Final Education Plan 2026

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.

Table of Contents

01

Accountability Statement

02

Education Plan Review

04

Stakeholder Engagement

05

Insights From Results Analysis

10

Growth Trends/ Developing Needs

11

Priority One

13

Priority Two

14

Priority Three

16

Priority Four

17

Summary of Budget

Education Plan 2026-2029

Foothills Academy Society

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 2026-2029

Foothills Academy Society

1

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 2026-2029

Foothills Academy Society

2

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.

2024/25

2025/26

Increased engagement in citizenship.

Truth and Reconciliation. recommendations are foundational to what we do.

Students launch into adulthood.

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.

2026/27 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.

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

Increased competence and confidence in PATs. Set up for success by graduation.

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

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

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.

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

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

#4: First Nations, Metis and Inuit Success

Continued support implementing recommendations from the Truth and Reconciliation Commission.

Continued support implementing recommendations from the Truth and Reconciliation Commission.

Continued support implementing recommendations from the Truth and Reconciliation Commission.

Education Plan 2026-2029

Foothills Academy Society

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

3

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.

Parent, Guardian and Family Engagement:

General meeting(s) Weekly newsletters Teacher and homeroom communication Admin communication Social media IPP meetings Parent teacher conferences Monthly Parents’ Association meetings Community events (block party, gala, golf fundraiser)

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)

Conversations with homeroom staff Meetings with school administration

Student Engagement:

Advocating through student groups and extracurricular clubs Leadership initiatives Grade 12 local surveys upon graduation Student transition surveys Staff meetings

School Staff Engagement:

Team meetings Administrative meetings 1:1 Professional growth meetings Professional development sessions

Other stakeholders: 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.

Education Plan 2026-2029

Foothills Academy Society

4

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 97.9%, over 10% higher than the provincial measure, and similarly, teachers report at 96.7%, in response to questions such as:

skills “The literacy is your child chool learning at s l” are usefu

Education Plan 2026-2029

“The numeracy skills your child is learning at school are useful”

Foothills Academy Society

“Studen learning ts are they ne what ed t know” o

5

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% 63%

of elementary students reported to like learning language arts, and

of elementary students like learning math, and

25%

did not know.

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.

84%

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.

“Attending Foothills has changed the trajectory of my child’s academic, social, and emotional well being. Thank you Foothills from the bottom of my heart.” ~ Parent of a Foothills Student

Education Plan 2026-2029

Foothills Academy Society

6

Insights from Results Analysis Areas for Improvement

THE 5 'C'S OF FOOTHILLS CULTURE 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 belonging it takes a village.

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.

Students’ Uncertainty of Citizenship 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.

Education Plan 2026-2029

Foothills Academy Society

7

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.

Grade Level

Students reporting that their teachers care about them

Elementary

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

Grade Level

Students reporting that they feel welcome at school

Elementary

90% (8% did not know)

Elementary

92% (5% did not know)

Junior High

77% (9% did not know)

Junior High

79% (10% did not know)

High School

89% (5% did not know)

High School

79% (11% did not know)

Grade Level

Students reporting that they feel safe at school

Grade Level

Students reporting that they feel welcome at school

Education Plan 2026-2029

Foothills Academy Society

8

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

Complex Learners Many students with diagnosed LDs have multiple associated diagnoses, such as, but not limited to, Attention Deficit Hyperactivity Disorder (ADHD), Generalized Anxiety Disorder (GAD), and Autism Spectrum Disorder (ASD). This brings additional complexity to learning, executive functioning and social interaction; all of which may compound students’ responses to the WCRSLE questionnaire. For instance, 34% of elementary students did not know if most students cared about each other and 45% of elementary students did not know if students respected each other.

The Education Plan will develop opportunities in Junior High and High School for culture building. It will examine ways to increase the role of assessment psychologists conducting class observations, to support school administration’s data, and find ways to further develop a safe learning environment for all.

"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

Education Plan 2026-2029

Foothills Academy Society

9

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 80.6% met this level compared to 82.0% in the province.

Foothills Current Result %

Provincial Current Result %

Overall Diploma Acceptable

80.6

82.0

ELA 30-1 Acceptable

84.6

85.3

ELA 30-2 Acceptable

100

85.6

Social Studies 30-1 Acceptable

92.9

84.6

Social Studies 30-2 Acceptable

83.3

77.5

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.

Education Plan 2026-2029

Foothills Academy Society

10

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.

Education Plan 2026-2029

Foothills Academy Society

11

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

Implementation

Strategy

Resources

Professional Learning

Review & Evaluation

Updating the Code of Conduct

Currently established Classroom Norms.Current Code of Conduct.The Right to Learn & The Right to Teach doc.

