Ann Rep 2003 2004

Foothills Academy Annual Education Results Report 2003 - 2004
Annual Education Result Report
MISSION: The Mission of Foothills Academy is to facilitate learning in persons, primarily youth and children, identified as learning disabled by providing quality educational programs and a supportive environment for families and staff. We recognize that we are interdependent with our global community by participating in research, public education, in-service and advocacy, through community service.
STATEMENT OF RESPONSIBILITY: The Annual Education Results Report (AERR) for the year commencing the August 31, 2003 was prepared under the direction of the Foothills Academy Society in accordance with the responsibilities specified in the School Act, the Government Accountability Act, the Alberta Education School Authority Accountability Policy for Education Plans and the provincial government's accounting policies. The results reported in the AERR were developed in the context of the provincial government's business and fiscal plans. The Foothills Academy Society is committed to achieving the planned results laid out in our Education Plan.
Ms. (Chair)
__________________________
Date_______________________

VISION: We will be recognized for our expertise in working with individuals identified as Learning Disabled and/or Attention Deficit Disordered locally, provincially, nationally and internationally.
PRINCIPLES: We recognize that each of us is human, each of us is unique, and each of us has a gift to offer this world and this universe. We are inter-dependent. We, as members of the Board of Governors of our Society, recognize that in order to sustain our Mission and Statement of Principles, a vision of partnership, based on mutuality and respect, is required. We will strive to create an environment of tolerance, understanding and respect for all individuals, recognizing that personal self-esteem is necessary for everyone so that they may function to the fullest level of their potential within society. We will ensure that all persons have equal access to services provided by our Society. We will consult with our global community in a spirit of cooperation. We will undertake an annual review of "The Statement of Mission and Principles, Goals and Objectives" and activities, anticipating future challenges through effective and efficient strategic planning in order to optimize the allocation of our fiscal and human resources. We will review and update annually our By-laws to ensure the intent of our "Statement of Mission and Principles." We will operate in a fiscally responsible manner, striving to ensure that our operations are sustainable. We will ensure that the most efficient and effective instructional processes are available. We will advocate in our global community for better understanding, acceptance, and respect for individuals and their families who have encountered difficulties with established instructional processes. We will continue to initiate and participate in research. We believe that parents and families are the primary source of support for the individual and we will assist and respect them as true and meaningful partners in that process. We further believe that the spirit of volunteerism is the heart of our society. We recognize that, in order to sustain our "Statement of Mission and Principles" we will need to employ dedicated, committed, supportive staff. We will support them in their endeavors.
PROGRESS AND ACCOMPLISHMENTS: We are pleased overall with the performance of the school over the past twelve months. Our parents continue to support our program, and our students are maintaining a solid level of progress. ALBERTA INITIATIVE FOR SCHOOL IMPROVEMENT Foothills Academy has two projects that were completed in June of 2003. We have completed one year of the current project assessment for success.
Project: Project Scope:
Project Description:
Project Purpose:
What we need:
Assessment for Success 175 Students, Grades 3 to 12 Improve the effectiveness of educating students with learning disabilities through determining the methods and strategies that are instrumental in mitigating their processing deficits or enhancing those factors that will improve performance. To significantly increase student achievement generally and specifically in language arts, especially reading skills.
We are seeking to develop effective and useful instructional strategies and procedures for our own students and for the larger community of learning disabled students, and we need to have a tool for monitoring and evaluating the success of our work. We need an integrated means for effectively assessing our students, our programs and our school culture. All our students are learning disabled, but their learning problems manifest in different ways; and we need to know if our instruction is differentially benefiting some students rather than others in our classes, or not benefiting some students at all. What we will do: We are seeking to improve the effectiveness of our programs through understanding those factors that influence student success: educating students with the methods and strategies that are instrumental in mitigating their processing deficits or enhancing those factors that will improve performance. Understanding our students and how they interact with our school environment is a reasonable starting point, so we will implement assessment instruments and protocols to measure student aptitude and achievement, class and group outcomes, and school effectiveness. We will identify from educational research, and our own work those strategies and procedures that are worthy of trying out in the classroom. Then we will implement those strategies and procedures selected, and develop some valid method of evaluating the outcomes that we achieve. How we will do it: We will develop a computer database to manage the many different types of measures that result from a variety of assessments, evaluations and observations, and we will program in some statistical procedures to help us in evaluating our data for making instructional decisions. To start we will teach the staff to administer the Woodcock Johnson Psycho-educational Battery, and review with them the criteria for the Conner's Rating Scale, the Independent Reading Inventory, the essay marking rubrics from Alberta Learning, and item analysis on standardized and classroom testing. Over the course of the year we will evaluate approximately one-quarter of our school

