Authority: 9131 The Calgary Society for Effective Education of Learning Disabled

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2 Accountability Statement The Annual Education Results Report for the school year and the Education plan for the three years commencing September 1, 2015 for Calgary Academy was prepared under the direction of the Board in accordance with its responsibilities under the Private Schools Regulation and the Education Grants Regulation. This document was developed in the context of the provincial government s business and fiscal plans. The Board has used the results reported in the document, to the best of its abilities, to develop the Education Plan and is committed to implementing the strategies contained within the Education Plan to improve student learning and results. The board has approved this combined Annual Education Results Report for the 2015/2016 school year and the three-year Education Plan for 2013/2016 on November 26, Page 2

3 Foundation Statements Calgary Academy Mission and Vision Mission Our school is committed to forever changing the lives of students and their families by using research-based educational practices within a supportive and caring environment to empower students who have specific learning difficulties to realize their full potential. Vision We will be recognized internationally as the preeminent school for children with specific learning difficulties as a result of our unique capacity to provide customized learning opportunities that anticipate the educational and affective needs of every student. Page 3

4 A Profile of the School Authority Our school authority was established in 1981 and operates to provide educational services to children from Grades 2-12 who require specialized instruction to succeed in meeting the challenges of the Alberta Curriculum. Our typical student has average to above average intelligence and a history of academic difficulty. In addition to providing specialized instruction the school employs a range of professionals including a speech and language pathologist, psychologist, career counsellor, and reading, writing and math specialists that are available on an as-needed basis for students. Ninety-nine percent of our high school students graduate with an Alberta high school diploma. Moreover, nearly 90% of our students attend colleges and universities within one year of graduating from high school. Our students also compete successfully for scholarships and 80% of our students are eligible for the Rutherford Scholarship. All of Calgary Academy s certified instructional personnel receive extensive post-degree training. The focus of our training is on neuro-developmental dysfunction and effective interventions for specific manifestations that are presented by students with complex learning needs. To the best of our knowledge, the specific professional training provided at Calgary Academy is not available, or offered, or an employment requirement, of any other public or private specialized education, treatment or intervention setting. Page 4

5 Summary of Accomplishments Calgary Academy continues to grow strong after 35 years of assisting students to close the achievement gap. We achieve this by maximizing each student s academic performance, teaching independent work habits and transferable skills, improving self-advocacy skills and raising self-esteem. We maximize academic performance for our students with continuous emphasis on striving to reach their personal best. We recognize students for academic improvement, 100% homework completion and academic excellence. We support our students as they set their personal academic goals and work with them individually to ensure their success. Our students gain entrance into the post-secondary program of their choice and we are proud of our 99% graduation rate and the university and Rutherford scholarships they receive. Over the past two years we have partnered with the Centre for Educational Research Applications to pilot several projects and support research into promising programs that would enhance student achievement. These projects included critical thinking, blended learning, spatial-temporal mathematics, reading and a model for peer-reviewed, collaborative professional development. The Calgary Academy Knights athletic program continues to be a huge draw for our students. We had 251 junior and senior high students playing on at least one of 10 extra-curricular sports teams with approximately 35 staff members volunteering to coach at least one sport (in some cases several). Among many achievements for our teams, in our school s inaugural season for 7s Rugby our team won the championship banner. The elementary/junior high production of The Music Man and the senior high production of Thoroughly Modern Millie played to sold out audiences every night. Several of the senior high drama students entered the One Act Play Festival Competition where they entered two plays, This Phone Will Explode at the Tone, and Look Me In The Eye. We use REACH (Respect, Enthusiasm, Altruism, Commitment and Honesty) principles as one of the ways to teach citizenship. Calgary Academy students are also regularly involved in many altruistic activities both in school and in the community. The International Travel Studies program had 57 high school students and ten staff members travel to France and Belgium, China and Peru. Calgary Academy continued its 16 year tradition with the Adopt-A-Family program through the organization Closer To Home. Together CA staff and students supported 14 families so that they might have a better holiday season. In addition to our on-going professional development, 10 of our Math teachers continued with additional growth through the University of Calgary s graduate program and graduated with their Masters degrees in November of While achieving their graduate diploma they have also helped to design a new model of delivering professional development to teachers that included on-site classes during evenings and weekends, opportunities to share their knowledge with colleagues and on-line courses. Page 5