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.

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

Collaborative Problem Solving, Social Thinking & Trauma Informed Classrooms

Community Services psych team.School administration.Online CPS training videos.

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

Ongoing monthly review during scheduled Friday afternoon professional learning sessions.

"We could not be happier with the school facilities, teachers, and supports that are provided to our son. Foothills has been a game changer - he is not only meeting, but exceeding academic expectations." ~ Parent of a Foothills Student

Education Plan 2026-2029

Foothills Academy Society

12

Priority Area #2 Targeting Literacy & Numeracy Interventions for School-Wide Success Outcomes All students maximize their potential and demonstrate value added success in Provincial Achievement Tests & Diplomas Outcomes based assessments are consistently implemented to improve student learning school-wide.

Measures Increase in overall grade 9 PATs by 5% Increase in overall diploma scores by 5% School awarded marks will increase per subject by 5% School awarded marks will all use Outcomes Based Assessments

Strategies CBM and Skills charts will be shared for every student in elementary and junior high to demonstrate growth, provide accountability, and give direction for professional learning and parent education.

Tracking value added growth for each student in Skills will continue so that we can continually review and refine student outcomes and successes.

Outcomes based assessment measures will be required in every subject, with specific professional learning provided internally.

Proficiency scales will include Blooms’ vocabulary , specific to each grade and subject, as well as a range of ‘I can’ statements per subject.

Implementation Strategy

Resources

Professional Learning

Review & Evaluation

End of year review to ensure all families understand the value added growth being made by their child.

Administration to review during each report card cycle and parent/teacher interview in the fall, spring and summer terms.

CBM & Skills tracking

All CBM data collected and analysed

Administration and Literacy & Numeracy Specialist to provide staff training in August, December, February and April.

Outcomes Based Assessment in every subject

Previous OBA resources Updated OBA practices

Administration to deliver August professional learning, and subsequent monthly review and support

Education Plan 2026-2029

Foothills Academy Society

13

Priority Area #3 All Students will Maximize Potential by Graduation for Successful Launch to Adulthood Outcomes All students graduate with the academic, social, emotional and executive functioning skills to be successful in post-secondary and the workplace.

Measures AECAM data for work preparation will rise to 85% for parents who will agree that students are taught attitudes and behaviours that will make them successful at work when they finish school 90% of students in high school will be eligible for the Rutherford Scholarship Maintain 100% high school completion rate for 3 year completion Over 60% of students in junior high will agree that their school work is interesting Over 50% of high school students and families will attend the Education Liaison Association of Alberta (ELAA) Post Secondary Fair 75% of grade 12 students will participate in the Transition Portfolio Program Strategies Pink forms will be used throughout team one and two for positive acknowledgement from teachers, to celebrate student success; academically, socially and emotionally.

The ELAA Post Secondary Fair will be held in the Fall semester.

Alumni will be invited in to present to current students about their experiences in post secondary and the workplace.

Time will be provided in the schedule to engage grade 12 students in the Transition Portfolio Program High school will continue to expand opportunities for student internships, work experience and volunteerism.

Parent involvement and education will include a ‘Transition to Grade 10’ parent night, a ‘Transition to Post-Secondary & the Workplace’ parent night, and an overview of high-school at the September General Meeting for parents.

Education Plan 2026-2029

Foothills Academy Society

14

Priority Area #3 All Students will Maximize Potential by Graduation for Successful Launch to Adulthood Implementation Strategy

Resources

Professional Learning

Review & Evaluation

Student Engagement and Recognition

Administration and staff develop engagement items during collaboration sessions.

Monthly professional learning during Friday PL time, to share the established engagement initiatives.

December, March and June review.Evaluate impact of the engagement programs.

Parent Education

Parent Transition nights for grade 10 and 12.

Friday afternoon staff meetings to review parent feedback to local surveys.

Review at the end of year in June 2027.

Community Services Psychological Programs & Services.

August professional learning opportunities to review psychoeducational assessments and understand the role of psych’ in the transition portfolio.

October and March review.

Transition Portfolio Program

“At Foothills Academy our son feels welcomed, understood, and encouraged every single day. Seeing him excited to go to school and proud of his progress means more than words can express.” ~ Parent of a Foothills Student

Education Plan 2026-2029

Foothills Academy Society

15

Priority Area #4 Foothills Academy remains focused upon the continued implementation of strategies, activities and programs to support recommendations from the Truth and Reconciliation Commission Outcomes The Indigenous Education and Reconciliation committee will continue to create school-wide opportunities for First Nations, Metis and Inuit activities and programs, in further support of implementing Truth and Reconciliation Commission recommendations.