population with the Woodcock Johnson Psycho-educational Battery, selected students on the Conner's, and all our population with standardized testing, classroom achievement tests and the written language assessment. We will select two instructional regimes: one in reading comprehension, and one in work and organizational skills to evaluate our assessment program. We anticipate adding psychosocial well-being, and a school climate variable as a target measure next year. Finally we will assess the impact of those instructional strategies on our student population and particularly on subgroups such as those with nonverbal learning disabilities to determine whether or not be instructional strategies produced the it effect sizes expected. Our goals are to significantly increase student achievement in language arts, especially reading skills. We also expect that the classroom grades, and daily work habits will improve throughout the school. We are seeking to improve the reading fluency skills in our students through improvement in our phonics based direct instruction programs. Our expectation is that students with auditory discrimination problems as assessed on the Woodcock Johnson will differentially be helped by this program. We are seeking to improve the reading comprehension skills of our students through vocabulary instruction, visualizing and verbalizing, the keyword method and semantic mapping. We expect the keyword method to be much more effective for our in the NVLD students and semantic mapping and visualizing and verbalizing to be much more effective for students with high visualization skills. We are reasonably confident concerning the strategies as they are those recommended by the National Reading Panel Report of the Subgroups (1999). We have an organizational binder and student monitoring strategy in the school that we expect will differentially help those students who score poorly on the attention cluster in the Woodcock Johnson, in executive processing cluster, and who score poorly on right brain nonverbal intellectual factors.] Thoughts on last years project: We found perhaps not unexpectedly that the resources allocated to assessment did not pay off directly in improved student outcomes in our first year; however, we do feel that our efforts should continue over the next school year. We can identify three factors that were not operational last year: first, assessment went slowly, the Woodcock-Johnson took considerably more time to administer than we had anticipated, and intermediate measures that related aptitude and even achievement measures to daily class work were not in place. In fact, we had not anticipated the need for this type of measure. We have partially solved this problem. Second, we did not adequately manage the record keeping and data flow. This remains problematic. Third, we did not adequately identify the intervening strategies at the outset of the project. We have made some progress on this problem. Some measures were promising - the pre post growth scores on the CTBS and the Alberta Diagnostic Test showed good growth in both math and reading in the former and reading in the latter case. In this case, the project was only tangentially responsible for the results; we targeted the most severe students for specific programming that freed up the teacher to spend more time with their classmates, and teachers were more aware of the spectrum of aptitude deficits and strengths that affect student performance. Considering those students who were most severe, Precision Reading outcomes showed potential for improving students reading fluency, and a number of severely disabled readers made excellent progress using intensive individual tutoring in Auditory Discrimination in Depth and repeated readings. Our target results vary from better than expected with our grade threes, to worse than forecast with the grade sixes, to right on the goal with our grade nines. While we cannot definitively point to a causal relationship from the project work to the outcomes, the staff is enthusiastic about the possibilities of the program, positive concerning the insights they have developed thus far, and optimistic concerning the promise of the project. Our evaluation of our results thus far is promising, but not yet definitive.
STUDENT HEALTH PARTNERSHIP: Service Occupational Therapy Speech & Language Therapy Family School Liaison Mental Health Number of Student Referrals 17 10 0 30 Number of Students Served 17 10 0 30
MESSAGE FROM THE EXECUTIVE DIRECTOR: The year 2003-2004 once again saw Foothills Academy Society move further into the Canadian community, both in the School Program and the Community Services Program. We continued to work with Alberta Infrastructure and the Calgary Health Region in order to access more land for our expansion plans. This work has been frustrating at times but we persevere and move forward. As of December 20, 2004, we should be better able to articulate our expansion plans and partnershipping opportunities. Our Homepage at foothillsacademy.org continues to be a great success and we literally have thousands of hits each month from around the world. We have, through our internet connections, communicated with individuals and groups in many areas of Canada and from various nations. Our Behavioural Checklist for the pre-identification of children with possible learning disabilities continues to receive much attention from school districts, governments and university graduate students. Many concerned parents and adults with learning disabilities also contact us for guidance and information and we are pleased to provide links and assistance to these individuals on an almost daily basis. We will continue to expand this service and to make it more efficient and cost-effective. Our services to the Alberta Learning Department continued throughout this past year. I remain on the Alberta Learning Special Education Advisory Group as well as the Premiers Council on the Status of Persons with Disabilities. Both groups have had a major influence on the Alberta community of persons with disabilities. Many documents have been published for educators and parents through Alberta Learning. The Premiers Council published and presented its Status paper to the Government this year and it was well received. Carol Mairs, parent, is serving as past President of Canada for the Learning Disabilities Association of Canada. Carol is a wonderful advocate for people with learning disabilities and she is a credit to Foothills Academy and to Calgary. I continue with the national committees and am still working with the Disability Tax Centre under Customs and Revenue Canada; we are making progress in this regard, in having learning disabilities understood and recognized as a true and lifelong disability. I am proud to continue my appointed to the Board of Advisors for the Learning Disabilities Association of Canada. Foothills Academy Society continues to present workshops across the country, to provide one on one instruction for children and youth not in the School Program, to provide advocacy and awareness training to parents and consumers, to provide diagnostic educational testing to children and youth, and to provide summer camps for students needing to upgrade their reading, mathematical, and writing skills. As well, we have provided in house workshops and tours in both the Community Services and the School Program. We continue to have an open door policy for anyone requesting our services. The year was an active one in training and inservicing parents, advocates, teachers, and medical professionals through workshops and lectures as well as one-on-one meetings. The School Program remains active in its partnership with Alberta Learning through the School Innovation projects and we continue to improve our skills in working with new and innovative strategies for teaching the child/youth with Learning Disabilities. To this end, a significant number of staff has

attended a number of courses, workshops, and conventions related to these subjects. Staff has attended workshops and training sessions across North America and bring back to us many skills and ideas that we implement into our School and Community Services programs. I would like to recognize the outstanding efforts of the staff in making Foothills Academy what it is today. Our staff is composed of committed and skilled professionals who care deeply for children and their parents and they remain a source of pride both to me and to the Board of Governors. We are blessed to have them working with us!
Future Challenges
We are in continuous dialogue with Alberta Infrastructure, the community of Parkdale, and the Calgary Health Region with the idea of expanding our physical facilities and programs. We need to expand to meet the growing needs in Alberta for quality services in the field of Learning Disabilities and Attention Deficit Disorders. The trend over the past number of years to offer inclusive education programs and site-based management has seen the erosion of services to persons with disabilities in general and many children and youth are being undereducated or not even diagnosed and assisted. As well, the myth of mildness continues to permeate the field of Learning Disabilities and because of this, many students are not reaching their true potential. We will continue to advocate for more programs and more appropriate intervention strategies for this population. The immediate challenge will be to secure land, to begin the building campaign and to raise the necessary finances to expand our world class facility. The Student Health Initiative has lost much of its impact on our students and their individual needs. Waiting lists are huge and we are often unable to access services because our students are considered severe. The current mandate of the SHI appears to be prevention services rather than intervention services and this mandate places further burdens on students who are already diagnosed and in need of support. As well, there is a growing trend across the province to have teachers diagnose Learning Disabilities rather than psychologists and other medical professionals. This is very dangerous and many children will be put at risk by mis-diagnosis or under-diagnosis. We will continue to advocate for the rights of these children to appropriate and timely testing and intervention by qualified professionals. By agreement with the local authority, we became a Service Provider for psychological services and we were able to hire Mr. Dan Drybrough as a psychologist in the centre. We are thrilled to have this outstanding gentleman on our staff.
ESTELLE SIEBENS COMMUNITY SERVICES The Estelle Siebens Community Services presented workshops across Canada once again. We were invited to inservice and train governments, agencies, school boards and parents. Onsite, Foothills Academy offered workshops and intensive training sessions to parents and professionals on the Woodcock Johnson Psychoeducational Battery, Chisanbop Fingermath, Auditory Discrimination in Depth, Visualizing and Verbalizing and The Writing process. We hosted 72 School consultations to describe our programs within community schools in the area. The Read/Write program, which offers intensive one-on-one training and tutoring to children, saw 36 students through the full program and 32 students though the 10 hour block program.
Community Services continues to spread practical knowledge on working with persons with