6 Combined 2015 Accountability Pillar Overall Summary (Required for Public/Separate/Francophone/Charter School Authorities and Level 2 Private Schools) Measure Category Measure Category Evaluation Measure The Calgary Soc for Effective Alberta Measure Evaluation Current Result Prev Prev 3 Current Year Year Result Result Average Prev Prev 3 Year Year Result Average Achievement Improvement Overall Safe and Caring Schools Excellent Safe and Caring Very High Maintained Excellent Student Learning Excellent Opportunities Program of Studies Very High Improved Excellent Education Quality Very High Improved Excellent Drop Out Rate Very High Declined Good High School Completion Rate Very High Maintained Excellent (3 yr) Student Learning Issue Achievement (Grades K-9) Student Learning Good Achievement (Grades 10-12) PAT: Acceptable Intermediate Maintained Acceptable PAT: Excellence Very Low Declined Concern Diploma: Acceptable Intermediate Maintained Acceptable Diploma: Excellence Low Maintained Issue Diploma Exam Participation Very High Maintained Excellent Rate (4+ Exams) Rutherford Scholarship Very High Maintained Excellent Eligibility Rate Preparation for Lifelong Learning, World of Work, Citizenship Excellent Transition Rate (6 yr) Very High Maintained Excellent Work Preparation Very High Improved Significantly Excellent Citizenship Very High Maintained Excellent Parental Involvement Excellent Parental Involvement Very High Improved Excellent Continuous Improvement Good School Improvement Very High Declined Good Notes: 1. Aggregated PAT results are based upon a weighted average of percent meeting standards (Acceptable, Excellence). The weights are the number of students enrolled in each course. Courses included: English Language Arts (Grades 6, 9, 9 KAE), Français (Grades 6, 9), French Language Arts (Grades 6, 9), Mathematics (6, 9, 9 KAE), Science (Grades 6, 9, 9 KAE), Social Studies (Grades 6, 9, 9 KAE). 2. Aggregated Diploma results are a weighted average of percent meeting standards (Acceptable, Excellence) on Diploma Examinations. The weights are the number of students writing the Diploma Examination for each course. Courses included: English Language Arts 30-1, English Language Arts 30-2, French Language Arts 30-1, Français 30-1, Chemistry 30, Physics 30, Biology 30, Science 30, Social Studies 30-1, Social Studies Current and historical Diploma results have been adjusted to reflect change in data source system. 3. The subsequent pages include evaluations for each performance measure. If jurisdictions desire not to present this information for each performance measure in the subsequent pages, please include a reference to this overall summary page for each performance measure. 4. Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*). 5. Please note that participation in Diploma Examinations and Grade 9 Provincial Achievement Tests was impacted by the flooding in June Caution should be used when interpreting trends over time for the province and those school authorities affected by the floods. 6. Survey results for the province and some school authorities were impacted by changes in the number of students responding to the survey through the introduction of the Tell THEM From ME survey tool in Page 6

