingit takes a village

Students’ Uncertainty of Citizenship

Data for Welcoming, Caring, Respectful, Safe Learning Environments (WCRSLE), and Citizenship declined, despite there being significant strengths within these domains. Considering this, we have adjusted the Education Plan to include WCRSLE data into the Citizenship priority area #1 Although Citizenship data also showed a decline in some areas, it remains on par with the provincial average but remains a priority in our Education Plan A caring and respectful school environment is integral to our success, and the positive school culture is supported by Foothills’ 5 Cs of Culture:

Teachers and Parents Recognize the Elements of Citizenship in the Student Population

Teacher ratings for the citizenship measure are excellent, and parent responses are on par with the provincial measures However, student results have declined and therefore remain an important part of this Education Plan.

The decline in student responses could be due to some elementary students neither agreeing or disagreeing but reporting that they ‘do not know’ the answer to the citizenship questions. 51% of elementary students agreed that students follow the rules, but 34% reported that they ‘do not know’. Subsequently, 49% of elementary students agreed that most students respect each other, but 45% stated that they ‘did not know’. Although these scores have declined, there is not a clear indicator that a greater problem has emerged The data suggests that we should focus upon students’ understanding and clarity of the questions, as well as awareness of the school and classroom culture.

Insights from Results Analysis

Focus on Junior High

Junior high students reported lower on the citizenship questions and will be a focus of the Education Plan. 62% of junior high students feel that they are encouraged to help people in their community, but 13% did not know. The implementation of the new behaviour plan ‘The Right to Learn & The Right to Teach’ could have impacted reporting, as all junior high teachers agreed, or strongly agreed, that students follow the rules and respect each other

Upon further analysis of the student reporting, it is apparent students do feel cared for at Foothills Academy.

88% (11% did not know)

Junior High 80% (10% did not know)

High School 91% (6% did not know)

Grade Level

Students reporting that their teachers care about them

The high rates of reporting show that students feel supported, and the reduced scores this year could be accounted for by the increased number of students reporting that they ‘do not know’.

Grade Level

Students reporting that they feel safe at school

Elementary 90% (8% did not know)

Junior High 77% (9% did not know)

High School 89% (5% did not know)

Grade Level

Students reporting that they feel safe at school

Grade Level

Students reporting that they feel welcome at school

Elementary 92% (5% did not know)

Junior High 79% (10% did not know)

High School 79% (11% did not know)

Grade Level

Students reporting that they feel welcome at school

Grade Level

Students reporting that their teachers care about them

Elementary

Insights from Results Analysis

There are obvious strengths in our WCRSLE data, but we have opportunities to bolster this school-wide.

"One of the biggest highlights has been the incredible academic progress Our child went from reading at a kindergarten level to early grade 3 in just one school year, that's an amazing leap, and a testament to the teaching and support they've recieved."

~ Parent of a Foothills Student

Emerging Growth Trends and Developing Needs

As a school for students with diagnosed Learning Disabilities, our focus is to support the LD needs of every student so that they can successfully graduate from high-school and transition to post-secondary or the workplace. Students require specific, evidence-based interventions to support their LDs, and to ultimately be successful and maximize their true potential at school and beyond.

Parity in Diploma Exams

Notably, our high-school students’ diploma exams were on par with the provincial average at the acceptable level, as 806% met this level compared to 820% in the province

Diploma / Subject

Our grade 12’s diploma scores for the languagebased core subjects (ELA and Social Studies) are significantly higher than the provincial results; other than the -1 ELA results, which were within 1% of the provincial result

The Need for Equitable Access to Accommodations

Grade 6 Math PATs Part B:

In the younger grades, where students sit Provincial Achievement Tests (PATs) in grades six and nine, the gap between a students’ ability and achievement can be great, considering students have naturally spent less time at school and therefore have received less consistent intensive intervention.