Learning Disabilities. We appeared in numerous publications and on television once again throughout the year. We are making an impact on the Canadian Community. PRIORITY AREAS FOR IMPROVEMENT: Priority 1 Improve early literacy and numeracy at Foothills Academy.
RESULT ANTICIPATED: See below. Performance Measure Used: Provincial achievement tests in grade 3 math and grade 3 language arts. Outcomes Achieved: Achievement Test Results Grade 3 English % Not Available % Excused School AB. School AB N/A N/A N/A N/A 0.0 0.0 N/A N/A 0.0 2.7 0.0 3.2 0.0 3.2 0.0 3.8 0.0 3.8 0.0 3.6 0.0 5.3 0.0 4.1 0.0 4.8 0.0 3.8 0.0 2.8 33.3 4.3 70% acceptable standard 75% acceptable standard 80% acceptable standard
# Writing School AB. 1994 95 4 1995 96 1 1996 97 7 1997 98 4 1998 99 5 40068 1999 00 4 40891 2000 - 01 2 41185 2001 - 02 2 41116 2002 - 03 3 40901 2003 - 04 4 38582 Goal for 2002-2003 Goal for 2003-2004 Goal for 2004-2005
Year
% Acceptable School AB N/A N/A 28.6 N/A 20.0 88.7 25.0 90.7 50.0 89.4 100 89.6 100 90.1 66.7 82.0
%Excellence School AB N/A N/A 0.0 N/A 0.0 15.8 0.0 19.3 0.0 17.4 0.0 46.4 0.0 17.1 0.0 14.9
We are satisfied with the results that we have achieved. Exceeds Expectations Needs Improvement + Only four students wrote the grade three achievement test which leaves the statistic extremely vulnerable to fluctuation if only one student fails to pass. Upon examining the student population in the grade 3 program we are satisfied with the performance of our students. Grade 3 Mathematics % Not Available % Excused School AB. School AB N/A N/A N/A N/A 0.0 0.0 N/A N/A 20.0 2.5 0.0 3.2 0.0 3.5 0.0 3.5 0.0 3.3 0.0 3.6 0.0 4.8 0.0 4.0 0.0 4.3 40 4.0 0.0 4.2 33.3 4.4 Meets Expectations
Year 1994 95 1995 96 1996 97 1997 98 1998 99 1999 00 2000 - 01 2001 - 02 2002 - 03 2003 - 04
# Writing School AB. 4 2 7 4 4 38856 4 37978 2 37803 2 36196 3 36569 4 36142
% Acceptable School AB N/A N/A 28.6N/A 25.0 84.7 0.0 87.9 100 87.5 100 88.5 100 89.2 66.7 81.4
%Excellence School AB N/A N/A 0.0= N/A 0.0 25.4 0.0 27.6 0.0 25.7 0.0 29.2 0.0 32.3 0.0 27.2

Goal for 2002-2003 Goal for 2003-2004 Goal for 2004-2005 60% acceptable standard 65% acceptable standard 70% acceptable standard
We are satisfied with the results that we have achieved. Meets Expectations + Exceeds Expectations Needs Improvement
As in the reading test only four students wrote the grade three achievement test which leaves the statistic extremely vulnerable to fluctuation if only one student fails to pass. Upon examining the student population in the grade 3 program we are satisfied with the performance of our students. Priority 2 Improve community satisfaction with Foothills Academy.
RESULT ANTICIPATED: Parents will be satisfied with the quality of education at Foothills Academy. Performance Measure Used: Percentage of parents satisfied with the school as measured by the response to six questions conducted by a survey in the fall of 2004. The six questions measured satisfaction with the quality of teaching, with the students sense of well being, with the quality and frequency of communication from the school, and with the schools effectiveness at dealing with problems that arose over the course of the year. Outcomes Achieved: Goal for 2002-2003 from the Three Year Plan 90%
85% of the parents were satisfied with the school as calculated on six measures. Meets Expectations + Exceeds Expectations Needs Improvement
Priority 3
Improve coordination of services for children.
RESULT ANTICIPATED: Parents and students will be satisfied with individual program plans. Performance Measure Used: Percentage of parents who signed off on the individual program plans in at the final IPP conference in spring of 2004. Outcomes Achieved: 100% of the parents signed off on the individual program plans. Meets Expectations + Priority 4 Exceeds Expectations Needs Improvement
Increase high school completion rates.
RESULT ANTICIPATED: Maintain our high school completion rates. Performance Measures Used: Percentage of students that complete high school in 2004 as compared to the number of students who enrolled in grade 10. Outcomes Achieved: Fifteen students were enrolled in the full grade 12 program and thirteen, a 87% completion rate, of our Grade 12 high school students graduated. One student dropped out of the School Program. We continue to have virtually a 100% high school completion rate here at Foothills Academy amongst a population that is statistically at high risk for failure. Meets Expectations Exceeds Expectations + Needs Improvement
Priority 5
Increase secondary student achievement in mathematics.
RESULT ANTICIPATED: Improved results in the grade nine achievement tests and the grade 12 diploma examinations. Performance Measures Used: Percentage of students who pass the grade nine achievement tests and the grade 12 diploma examinations.