7 Combined 2015 Accountability Pillar FNMI Summary (Required for Public/Separate/Francophone School Authorities) Measure Category Measure Category Evaluation Measure The Calgary Soc for Effective Alberta Measure Evaluation Student Learning n/a Opportunities Current Result Prev Prev 3 Current Year Year Result Result Average Prev Prev 3 Year Year Result Average Achievement Improvement Overall Drop Out Rate n/a * n/a n/a n/a n/a High School Completion Rate n/a n/a n/a n/a n/a n/a (3 yr) Student Learning n/a Achievement (Grades K-9) Student Learning n/a Achievement (Grades 10-12) PAT: Acceptable n/a n/a n/a n/a n/a n/a PAT: Excellence n/a n/a n/a n/a n/a n/a Diploma: Acceptable n/a n/a n/a n/a n/a n/a Diploma: Excellence n/a n/a n/a n/a n/a n/a Diploma Exam Participation n/a n/a n/a n/a n/a n/a Rate (4+ Exams) Rutherford Scholarship n/a n/a n/a n/a n/a n/a Eligibility Rate Preparation for Lifelong Learning, World of Work, Citizenship n/a Transition Rate (6 yr) n/a * n/a n/a n/a n/a Notes: 1. Aggregated PAT results are based upon a weighted average of percent meeting standards (Acceptable, Excellence). The weights are the number of students enrolled in each course. Courses included: English Language Arts (Grades 6, 9, 9 KAE), Français (Grades 6, 9), French Language Arts (Grades 6, 9), Mathematics (6, 9, 9 KAE), Science (Grades 6, 9, 9 KAE), Social Studies (Grades 6, 9, 9 KAE). 2. Aggregated Diploma results are a weighted average of percent meeting standards (Acceptable, Excellence) on Diploma Examinations. The weights are the number of students writing the Diploma Examination for each course. Courses included: English Language Arts 30-1, English Language Arts 30-2, French Language Arts 30-1, Français 30-1, Chemistry 30, Physics 30, Biology 30, Science 30, Social Studies 30-1, Social Studies Current and historical Diploma results have been adjusted to reflect change in data source system. 3. Overall evaluations can only be calculated if both improvement and achievement evaluations are available. 4. Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*). 5. Please note that participation in Diploma Examinations and Grade 9 Provincial Achievement Tests was impacted by the flooding in June Caution should be used when interpreting trends over time for the province and those school authorities affected by the floods. Page 7

8 Measure Evaluation Reference (Optional) Achievement Evaluation Achievement evaluation is based upon a comparison of Current Year data to a set of standards which remain consistent over time. The Standards are calculated by taking the 3 year average of baseline data for each measure across all school jurisdictions and calculating the 5th, 25th, 75th and 95th percentiles. Once calculated, these standards remain in place from year to year to allow for consistent planning and evaluation. The table below shows the range of values defining the 5 achievement evaluation levels for each measure. Measure Very Low Low Intermediate High Very High Safe and Caring Program of Studies Education Quality Drop Out Rate High School Completion Rate (3 yr) PAT: Acceptable PAT: Excellence Diploma: Acceptable Diploma: Excellence Diploma Exam Participation Rate (4+ Exams) Rutherford Scholarship Eligibility Rate Transition Rate (6 yr) Work Preparation Citizenship Parental Involvement School Improvement Notes: 1) For all measures except Drop Out Rate: The range of values at each evaluation level is interpreted as greater than or equal to the lower value, and less than the higher value. For the Very High evaluation level, values range from greater than or equal to the lower value to 100%. 2) Drop Out Rate measure: As "Drop Out Rate" is inverse to most measures (i.e. lower values are "better"), the range of values at each evaluation level is interpreted as greater than the lower value and less than or equal to the higher value. For the Very High evaluation level, values range from 0% to less than or equal to the higher value. Improvement Table For each jurisdiction, improvement evaluation consists of comparing the Current Year result for each measure with the previous three-year average. A chi-square statistical test is used to determine the significance of the improvement. This test takes into account the size of the jurisdiction in the calculation to make improvement evaluation fair across jurisdictions of different sizes. The table below shows the definition of the 5 improvement evaluation levels based upon the chi-square result. Evaluation Category Declined Significantly Declined Chi-Square Range Maintained less than 1.00 Improved Improved Significantly (current < previous 3-year average) (current < previous 3-year average) (current > previous 3-year average) (current > previous 3-year average) Overall Evaluation Table The overall evaluation combines the Achievement Evaluation and the Improvement Evaluation. The table below illustrates how the Achievement and Improvement evaluations are combined to get the overall evaluation. Achievement Improvement Very High High Intermediate Low Very Low Improved Significantly Excellent Good Good Good Acceptable Improved Excellent Good Good Acceptable Issue Maintained Excellent Good Acceptable Issue Concern Declined Good Acceptable Issue Issue Concern Declined Significantly Acceptable Issue Issue Concern Concern Category Evaluation The category evaluation is an average of the Overall Evaluation of the measures that make up the category. For the purpose of the calculation, consider an Overall Evaluation of Excellent to be 2, Good to be 1, Acceptable to be 0, Issue to be -1, and Concern to be -2. The simple average (mean) of these values rounded to the nearest integer produces the Category Evaluation value. This is converted back to a colour using the same scale above (e.g. 2=Excellent, 1=Good, 0=Intermediate, -1=Issue, -2=Concern) Page 8