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

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

Strategies During all events recognized throughout the school year, members of First Nations, Metis & Inuit communities will be clearly represented, including, but not limited to; Literacy Week, Numeracy Week, Remembrance Day Ceremony, and Pride Week.

Indigenous members of the community present to high school students about their personal experiences in the armed forces from an indigenous perspective, and systemic challenges facing the FNMI community.

First Nations Elders will share Ani to Pisi (spiderweb) creation story practice and activity school wide (bi-annual event).

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

Implementation In order to achieve successful implementation of these strategies, we require strong and positive connections with members of FNMI communities. We continue to maintain our current connections and also strive to foster new collaborations in the wider community.

School Administration provides ongoing support and training to staff, so that we can help to consistently and appropriately follow protocols when approaching elders to ask for help in sharing knowledge and education; eg: offering tobacco & fabrics appropriately and respectfully. Furthermore, School Administration delivers professional learning for staff to not only ensure that members of FNMI communities are approached respectfully and appropriately, but so that collaborations can continue to grow. These practices are evaluated and reviewed at the end of each school year.

Education Plan 2026-2029

Foothills Academy Society

16

Financial Information Summary of Budget Revenue Summary Investments and other 24.6% Alberta Education Grants 38.4%

Donations & Fundraising 8.1%

Tuition 28.9%

Allocation Summary

Other 25.2%

Instructional 38.6% Capital Expenditures 1.7% Maintenance Reserve 1.4% Fundraising 2.5% Bank Charges 1.3%

System Administration 12.2% Transportation 6.8%

Education Plan 2026-2029

Education Plan 2023-2024

Operation & Maintenance 10.4%

Foothills Academy Society

17

Financial Information Summary of Budget Revenue Summary

Budget 2026-2027

Budget %

Alberta Education Grants

$ 5,585,309

38.37%

Tuition

$ 4,200,000

28.85%

Donations & Fundraising

$ 1,185,000

8.14%

Investments & Other

$ 3,585,705

24.63%

Total Revenues

$ 14,556,014

100.00%

Budget 2025-2026

Budget %

Instructional

$ 5,618,843

38.60%

Operation & Maintenance

$ 1,515,801

10.41%

Transportation

$ 988,370

6.79%

System Administration

$ 1,769,798

12.16%

Bank Charges

$ 188,650

1.30%

Fundraising

$ 369,000

2.54%

Maintenance Reserve

$ 196,500

1.35%

Capital Expenditures

$ 242,500

1.67%

Other

$ 3,666,552

25.19%

Total Operating Expenditures

$ 14,556,014

100.00%

Allocation Summary

Education Plan 2026-2029

Education Plan 2023-2024

Foothills Academy Society

18

Financial Information Summary of Budget Foothills Academy's building maintenance fund was allocated $196,500 by the Board of Governors, as per the building lifecycle review that was conducted in 2022 by Williams Engineering. Annual capital spending for the coming year includes the cyclical replacement of student computers, iPads, technology and associated resources, with $242,500 allocated towards capital expenses. Included in the student grant funding are 15 students who identify as First Nations, Metis or Inuit, resulting in an estimated $15,289 funding.

The budget also accounts for professional learning as identif ied in the Education Plan, and as per Foothills Academy's philosophy to provide the most effective, evidence-based support for students with Learning Disabilities. Additional spending provides support to staff for the implementation of new programs and the evolution of current programs and interventions.

"My daughter loves school now that she is getting the help she needs and is reaching her potential to a degree I could have never imagined. Her dreams are now within reach and we are so proud of her. Thanks to the Foothills comunity as everyone is part of her success." ~ Parent of a Foothills Student

Education Plan 2026-2029

Foothills Academy Society

19

Independent School Authority Code:

9107

STATEMENT OF OPERATIONS - Segment Disclosure for the Year Ending August 31 (in dollars) Alberta Education Funding and Expenses Only AFS 2025

AFS 2024

REVENUES Alberta Education and Childcare Revenues

$4,867,437

$4,714,721

$0

$0

$4,867,437

$4,714,721

Home Education

$0

$0

Instruction ECS

$0

$0

Instruction Grades 1 to 12

$4,170,018

$4,071,337

Operations and Maintenance

$172,247

$171,380

Transportation

$292,955

$267,696

Board and System Administration

$232,217

$204,308

$0

$0

Less: Childcare Revenues TOTAL ALBERTA EDUCATION REVENUES ONLY

EXPENSES

Other (specify): TOTAL ALBERTA EDUCATION EXPENSES ONLY Government of Alberta Funds Balance*

$4,867,437

$4,714,721

$0

$0

*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

Foothills Academy Society 745 - 37 Street NW Calgary, Alberta T2N 4T1 (403) 270 - 9400 www.foothillsacademy.org