Outcomes Achieved: Grade 9 Mathematics % Not Available % Excused School AB. School AB 0.0 0.0 0.0 21.4 0.0 8.3 0.0 0.0 0.0 6.4 0.0 5.0 0.0 5.3 16.0 5.2 0.0 5.6 40.9 6.5 0.0 6.9 17.6 6.1 0.0 42.1 0.0 5.9 12.5 7.0 65% acceptable standard 75% acceptable standard 70% acceptable standard
Year
% Acceptable School AB 33.354.518.233.344.4 71.6 57.1 73.6 84.6 74.5 78.6 73.0 54.5 71.8 66.7 65.1
%Excellence School AB 0.0= 9.1= 0.0= 0.00.0 15.2 9.5 15.7 0.0 18.0 0.0 18.6 0.0 19.4 4.2 18.3
We gained last year as compared to the year previous from an average acceptable achievement rate of 55% to a 65% % level, although we have an excellent teacher assigned to the math 9 program we are having difficulty improving our overall scores. We will focus again at our grade 9 program for the 2004 2005 year to attempt to improve our results. However our results are somewhat better than provincial scores for students who are not coded. Pure Math 30/Mathematics 30 Participation Rate % Acceptable (%) School AB School AB N/A N/A N/A N/A 100.0 N/A 0.0 N/A 20.0 41.7 50.0 81.8 23.1 42.7 66.7 81.6 36.4 36.4 60.0 74.7 14.3 32.5 50.0 76.8 57.1 41.9 50.0 81.8 34.8 43.7 87.5 84.4 45.5 43.9 100 90.5
Year
# of Students School 1 0 2 0 2 3 5 4 12 8 6 AB
% Excellent School N/A N/A N/A N/A 0.0 33.3 0.0 0.0 0.0 25 0.0 AB
1993 94 1994 95 1995 96 1996 97 1997 98 1998 99 1999 00 2000 01 2001 - 02 2002 - 03 2003 - 04
18363 19166 19111 17145 19171 21337 9458
23.2 24.0 19.9 20.3 28.3 27.1 27.2
We are satisfied with the results that we have achieved. Meets Expectations Exceeds Expectations + Needs Improvement +
Year
# of Students
Applied Math 30/Mathematics 33 Participation Rate % Acceptable
% Excellent
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(%) 1993 94 1994 95 1995 96 1996 97 1997 98 1998 99 1999 00 2000 01 2001 - 02 2002 - 03 2003 - 04 School N/A N/A 2 4 3 9 4 18 4 15 5 AB School N/A N/A 100.0 80.0 30.0 69.2 36.4 42.9 14.3 65.2 36.4 AB School N/A N/A N/A N/A 100.0 66.7 100.0 80.0 75.0 89.0 100 AB School N/A N/A N/A N/A 33.3 0.0 0.0 20.0 0.0 6.7 0.0 AB
11583 11951 12044 8357 5914 9838 5366
27.1 26.4 26.7 16.5 12.1 21.5 22.2
73.4 72.5 78.2 81.6 74.9 85.0 91.1
11.5 11.8 14.5 18.3 13.4 14.0 10.8
We are satisfied with the results that we have achieved. Meets Expectations Exceeds Expectations + Needs Improvement +
Our results in mathematics this year were gratifying for the most part, and we intend to continue to use similar strategies next year. The data reveals that the school met its goals in all courses other than Grade 9: the data indicates that the Grade 9 class performed better than the provincial average for special education, but below both our goals and provincial standards for the regular population. On inspection, no conceptual category in the test appeared significantly better or worse than any other, and the profile amongst reporting categories was quite flat. Priority 5 Improve access to technology.
RESULT ANTICIPATED: Continued high rates of access for students to computers and a continued wide offering of CTS courses in information technology. Performance Measures Used: Percentage of students enrolled in IT classes Number of information technology courses and CTS courses offered. Student computer ratios. Outcomes Achieved: 100% of our students are enrolled in information processing classes, and are scheduled for a minimum of three periods per week. At the secondary level we offer the following classes: Keyboarding 1 (INF1020), Keyboarding 2 (INF2030), Word Processing 1 (INF1030), Word Processing 2 (INF2050), Hypermedia Tools (INF1070), Spreadsheet 1 (INF1060). These CTS modules are options for high school students; Graphic Tools (INF1040), Database 1 (INF1050), Information Highway 1 (INF1090), Information Highway 2 (INF2200), Electronic Publications (INF2060). The current ratio of students to student dedicated computers is 3 to 1.
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Meets Expectations
Exceeds Expectations +
Needs Improvement
LOCAL AND PROVINCIAL GOALS:
Goal 1: Foothills Academy offers high quality learning opportunities. RESULTS ANTICIPATED 1a: Parents will be satisfied the school is responsive to their concerns about their childs education. Performance Measure Used: Percentage of parents satisfied with the school as measured by the response to six questions conducted by a survey in the fall of 2004. The six questions measured satisfaction with the quality of teaching, with the students sense of well being, with the quality and frequency of communication from the school, and with the schools effectiveness at dealing with problems that arose over the course of the year. Outcomes Achieved: Goal for 2003-2004 from the Three Year Plan 90%
85% of the parents were satisfied with the school as calculated on four measures. All of our parents are involved in one or more of the following activities: the Foothills Academy Parents Association, and fund raising for the School Program. Twelve parents are currently on the Executive Committee of the Foothills Academy Parents Association. One current parent and three alumni parents sit on the Foothills Academy Society Board of Governors. A significant number of parents serve on various committees for fundraising activities of the Society. Corporations, foundations, service clubs and individuals continue to financially support the programs offered at Foothills Academy. Many business professionals give their time to sit on the Foothills Academy Society Board of Governors, visit classrooms, lecture students on specific educational options and host field trips. Parents are involved in all aspects of Educational Program Plans for their children and in all aspects of fundraising for the Bursary Assistance Program. Parent volunteers are active in all functions of the school program, ranging from classroom assistance to fundraising, to sitting on the various committees and The Board of Governors of Foothills Academy Society, The Foothills Academy Parents Association and The Parent Advisory Committee. Meets Expectations Exceeds Expectations + Needs Improvement
RESULT ANTICIPATED 1b: Foothills Academy is flexible and provides a variety of programs and modes of delivery. Performance Measure Used: 1. Variety of programs available at the high school level. 2. Each student will have three strategies in the Individual Program Plan (IPP) that addresses his/her particular needs. 3. Percent of students enrolled in IT (Information Technology Classes) 4. Number of IT (Information Technology) classes per student per week. (Replaces the total number of Information Technology classes offered per week.) Outcome Achieved:
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Goal for 2003-2004 from the Three Year Plan 1. Two computer periods per student per week
2. 3. 4.
At the high school level the school offers all academic courses with the exception of a second language. The school offers physical education, plus option classes in leadership, community service, mechanics, art, and work experience. Each student has at least three strategies listed in his/her Individual Program Plan (IPP). 90% of the school population were enrolled in IT classes. The average achieved three computer periods per student per week. Exceeds Expectations Needs Improvement
Meets Expectations +
RESULT ANTICIPATED 1c: Foothills Academy is accessible to special needs students. Performance Measure Used: Successful completion of individual program plans, based on a random sample of ten students IPPs from the junior school grades 3 through 8. Outcome Achieved: Goal for 2003-2004 from the Three Year Plan 3 successful short term goals per student
Ten students were chosen at random, and their individual program plans were analyzed to determine their success in completing IPP goals. Individual Program Plan: Long Term Goals Achieved Goal Completed 32 Goal Partially Completed 13 Goal Incomplete 0 Total 45
Exceeds Expectations
Needs Improvement
We are satisfied with the progress students are making on their IPP goals, but we need to work on data collection and specific objectives that articulate the developmental sequence of a skill. RESULT ANTICIPATED 1d: Financial need is not a barrier to learners participating in learning opportunities. Performance Measure Used: Number of students who were accepted into the program based on educational needs who were refused entry for financial reasons. Outcome Achieved: Goal for 2003-2004 from the Three Year Plan No families will be denied access due to financial need.
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No families were refused entry for financial reasons. Meets Expectations + Exceeds Expectations Needs Improvement
RESULT ANTICIPATED 1e: Foothills Academy is affordable. Performance Measure Used: Maintain a five percent or less rise in tuition costs. (New performance measure) Outcome Achieved: Goal for 2003-2004 from the Three Year Plan A five percent or less rise in tuition.
We were successful in limiting our tuition to less than five percent rise. Meets Expectations + Exceeds Expectations Needs Improvement
Goal 2: Foothills Academy encourages excellence in learner achievement. RESULT ANTICIPATED 2a: Achieve provincial and national learning standards. The provincial standard: 85% of students writing are expected to achieve the acceptable standard and 15 % are expected to achieve the standard of excellence.
Performance Measure Used: Percentage of students who achieve an acceptable standard or standard of excellence on provincial achievement tests and diploma examinations.
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Outcomes Achieved: (Goals for 2003-2004 from the Three Year Plan are included under the results charts.) Achievement Test Results Grade 3 English % Not Available % Excused School AB. School AB N/A N/A N/A N/A 0.0 0.0 N/A N/A 0.0 2.7 0.0 3.2 0.0 3.2 0.0 3.8 0.0 3.8 0.0 3.6 0.0 5.3 0.0 4.1 0.0 4.8 40.0 3.8 0.0 2.8 33.3 4.3 70% acceptable standard 75% acceptable standard 80% acceptable standard
Year
% Acceptable School AB N/A N/A 28.6 N/A 20.0 88.7 25.0 90.7 50.0 89.4 100 89.6 100 90.1 66.7 82.0
%Excellence School AB N/A N/A 0.0 N/A 0.0 15.8 0.0 19.3 0.0 17.4 0.0 16.4 0.0 17.2 0.0 14.9
We are satisfied with the results that we have achieved. Exceeds Expectations Needs Improvement + Only four students wrote the grade three achievement test which leaves the statistic extremely vulnerable to fluctuation if only one student fails to pass. Upon examining the student population in the grade 3 program we are satisfied with the performance of our students. Meets Expectations
Year
Grade 3 Mathematics % Not Available % Excused School AB. School AB N/A N/A N/A N/A 0.0 0.0 N/A N/A 20.0 2.5 0.0 3.2 0.0 3.5 0.0 3.5 0.0 3.3 0.0 3.6 0.0 4.8 0.0 4.0 0.0 4.3 40.0 4.0 0.0 4.2 33.3 4.4 60% acceptable standard 65% acceptable standard 70% acceptable standard
% Acceptable School AB N/A N/A 28.6N/A 25.0 84.7 0.0 87.9 100 87.5 100 88.5 100 89.2 66.7 81.4
%Excellence School AB N/A N/A 0.0= N/A 0.0 25.4 0.0 27.6 0.0 25.7 0.0 29.2 0.0 32.3 0.0 27.2
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As in the reading test only four students wrote the grade three achievement test which leaves the statistic extremely vulnerable to fluctuation if only one student fails to pass. Upon examining the student population in the grade 3 program we are satisfied with the performance of our students. Grade 6 English % Not Available % Excused School AB. School AB 0.0 0.0 8.7 4.3 12.5 6.3 21.4 7.1 23.1 3.9 7.7 3.0 0.0 3.6 0.0 3.4 0.0 4.4 0.0 3.5 0.0 4.7 6.3 4.1 6.3 4.8 0.0 4.2 0.0 2.8 7.7 4.4 65% acceptable standard 70% acceptable standard 75% acceptable standard
Year
% Acceptable School AB 46.7 50.0 46.2 50.0 66.7 84.4 50.0 86.3 83.3 85.4 60.0 88.6 81.3 89.2 38.5 79.1
%Excellence School AB 0.0 0.0 0.0 0.0 0.0 17.4 0.0 20.9 5.6 16.2 6.7 16.5 0.0 19.0 0.0 15.5
We are not satisfied with the results that we have achieved. Meets Expectations Exceeds Expectations Needs Improvement +
We had a significant drop in our level of achievement last year that we did not anticipate. We had expected a marginal drop in acceptable rates based on class averages at mid year, but not to the extent that occurred. We are looking to rectify the situation next year. Grade 6 Mathematics % Not Available % Excused School AB. School AB 0.0 0.0 4.3 4.3 0.0 6.3 14.3 7.1 15.4 3.9 0.0 3.2 7.1 3.2 0.0 3.4 0.0 3.6 0.0 3.8 0.0 4.2 12.5 4.2 6.3 4.3 12.5 4.7 0.0 4.4 7.7 4.9 75% acceptable standard 77% acceptable standard 75% acceptable standard
Year
%Excellence School AB 0.0= 0.0= 0.0= 0.0= 0.0 16.9 0.0 17.3 11.1 19.2 0.0 19.3 0.0 19.2 0.0 20.9
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As in English though not as signicant we had a drop in our level of achievement last year that we did not anticipate. We had expected a marginal drop in acceptable rates based on class averages at mid year, but not to the extent that occurred. We are looking to rectify the situation next year.
Year
Grade 6 Science % Not Available % Excused School AB. School AB 0.0 0.0 4.3 17.4 0.0 18.4 7.1 7.1 7.7 3.5 0.0 3.4 0.0 3.7 35.7 3.5 0.0 3.3 0.0 3.9 0.0 4.3 18.8 4.3 6.3 4.6 0.0 4.7 0.0 4.3 7.7 4.8 75% acceptable standard 77% acceptable standard 80% acceptable standard
We had a significant drop in our level of achievement last year that we did not anticipate. We had expected a marginal drop in acceptable rates based on class averages at mid year, but not to the extent that occurred. We are looking to rectify the situation next year.
Year
Grade 6 Social Studies % Not Available % Excused School AB. School AB 0.0 0.0 4.3 17.4 0.0 18.8 7.1 7.1 7.7 3.6 0.0 3.6 7.1 3.1 35.7 3.6 0.0 3.4 0.0 4.0 0.0 4.6 18.8 4.5 6.3 4.2 0.0 4.7 0.0 4.5 23.1 4.9 70% acceptable standard 75% acceptable standard 80% acceptable standard
% Acceptable School AB 33.350.015.425.050.0 81.7 25.0 84.0 66.7 84.4 92.3 21.4 100 86.2 46.2 78.3
We are not satisfied with the results that we have achieved. Meets Expectations Exceeds Expectations Needs Improvement
17