9 Desired Outcome One: Every student is successful Specific Outcome: Students achieve student learning outcomes. Performance Measure Overall percentage of students who achieved the acceptable standard on diploma examinations (overall results). Overall percentage of students who achieved the standard of excellence on diploma examinations (overall results). Results (in percentages) Target Evaluation Targets Achievement Improvement Overall Intermediate Maintained Acceptable Low Maintained Issue Performance Measure High School Completion Rate - Percentage of students who completed high school within three years of entering Grade 10. Results (in percentages) Target Evaluation Targets Achievement Improvement Overall Very High Maintained Excellent Drop Out Rate - annual dropout rate of students aged 14 to Very High Declined Good High school to post-secondary transition rate of students within six years of entering Grade 10. Percentage of Grade 12 students eligible for a Rutherford Scholarship. Percentage of students writing four or more diploma exams within three years of entering Grade Very High Maintained Excellent Very High Maintained Excellent Very High Maintained Excellent Comment on Results We continue to be very proud of our High School Completion Rate and the high number of students achieving the acceptable standard on diploma examinations. Last year saw a drop in the number of students achieving the standard of excellence on their diploma exams this cohort did very well on their math and science exams but not as well with their humanities. We are continuing a process of reflecting on the writing process from grades 9-12 in an effort to streamline and create consistency with our formats while finding means to push our students to the excellence categories through specific critical thinking and stylistic writing lessons. We are also proud that the percentage of our students being eligible for the Rutherford scholarship is significantly higher than the provincial average. Though it would appear that our drop-out rate increased significantly in in fact a number of students who were counted in this cohort (3 students) actually moved outside of Canada and were therefore unaccounted for when Alberta Ed looked for their student numbers in the following year. Strategies 1. Continue to match student learning aptitudes, interests and abilities to a course of study in High School that will enable students to pursue either post-secondary or a career path of their choice. 2. Continue to offer extra tutorial support to students during lunch and after school. 3. Continue to provide individual career counselling and family support so that students can make informed decisions. 4. Continue to provide focused personalized interventions to maximize student achievement so that students achieve continued success on diplomas and find acceptance into the program of their choice. 5. Continue to use the CA developed career program Discover, Experience and Choose for students in Grades Implement an internal high school evaluation of humanities program that will address growth in writing style and critical thought. 7. Send staff members to provincial marking sessions in January and have them provide professional development to further develop our understanding and knowledge of written standards and standards of excellence. 8. Continue to take part in field tests. Page 9

10 1. Specific Outcome: Students achieve student learning outcomes. (continued) Performance Measure Percentage of teachers, parents and students who are satisfied that students model the characteristics of active citizenship. Percentage of teachers and parents who agree that students are taught attitudes and behaviours that will make them successful at work when they finish school. Results (in percentages) Target Evaluation Targets Achievement Improvement Overall Very High Maintained Excellent Very High Improved Significantly Excellent Comment on Results Our emphasis on developing the whole student using the REACH principles (Respect, Enthusiasm, Altruism, Commitment and Honesty) assists us in our goal of modeling active citizenship. The qualities needed to be successful at work such as collaboration, persistence, initiative and responsibility are reinforced in class and throughout the school. These qualities are measured by gathering data such as homework completion rates, academic improvement in core subjects and by providing opportunities for group work such as our leadership and altruism activities. 1. We will continue to teach the REACH principles and have teacher reinforce them during in-class meetings. 2. We will reinforce the relationship between REACH and how these principles relate to post-secondary and employment success. 3. We will continue to reinforce active citizenship and global responsibility through our school programs such as International Travel Studies, Student Leadership and Adopt-A-Family. 4. We will continue to gather data that measures the qualities needed to be successful at work and use these for future programing. 5. We will continue to run events such as the Grade 12 Student Led Seminar which allows students to work specifically on teamwork, critical thinking, working within timelines, dealing with ambiguity and presenting findings to a panel of judges and peers. Page 10