It can be challenging to meet the standards of some PATs, when appropriate accommodations are not permitted by Alberta Education For example, part B of the grade 6 math PAT does not allow for the accommodation of a calculator, which massively impedes a child with a math LD such as dyscalculia Part B of the grade 6 math PAT tests students’ conceptual understanding of complex, multistep problems Denying calculators as an accommodation in part B, to any student (including those with deficits in working memory and processing speed), is unfair and it deprives these students of the opportunity to express their real understanding of math All children should have an equal opportunity to shine and succeed at school Unfortunately, the most recent change that has been made for this grade 6 math PAT has been the announcement that “if a student requires a calculator… the student should be excused from the provincial achievement test” (Grade 6 Subject Bulletin Mathematics, 2026). This is unfair to the students who could be successful in complex mathematical problem solving questions if they had the appropriate accommodation (a calculator), and is harmful to those students with significant math anxiety; as permitting students to avoid the anxiety of math will only heighten their anxiety in the future.

Grade 12 Diplomas:

Furthermore, in Diploma exams in grade 12, students are not allowed to have a paper copy of the exam as well as the digital exam; they may only have one or the other This impedes many high school students who benefit from test taking strategies that require a paper copy of a test as well as a digital copy By only allowing students to have one or the other, many are deprived of the opportunity to thrive and demonstrate their full potential Ideally, high school students should be permitted both the paper copy of a Diploma to work on, and the digital copy to submit as their final copy of the exam

Priority Area #1

Enhancing Opportunities to Engage in Active Citizenship, In A Welcoming, Caring, Respectful and Safe Learning Environment.

Outcomes

All students will have a strong sense of belonging and care for one another, and demonstrate values of respect and responsibility

Junior and senior high students will be involved in citizenship activities throughout the community.

Measures

Elementary and junior high students will report, in the AECAMs, a 10% higher level of agreement that they are treated fairly by adults in the school

10% more students will report having a strong sense of belonging at school

10% more students will report noticing a greater sense of respect amongst the student population.

Strategies

Students in elementary and junior high will be engaged in refining classroom & school expectations and the updated code of conduct

Team Two Vice Principal will engage in focus groups with Team Two students to explore student experiences, supports and solutions to enhance the sense of belonging in Junior High.

The clubs fair will become an annual event for all students to attend, and will be well promoted for high attendance and participation by students

Citizenship opportunities will be provided to junior high, and high school students in electives, including leadership, and extra-curricular including first aid, drama production and youth singers.

Elementary programs will continue to develop and support the programs for anxiety, executive functioning and social interactions; such as ‘Coping Cat’, ‘Unstuck’, ‘Kindness Club’, and ‘Friendship Club’

Professional Learning scheduled throughout the year will be focused upon specific language aspects of Collaborative Problem Solving, and trauma informed classrooms.

Priority Area #1

Enhancing Opportunities to Engage in Active Citizenship, In A Welcoming, Caring, Respectful and Safe Learning Environment.

Implementation

Strategy Resources

Updating the Code of Conduct

Currently established Classroom

NormsCurrent Code of ConductThe Right to Learn & The Right to Teach doc.

Professional Learning Review & Evaluation

August professional learning regarding amendments to the Education Act and subsequent requirements.

Admin to review by the end of SeptemberPosted in all classrooms

Student Focus Groups

Team Two Vice Principal to establish focus groups.

Collaborative

Problem Solving, Social Thinking & Trauma Informed Classrooms

Community Services psych team.School administrationOnline

CPS training videos

August professional learning opportunity to engage all Team Two staff in developing focus group questions

Focus groups in: Sept December March June Comprehensive evaluation in June

June and August professional learning opportunities.Febru ary professional learning.

Ongoing monthly review during scheduled Friday afternoon professional learning sessions.

"Wecouldnotbehappierwiththeschoolfacilities,teachers,and supportsthatareprovidedtoourson.Foothillshasbeenagame changer-heisnotonlymeeting,butexceedingacademic expectations."

~ Parent of a Foothills Student

Priority Area #2