+ We had a significant drop in our level of achievement last year that we did not anticipate. We had expected a marginal drop in acceptable rates based on class averages at mid year, but not to the extent that occurred. We are looking to rectify the situation next year.
Year
Grade 9 English % Not Available % Excused School AB. School AB 0.0 0.0 0.0 21.4 0.0 0.0 3.3 0.0 0.0 6.2 0.0 4.2 0.0 5.7 16.0 4.7 0.0 6.1 40.9 5.6 0.0 7.4 17.6 5.1 0.0 7.2 42.1 5.4 0.0 4.0 4.2 5.7 90% acceptable standard 90% acceptable standard 90% acceptable standard
% Acceptable School AB 91.7= 100= 50.062.174.1 87.6 81.0 89.5 100.0 89.2 92.9 89.8 81.8 89.82 87.5 77.6
%Excellence School AB 0.0= 0.0= 0.00.00.0 12.1 0.0 15.1 7.7 14.9 14.3 16.7 9.1 15.4 8.3 12.4
Year
Grade 9 Mathematics % Not Available % Excused School AB. School AB 0.0 0.0 0.0 21.4 0.0 8.3 0.0 0.0 0.0 6.4 0.0 5.0 0.0 5.3 16.0 5.2 0.0 5.6 40.9 6.5 0.0 6.9 17.6 6.1 0.0 6.8 42.1 6.4 0.0 5.9 12.5 7.0 65% acceptable standard 75% acceptable standard 80% acceptable standard
%Excellence School AB 0.0= 9.1= 0.0= 0.00.0 15.2 9.5 15.7 0.0 18.0 0.0 18.6 0.0 19.4 4.2 18.3
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Grade 9 Science % Not Available % Excused School AB. School AB 0.0 14.3 7.1 14.3 0.0 8.3 0.0 0.0 0.0 5.8 0.0 4.5 0.0 5.1 16.0 4.6 0.0 5.0 40.9 5.7 0.0 6.4 17.6 5.3 0.0 8.9 42.1 6.0 0.0 5.7 8.3 6.2 75% acceptable standard % acceptable standard % acceptable standard
Year
% Acceptable School AB 58.3100= 45.550.055.6 78.1 76.2 79.1 100 79.7 78.6 80.5 91.0 82.4 66.7 65.8
%Excellence School AB 8.3= 27.3= 4.5= 0.00.07.4 14.8 4.8 13.9 15.4 13.2 14.3 12.7 0.0 15.1 8.3 12.1
We are satisfied with the results that we have achieved. Meets Expectations Exceeds Expectations + Needs Improvement
Year
Grade 9 Social Studies % Not Available % Excused School AB. School AB 0.0 0.0 0.0 21.4 0.0 0.0 0.0 0.0 0.0 5.6 0.0 4.6 0.0 4.9 16.0 4.8 0.0 5.3 40.9 5.9 0.0 6.6 17.6 5.2 0.0 6.8 42.1 5.9 0.0 5.9 4.2 6.1 77% acceptable standard 80% acceptable standard 80% acceptable standard
% Acceptable School AB 91.7= 100= 58.353.355.6 80.4 85.7 80.5 92.3 81.1 78.6 82.8 81.8 82.4 87.5 72.4
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Diploma Examination Results Biology 30 Participation Rate % Acceptable (%) School AB School AB 18.2 38.1 100 81.0 9.5 39.0 50.0 80.8 47.6 40.7 72.7 83.5 33.3 42.6 100 90.7 72.7 42.6 88.9 91.9 75% acceptable standard 80 % acceptable standard 84 % acceptable standard
Year
# of Students
% Excellent School 0.0 0.0 9.1 9.1 11.1 AB 23.2 27.1 25.5 25.0 29.0
School AB 1999 - 00 7 17141 2000 - 01 11 17931 2001-2002 11 19360 2002-2003 11 20406 2003-2004 9 11097 Goal for 2002-2003 Goal for 2003-2004 Goal for 2004-2005
Year
# of Students
School AB 1993 94 1 1994 95 1 1995 96 0 1996 97 2 1997 98 3 22356 1998 99 4 23443 1999 00 4 24603 2000 01 4 25534 2001-2002 10 26611 2002-2003 13 N/A 2003-2004 8 14443 Goal for 2002-2003 Goal for 2003-2004 Goal for 2004-2005
English 30-1/English 30 Participation Rate % Acceptable (%) School AB School AB N/A N/A N/A N/A 0.0 N/A 40.0 N/A 30.0 54.8 66.7 87.6 33.3 55.0 100.0 85.7 36.4 55.1 100.0 89.2 N/A 55.0 100.0 89.1 47.6 26.9 80.0 88.4 50.0 N/A 92.3 97.5 63.6 56.1 100 97.5 80% acceptable standard 85 % acceptable standard 88 % acceptable standard
% Excellent School N/A N/A N/A N/A 0.0 0.0 25.0 0.0 10.0 23.1 0.0 AB
14.1 12.9 16.2 18.6 19.0 24.3 21.9
Year
# of Students School 4 1 4 AB
1993 94 1994 95 1995 96
English 30-2/English 33 Participation Rate % Acceptable (%) School AB School AB N/A N/A N/A N/A 100 N/A
% Excellent School N/A N/A N/A AB
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1996 97 4 1997 98 7 12289 1998 99 7 12876 1999 00 7 13385 2000 01 18 13342 2001-2002 10 12599 2002-2003 13 N/A 2003-2004 7 12381 Goal for 2002-2003 Goal for 2003-2004 Goal for 2004-2005 80.0 N/A 70.0 28.9 100 58.3 29.1 100 63.6 29.0 85.7 81.0 27.9 83.3 42.9 26.5 100 50.0 N/A 100 27.3 24.9 100 80% acceptable standard 83 % acceptable standard 85 % acceptable standard N/A 0.0 14.3 14.3 16.7 10.0 0.0 0.0
87.5 86.4 87.9 86.9 86.5 92.0 92.5
7.7 9.0 8.0 7.6 7.2 4.1 4.1
Year
# of Students
School AB 1999 - 00 7 15973 2000 - 01 11 16031 2001-2002 10 16771 2002-2003 8 17904 2003-2004 4 9458 Goal for 2002-2003 Goal for 2003-2004 Goal for 2004-2005
Chemistry 30 Participation Rate % Acceptable (%) School AB School AB 63.6 36.0 85.7 84.2 47.6 35.2 63.6 79.1 47.6 36.3 50.0 82.1 34.7 37.9 62.5 84.5 27.3 37.7 100 92.7 60% acceptable standard 70 % acceptable standard 75 % acceptable standard
% Excellent School 0 0.0 0.0 0.0 0.0 AB 24.2 22.0 24.0 24.6 30.1
Year
# of Students School 1 0 2 0 2 3 5 4 12 8 6 AB
1993 94 1994 95 1995 96 1996 97 1997 98 1998 99 1999 00 2000 01 2001 - 02 2002 - 03 2003 - 04
18363 19166 19111 17145 19171 21337 9458
Pure Mathematics 30/Math 30 Participation Rate % Acceptable (%) School AB School AB N/A N/A N/A N/A 100.0 N/A 0.0 N/A 20.0 41.7 50.0 81.8 23.1 42.7 66.7 81.6 36.4 36.4 60.0 74.7 14.3 32.5 50.0 76.8 57.1 41.9 50.0 81.8 34.8 43.7 87.5 84.4 45.5 43.9 100 90.5
% Excellent School N/A N/A N/A N/A 0.0 33.3 0.0 0.0 0.0 25 0.0 AB
23.2 24.0 19.9 20.3 28.3 27.1 27.2
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Goal for 2002-2003 Goal for 2003-2004 Goal for 2004-2005 68% acceptable standard 70 % acceptable standard 72 % acceptable standard
Year
# of Students School AB N/A N/A 2 4 3 11583 9 11951 4 12044 18 8357 4 5914 15 9838 5 5366 Goal for 2002-2003 Goal for 2003-2004 Goal for 2004-2005
1993 94 1994 95 1995 96 1996 97 1997 98 1998 99 1999 00 2000 01 2001 - 02 2002 - 03 2003 - 04
Applied Math 30/Math33 Participation Rate % Acceptable (%) School AB School AB N/A N/A N/A N/A 100.0 N/A 80.0 N/A 30.0 27.1 100.0 73.4 69.2 26.4 66.7 72.5 36.4 26.7 100.0 78.2 42.9 16.5 80.0 81.6 14.3 12.1 75.0 74.9 65.2 21.5 89.0 85.0 36.4 22.2 100 91.1 70% acceptable standard 75% acceptable standard 80% acceptable standard
11.5 11.8 14.5 18.3 13.4 14.0 10.8
Year
# of Students
School AB 1993 94 2 1994 95 0 1995 96 1 1996 97 2 1997 98 2 1998 99 6 1999 00 4 20292 2000 01 5 21121 2001-2002 11 22231 2002-2003 11 23209 2003-2004 8 11737 Goal for 2002-2003 Goal for 2003-2004
Social Studies 30 Participation Rate % Acceptable (%) School AB School AB N/A N/A N/A N/A 50.0 N/A 40.0 N/A 20.0 N/A 50.0 100.0 36.4 48.7 100.0 84.0 23.8 48.6 100.0 85.2 47.6 50.5 72.7 72.7 40.7 52.6 100.0 86.6 63.6 52.6 87.5 96.4 75% acceptable standard 80 % acceptable standard
% Excellent School N/A N/A N/A N/A N/A 0.0 25.0 0.0 9.1 27.3 0.0 AB
16.1 18.6 20.9 22.2 26.6
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Goal for 2004-2005 85 % acceptable standard
Year
# of Students
School AB 1993 94 N/A 1994 95 N/A 1995 96 2 1996 97 4 1997 98 8 1998 99 6 1999 00 7 15255 2000 01 16 15319 2001-2002 8 15209 2002-2003 16 15337 2003-2004 7 15475 Goal for 2002-2003 Goal for 2003-2004 Goal for 2004-2005
Social Studies 33 Participation Rate % Acceptable (%) School AB School AB N/A N/A N/A N/A 100.0 N/A 80.0 N/A 80.0 100.0 50.0 100.0 63.6 35.3 85.7 81.0 71.4 34.1 75 81.4 38.1 33.3 87.5 80.5 59.3 33.2 100.0 81.5 27.3 33.6 71.4 89.8 80% acceptable standard 82 % acceptable standard 84 % acceptable standard
12.5 12.8 11.4 13.1 8.3
The school expects all students, regardless of their functioning level, to write the provincial examinations. However, we have some that are psychologically fragile and find that the test triggers untenable frustration and/or anxiety. These students we exempt. The others write the test with minimum support. Test Results for those Students Exempted from the Exam Grades 3 and 6
Student Grade Equivalents 1 2 3 4 Math Concepts (CTBS) Pre 2.9 2.6 5.0 4.2 Post 3.3 3.7 4.6 5.6 Math Problem Solving (CTBS) Pre Post 3.1 2.7 2.8 3.2 3.7 3.5 4.0 3.6 Reading (Gates-MacGinitie) Pre Post 2.1 2.3 2.8 4.8 3.5 4.0 2.9 6.0
23
Grade 9
Student Grade Equivalents 1 2 3 4 5 6 7 Math Concepts (CTBS) Pre 6.7 5.7 5.7 6.1 5.0 6.3 5.2 Post 7.3 6.9 6.9 8.0 NA 8.0 7.7 Math Problem Solving (CTBS) Pre Post 7.9 5.5 5.1 NA 6.0 8.3 6.0 8.3 5.9 6.5 NA NA 7.6 7.9 Vocabulary (CTBS) Pre Post 6.6 4.5 5.6 7.8 7.0 5.6 7.2 5.8 5.5 5.2 7.2 NA 7.5 7.7
The teachers focus mainly on the Math and Language Arts in grade 3 and grade 6. The students work on strategies that should have some positive influence on achievement. If we look at individual testing in these academic disciplines there are appreciable gains in performance. Our strategy is to have our students apply the strategies they have learned such as reciprocal reading, auditory discrimination in depth and visualizing and verbalizing to their provincial test. At the grade 9 and grade 12 level, the respective curricula are taught quite explicitly to our students and the strategies are embedded in the teaching. Here we would be looking for quite skilled performance from the proportion of our students who are capable of learning the curriculum Evaluation Meets Expectations + + Exceeds Expectations Needs Improvement
Grade 3 English Grade 3 Math Grade 6 English Grade 6 Math Grade 6 Science Grade 6 Social St. Grade 9 English Grade 9 Math Grade 9 Science Grade 9 Social St.
+ + + + +
+ + + +
Diploma Examination Results Meets Expectations + + + + + + + + Exceeds Expectations Needs Improvement
English 30 English 33 PMath 30 AMath 30 Social Studies 30 Social Studies 33 Chemistry 30 Biology 30
24
RESULT ANTICIPATED 2b: Learners complete programs. Performance Measure Used: Percentage of students who completed course credits based on a rotating sample of program completion. Outcome Achieved: Course Pure Math 20 Applied Math 20 Math 8 Social 33 Social 9 Social 10 English 10-1 English 9 English 20-2 Meets Expectations + Exceeds Expectations Needs Improvement Number Enrolled Number Who Passed Percent Pass Rate
RESULT ANTICIPATED 2c: Learners demonstrate high standards across a full range of areas. Performance Measure Used: Percentage of students who show growth on an standardized reading assesment pre and post testing in a school year. Outcome Achieved: Goal for 2003-2004 from the Three Year Plan We took a random sample of 10 students. Possible Outcomes Pre to Post Test Increase in Scores Decrease in Scores Stayed the Same Number 9 1 0 Percent 90% 10% 0% 90%
Difference scores (the score obtained from subtracting a post test score from a pretest score) are notoriously unreliable. However of the students who showed an increase in scores 6 made significantly more than one years growth. Meets Expectations + Exceeds Expectations Needs Improvement
Goal 3: Students are well prepared for lifelong learning, the world of work and citizenship.
25