11 Specific Outcome: Students achieve student learning outcomes. (continued) Performance Measure Percentage of teacher and parent satisfaction that students demonstrate the knowledge, skills and attitudes necessary for lifelong learning. (This measure is required for charter and private school authorities with only K-9 schools) Results (in percentages) Target Evaluation Targets Achievement Improvement Overall n/a n/a n/a Comment on Results (OPTIONAL) Commentary on results, such as contextual information, factors affecting performance or actions taken by the jurisdiction that may have contributed to evaluations of Improved or Improved significantly on Accountability Pillar measures, may be included. Strategies Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*). Page 11

12 Specific Outcome: Students demonstrate a strong foundation in literacy and numeracy. Performance Measure Overall percentage of students in Grades 6 and 9 who achieved the acceptable standard on Provincial Achievement Tests (overall cohort results). Overall percentage of students in Grades 6 and 9 who achieved the standard of excellence on Provincial Achievement Tests (overall cohort results). Results (in percentages) Target Evaluation Targets Achievement Improvement Overall Intermediate Maintained Acceptable Very Low Declined Concern Comment on Results (OPTIONAL) Calgary Academy is a Designated Special Education Private School; as such 100% of our students have identified specific learning difficulties. The provincial comparison group contains, at most, 10% of students with learning difficulties. Strategies 1. We will continue to allocate the instructional resources necessary to address individual student learning needs and make adaptations to the curriculum as required to ensure ongoing academic progress. 2. Additional time and resources will be allocated to instruction in reading, writing and mathematics to maximize student acquisition and fluency with of core skills necessary for academic success. 3. Where appropriate, the school will provide the direct remedial instruction and instructional accommodations required to assist students in acquiring and demonstrating their skills and learning potential. 4. We will continue to provide comprehensive professional development and the in-class support to teachers essential to their further development of the knowledge base required to meet the needs of the learners that they serve. 5. We will use PAT information and blueprints provided and utilize them in professional development sessions to inform instruction. Notes: 1. Aggregated PAT results are based upon a weighted average of percent meeting standards (Acceptable, Excellence). The weights are the number of students enrolled in each course. Courses included: English Language Arts (Grades 6, 9, 9 KAE), Français (Grades 6, 9), French Language Arts (Grades 6, 9), Mathematics (6, 9, 9 KAE), Science (Grades 6, 9, 9 KAE), Social Studies (Grades 6, 9, 9 KAE). 2. Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*). 3. Please note that participation in Grade 9 Provincial Achievement Tests was substantially impacted by the flooding in June Caution should be used when interpreting trends over time for the province and those school authorities affected by the floods. Page 12

13 Desired Outcome Two: Alberta has quality teaching and school leadership Specific Outcome: Teacher preparation and professional growth focus on the competencies needed to help students learn. Effective learning and teaching is achieved through collaborative leadership. Performance Measure Percentage of teachers, parents and students satisfied with the opportunity for students to receive a broad program of studies including fine arts, career, technology, and health and physical education. Results (in percentages) Target Evaluation Targets Achievement Improvement Overall Very High Improved Excellent Comment on Results We are very pleased with the fact that 100% of our students have the opportunity to choose from a broad program of studies that includes Art, Multi-media, Drama, Music, Photography, Cycle Shop, Spanish and Outdoor Education. Assessment results support the fact that students are continually improving their basic academic skills as well as their interpersonal and intrapersonal skills. By continually reinforcing REACH we have developed a community that embraces the importance of their contributions to ensuring our school has a safe, secure and predictable environment. Strategies 1. We will continue to enhance our program of studies to give our students the broadest range of choices within the structure of our system. Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*). Survey results for the province and some school authorities were impacted by changes in the number of students responding to the survey through the introduction of the Tell THEM From ME survey tool in Page 13