Children start school ready to learn 3a: The school has no ECS program, last year the lowest registered grade level was grade 3. RESULT ANTICIPATED 3b: Students are able to learn continuously in school, at work and in society. Performance Measure Used: We took a random sample of fifteen students to check for strategy acquisition. Outcome Achieved: Number of Goals 45 13 Percent of Goals Completed 71% 29%
IPP Goals Complete IPP Goals Partial Completion RESULT ANTICIPATED 3c:
Students will acquire the education they need to prepare them for work. Performance Measure Used: Percentages of students who receive a high school diploma or certificate, or enter post-secondary studies within six years of entering grade 9. Outcome Achieved: Goal for 2003-2004 from the Three Year Plan 80%
96 % of our Grade 12 students earned their High School Diplomas. The percentage of students in 2003 who entered post-secondary studies within four years of entering grade 9 is 52%.
Needs Improvement
RESULT ANTICIPATED 3d: Students will acquire the education they need to prepare them for further studies and citizenship. Performance Measure Used: An inventory of strategies and special programs designed to offset specific processing difficulties that a student may have, such as the decoding portion of reading in order for the student to improve his or her academic, social and organization skills and so be prepared for further studies and social success. Outcome Achieved: Goal for 2003-2004 from the Three Year Plan An inventory of available strategies.
Students are placed in classes where the ratio is 12 to 1 for all academic courses: grades 3 12 Inventory of Key Strategies: Auditory Discrimination in Depth Team 1 & 2
1.
26

2. 3. 4. 5. 6. 7. 8. Reciprocal Reading Blended Structure and Style Visualizing and Verbalizing Affective Skill Development Problem Solving Strategy Learning Pyramid Test Taking Strategies Exceeds Expectations Whole School Whole School Whole School Team 1, 2, & 3 Whole School Team 3 & 4 Team 2, 3 & 4 Needs Improvement
RESULT ANTICIPATED 3e: Students have information technology and the skills needed for K-12 learning, work and postsecondary studies. Performance Measure Used: Number of computer periods per student. Outcome Achieved: Goal for 2003-2004 from the Three Year Plan Two computer periods per student per week
Students are currently timetabled for three computer periods per week. Meets Expectations + Exceeds Expectations Needs Improvement
RESULT ANTICIPATED 3f: Learners have an awareness of increasing global dependency. Performance Measure Used: The percentage of students who use the internet effectively.
Outcome Achieved: Goal for 2003-2004 from the Three Year Plan 85%
The computer teachers have taught internet use and skills to the entire population of students. Meets Expectations + Exceeds Expectations Needs Improvement
Goal 4: Foothills Academy has developed effective working relationships with partners. RESULTS ANTICIPATED: Foothills Academy has developed an effective working relationship with partners. Foothills Academy is a private school dedicated to the education of learning disabled students. All of our students are coded as having an exceptionality with Alberta Learning. We have developed effective partnerships to meet the learning needs of our students. The school coordinates services at the school authority and local levels within the education system. Utilize an IPP for all students to outline what special services the school will provide or the school
27