14 Desired Outcome Three: Alberta s education system is governed effectively Specific Outcome: The education system demonstrates collaboration and engagement. Performance Measure Percentage of teachers and parents satisfied with parental involvement in decisions about their child's education. Percentage of teachers, parents and students satisfied with the overall quality of basic education. Results (in percentages) Target Evaluation Targets Achievement Improvement Overall Very High Improved Excellent Very High Improved Excellent Comment on Results (OPTIONAL) We continually solicit feedback from parents, students and teachers and we consider ourselves very fortunate to have so many of our stakeholders taking advantage of the opportunity to be involved. Strategies We will continue to engage our stakeholders and provide multiple opportunities for them to collaborate and engage. These opportunities will include: 1. The first-day parent, student and staff Meet and Greet 2. Parent orientation evenings 3. Parent/Teacher/Student Conference days which have been lengthened to a full day to facilitate the inclusion of student portfolios. 4. IPP consultation meeting 5. Family events held throughout the year (eg. potlucks, introduction to post-secondary evening, introduction to high school evening, etc.) Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*). Survey results for the province and some school authorities were impacted by changes in the number of students responding to the survey through the introduction of the Tell THEM From ME survey tool in Page 14

15 Specific Outcome: Students and communities have access to safe and healthy learning environments. Performance Measure Percentage of teacher, parent and student agreement that: students are safe at school, are learning the importance of caring for others, are learning respect for others and are treated fairly in school. Percentage of teachers, parents and students indicating that their school and schools in their jurisdiction have improved or stayed the same the last three years. Comment on Results Results (in percentages) Target Evaluation Targets Achievement Improvement Overall Very High Maintained Excellent Very High Declined Good We believe that continued emphasis on the REACH principles, frequent communication with our families, and the commitment by our teachers to developing strong student-teacher relationships has resulted in a safe, respectful and caring environment. Though we have declined in the second area regarding school improvement, the data for 2015 is at our historical average. Though we are not satisfied with average and are always looking to improve we recognize that we continue to have strong support within our community. Strategies 1. Continue to reinforce the REACH principles during all stakeholder interactions. 2. We have introduced specialized reading, writing and math centres this year that we believe will be recognized as a significant impact on school improvement. 3. We will continue to provide multiple opportunities for families to provide input and engage in activities that build relationships. 4. We will continue to provide an environment where high levels of student and staff engagement are the norm. Note: Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*). Survey results for the province and some school authorities were impacted by changes in the number of students responding to the survey through the introduction of the Tell THEM From ME survey tool in Page 15

16 Desired Outcome Four: First Nations, Métis and Inuit students are successful Specific Outcome: The achievement gap between First Nations, Métis and Inuit (FNMI) students and all other students is eliminated. (Results and evaluations for FNMI measures are required for Public/Separate/Francophone School Authorities only) Results (in percentages) Target Evaluation Targets Performance Measure Achievement Improvement Overall Overall percentage of self-identified FNMI students in Grades 6 and 9 who achieved the acceptable standard on Provincial Achievement Tests (overall cohort results). Overall percentage of self-identified FNMI students in Grades 6 and 9 who achieved the standard of excellence on Provincial Achievement Tests (overall cohort results). Overall percentage of self-identified FNMI students who achieved the acceptable standard on diploma examinations (overall results). Overall percentage of self-identified FNMI students who achieved the standard of excellence on diploma examinations (overall results). Performance Measure High School Completion Rate - Percentage of self-identified FNMI students who completed high school within three years of entering Grade 10. Drop Out Rate - annual dropout rate of self-identified FNMI students aged 14 to 18 High school to post-secondary transition rate of self-identified FNMI students within six years of entering Grade 10. Percentage of Grade 12 selfidentified FNMI students eligible for a Rutherford Scholarship. Percentage of self-identified FNMI students writing four or more diploma exams within three years of entering Grade 10. n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a Results (in percentages) Target Evaluation Targets Achievement Improvement Overall * n/a n/a n/a n/a n/a n/a n/a * * * * n/a n/a n/a n/a n/a n/a n/a * n/a n/a n/a n/a * n/a n/a n/a n/a n/a n/a n/a * n/a n/a n/a n/a n/a n/a n/a Page 16

17 Comment on Results We currently have one FNMI student enrolled at Calgary Academy? 1. Strategies 1. We will continue to acknowledge the need to close the achievement gap faced by FNMI students and will continue to include in our Social Studies program units on the history of the Metis and Residential Schools. 2. We will continue to invite a guest speaker to talk to our students about the role of the Canadian government and residential schools in our national history. Notes: 1. Aggregated PAT results are based upon a weighted average of percent meeting standards (Acceptable, Excellence). The weights are the number of students enrolled in each course. Courses included: English Language Arts (Grades 6, 9, 9 KAE), Français (Grades 6, 9), French Language Arts (Grades 6, 9), Mathematics (6, 9, 9 KAE), Science (Grades 6, 9, 9 KAE), Social Studies (Grades 6, 9, 9 KAE). 2. Aggregated Diploma results are a weighted average of percent meeting standards (Acceptable, Excellence) on Diploma Examinations. The weights are the number of students writing the Diploma Examination for each course. Courses included: English Language Arts 30-1, English Language Arts 30-2, French Language Arts 30-1, Français 30-1, Chemistry 30, Physics 30, Biology 30, Science 30, Social Studies 30-1, Social Studies Current and historical Diploma results have been adjusted to reflect change in data source system. 3. Diploma Examination Participation, High School Completion and High school to Post-secondary Transition rates are based upon a cohort of grade 10 students who are tracked over time. 4. Data values have been suppressed where the number of students or respondents is less than 6. Suppression is marked with an asterisk (*). 5. Please note that participation in Diploma Examinations and Grade 9 Provincial Achievement Tests was impacted by the flooding in June Caution should be used when interpreting trends over time for the province and those school authorities affected by the floods. Page 17

18 Summary of Financial Results Calgary Academy budgets so that Provincial Grants and Parent Fees pay for all anticipated salaries and benefits and cost of operations. See attached below Budget Summary If you would like a copy of the Financial Statements and Budget Summary filed with Alberta Education please contact Cathie Toovey at ctoovey@calgaryacademy.com Capital and Facilities Projects The society added additional trees and grass areas, concrete tables for outside seating for staff and students and an additional playing field for our elementary and junior high students. Summary of Facility and Capital Plans The society takes a three-tiered approach to the care of capital assets. 1. Daily care and routine maintenance of all aspects of the facility and high utilization equipment. 2. Assessment using the FAME system to predict long-term maintenance and restoration cost which is planned for by fully funding estimated depreciation. 3. Funding required for development of new capital assets is based on an ever greening capital development plan. Page 18

19 Parental Involvement The society has an open-door policy and parents are encouraged to take an active interest in their son/daughter s experience. Staff are available to our parent community outside of regularly scheduled parent/teacher interviews and at any time by appointment. Parents also have access to: School website and calendar Newsletters Regular phone and contact Special events such as potluck dinners, parent information evenings and Family Sport Knights Opportunities to volunteer through scribing, drama productions, sporting events, teacher-appreciation lunches, etc. Timelines and Communication The Three-Year Plan is available on the school website at Whistleblower Protection Pursuant to section 32 of the Public Interest Disclosure (Whistleblower Protection) Act, no disclosures were received during the school year. Page 19

20 Revenue Alberta Ed Grants 2014/ /16 Actual Budget Budget Forecast 5,667,843 5,395,426 Revenue $ 14,479, Expenses $ 14,188, Parent Fees 8,834,675 8,169,950 Net Income $ 291, Other 2,832, ,435 Total 17,334,795 14,479,811 Expenses Salaries and Benefits 9,956,919 9,786,703 Transportation 994,, ,000 Cost of Operations 5,041,224 3,651,350 Total 15,996,488 14,188, /16 Budget Revenue - Expenses 1,954, ,758 Unanticipated Revenue Tuition and Grants -726,000 Revenue Expenses Net Income Unanticipated Expense Savings Salaries 1,173,000 Operating Costs 923,601 Total Additional Revenue and Savings 1,370,601 Page 20

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