will provide liaisons with outside professionals and agencies. We continue to have liaisons to assist students with significant psychiatric or social problems. Performance Measures Used: The percentage of parents who are satisfied with the quality of the supports in place for their childrens education as measured by satisfaction with the school program, and satisfaction with the response to successfully addressing student problems. An inventory of joint initiatives to meet the learning needs of our students Outcomes Achieved: Goal for 2003-2004 from the Three Year Plan Question Asked Was the student happy at school? Were problems with the student dealt with effectively? 90% % Yes Replies 93% 75%
Inventory of joint initiatives. (See the Executive Directors Report above.) All the IPPs were shared with families in the school. We have contacts with the following professionals and services: 1. AADAC 2. Foothills Hospital Young Adolescent Services 3. Calgary Police Services 4. A number of local psychologists. 5. A number of psychiatrists. 6. The Distress Centre 7. Alberta Childrens Hospital 8. Learning Disabilities Association of Calgary Campus Amicus 9. Calgary Public Board of Education 10. Calgary Catholic Board of Education 11. Calgary Health Services Speech and Language Pathology 12. Student Health Partnership Meets Expectations + Exceeds Expectations Needs Improvement
RESULT ANTICIPATED: Foothills Academy contributes to the social and economic goals of the province. Performance Measures Used: Percentage of students that complete high school in 2004 as compared to the number of students who enrolled in grade 10. Outcomes Achieved: Goal for 2003-2004 from the Three Year Plan 90%
Twenty-seven students were enrolled in the full grade 12 program and twenty-six, a 96% completion rate, of our Grade 12 high school students graduated. One student with severe disabilities completed part of her program last year, and is expected to graduate in the spring of 2003. No students dropped out of the School Program. We continue to have virtually a 100% high school completion rate here at Foothills Academy amongst a population that is statistically at high risk for failure.
28

Meets Expectations Exceeds Expectations + Needs Improvement
Goal 5: Foothills Academy is a responsive and responsible private school. RESULTS ANTICIPATED: Foothills Academy is responsive to the needs of parents and students. Performance Measure Used: We used a questionnaire to determine whether the child was happy at school, whether the rotation system in junior high school benefited the students performance whether parents were satisfied with the quality and frequency of communication from the school, and whether the school dealt effectively with student problems. Outcomes Achieved: Question Asked Was the student happy at school? Were you satisfied with the communication from the school? Were problems with the student dealt with effectively? % Yes Replies 93% 73% 75%
Meets Expectations
Needs Improvement +
Need to address routine communication between the school and the parent to make it more effective, and follow up to problem solving with students. Goal 6: Teaching in Alberta consistently is of high quality. RESULTS ANTICIPATED 1a: Teachers professional growth focuses on the knowledge, skills and attributes required to meet the diverse learning needs of learning disabled students. (A strong correlation is expected between teacher expertise and the achievement of students provincial learning expectations and high standards.) Performance Measures Used: Satisfaction survey on the quality of teaching. Outcomes Achieved: 93% of the parents surveyed were pleased with the quality of teaching. Meets Expectations + Exceeds Expectations Needs Improvement
Goal 6: Students acquire the skills they require to become good citizens. RESULTS ANTICIPATED 6: Students will have the opportunity to learn good citizenship skills. Performance Measures Used: Inventory of the number of programs in instituted to encourage good citizenship and positive social interactions.
29
Outcomes Achieved: List of programs that directly address good citizenship and positive social interactions Affective Skill Development (all junior school participates), CALM 20, Leadership Option (senior school programs), the discipline cycle. The program appears to be adequate, but we are seeking to improve it. Meets Expectations + Exceeds Expectations Needs Improvement
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Ann Rep 2003 2004

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Foothills Academy Annual Education Results Report 2003 - 2004

Annual Education Result Report

Annual Education Result Report

Annual Education Result Report

Project: Project Scope:

Annual Education Result Report

Annual Education Result Report

Annual Education Result Report

Annual Education Result Report

# Writing School AB. 4 2 7 4 4 38856 4 37978 2 37803 2 36196 3 36569 4 36142

Annual Education Result Report

Annual Education Result Report

Improve coordination of services for children.

Increase high school completion rates.

Increase secondary student achievement in mathematics.

Annual Education Result Report

18363 19166 19111 17145 19171 21337 9458

23.2 24.0 19.9 20.3 28.3 27.1 27.2

Applied Math 30/Mathematics 33 Participation Rate % Acceptable

Annual Education Result Report

11583 11951 12044 8357 5914 9838 5366

27.1 26.4 26.7 16.5 12.1 21.5 22.2

73.4 72.5 78.2 81.6 74.9 85.0 91.1

11.5 11.8 14.5 18.3 13.4 14.0 10.8

Annual Education Result Report

LOCAL AND PROVINCIAL GOALS:

Annual Education Result Report

Annual Education Result Report

Annual Education Result Report

Annual Education Result Report

Annual Education Result Report

Annual Education Result Report

Annual Education Result Report

Annual Education Result Report

14.1 12.9 16.2 18.6 19.0 24.3 21.9

1993 94 1994 95 1995 96

% Excellent School N/A N/A N/A AB

Annual Education Result Report

87.5 86.4 87.9 86.9 86.5 92.0 92.5

7.7 9.0 8.0 7.6 7.2 4.1 4.1

18363 19166 19111 17145 19171 21337 9458

23.2 24.0 19.9 20.3 28.3 27.1 27.2

Annual Education Result Report

11.5 11.8 14.5 18.3 13.4 14.0 10.8

16.1 18.6 20.9 22.2 26.6

Annual Education Result Report

12.5 12.8 11.4 13.1 8.3

Annual Education Result Report

Diploma Examination Results Meets Expectations + + + + + + + + Exceeds Expectations Needs Improvement

Annual Education Result Report

Annual Education Result Report

Annual Education Result Report

Annual Education Result Report

Annual Education Result Report

Annual Education Result Report

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