Footprints for Learning Academy · Combined 3 Yr Ed Plan & Annual Results for FFLA 3 Mission Statement Our vision at Footprints for Learning Academy is to provide an encouraging environment

Combined 3 Yr Ed Plan & Annual Results for FFLA

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Footprints for Learning Academy

Combined 3-Year Education Plan (2013/2014

to 2015/2016) and Annual Education Results

Report (AERR)- 2012/2013

Our goal is to provide the means to enable each student to become an

enthusiastic, effective and joyful leaner within a community of learners

Heritage, Innovation, Progress

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Message from the Board Chair

It has been a very exciting year at Footprints for Learning Academy. In 2011/2012 we had just

one small kindergarten class of 19 children. We then expanded and grew our school to offer 2

classes of kindergarten (20 students per class) and one class of approximately 18 grade one

students. This was our second year as an accredited elementary private school. We have added

additional staff and the reputation of the quality program we offer at Footprints is growing fast.

After the January announcement of our planned 2013/14 school year expansion to k-7 with 225

students, it was not long before we were full and waitlisted. The community of Airdrie has

welcomed us with open arms and we are very excited for the years to come.

We have prepared this report in hopes that it will be informative and helpful. We are happy to

review our successes this past year and to prepare for the future. We would also like to thank

our parents, staff and most of all, our students for making FFLA a success.

Regards,

Jane Anderson, Chairman of the Board

Accountability Statement

The Annual Education Results Report for the year 2012/2013 and the Education Plan for the

three years commencing September 1, 2013 for Footprints for Learning Society was prepared

under the direction of the Board in accordance with its responsibilities under the Private

Schools Regulation and 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 this 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 approved this combined Annual Education Results Report for the 2012/2013 school

year and the three-year Education Plan for 2013-2016 on November 15, 2013.


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Mission Statement

Our vision at Footprints for Learning Academy is to provide an encouraging environment to

cultivate the success of each individual child’s needs based on the values, heritage, innovation

and progress. Heritage encourages students to follow in and learn from the footsteps of those

before us. Innovation provides teaching methods and resources that will offer students

opportunities to advance in their individual learning needs which leads to progress where

students step out into the changing world and are confident with their skills to embrace any

challenges ahead.

Teaching and Learning Philosophy

The Footprints for Learning program is committed to providing the dynamic, inter-active, student-centred activities and environment required to meet the social physical, intellectual, creative, emotional and self-concept developmental needs of young children. We provide an environment which is inviting, spacious, emotionally and physically safe with a large variety of learning opportunities. We are committed to establishing a positive and communicative relationship with children and their families and believe that this is essential in creating an atmosphere of respect and trust. We share with parents the opportunity and responsibility of educating their child. We provide each child with a variety of learning experiences which expand their knowledge and increase their understanding of the world. We provide a Spanish program to expand the student’s languages. We encourage and support student-initiated activities which enable students to share feelings, emotions and ideas with others and give each student a sense of self-worth. We provide a variety of multi-sensory and differentiated teacher-directed activities to provide the students with information and experiences which will enable all students to become successful and enthusiastic learners. We believe that emotional engagement is essential to motivating and personalizing learning. Therefore, we encourage humour, music, and fun in the daily activities and projects that students undertake. We provide opportunities for students to learn values; to respect friends and teachers, to work cooperatively, to learn to make good choices and to be kind, self-disciplined and responsible.

Motto: Heritage, Innovation and Progress


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Profile of the School Authority

Footprints for Learning offered grades k-1 during the 2012/2013 school year. Our program

offers small class sizes with full time aid to help the teacher. This allows more one on one

teaching and thereby make our 3 Tier Method of mastery possible. Our students do not move

on until they have mastered the concepts prior (Math and Literacy). Similarly, we do not hold

those students back that are ready to move forward. Our small class sizes and help from

teacher’s aids make this logistically possible.

We also work in collaboration with outside qualifies organizations to screen our kindergarten

children for Speech and OT delays. These outside organizations offer IPP’ and services for

students that fall into these categories. The assistance the children receive is enabling these

students to fulfill their potential and get the help they need.

Our programs all fall under the Alberta Program of Studies however, we do add to this

curriculum by including Spanish and Entrepreneurship programs.

Due to the success and high demand from parents in our community, we secured a 15,000

square foot building and equipment for lease in order to expand for our 2013/2014 school year.

We opened enrollment for the expansion up in January of 2013 and were full and waitlisted by

June of 2013. The total number of spaces offered are 225 spaces between the grades of

Kindergarten and grade 7.


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October 2013 Accountability Pillar Overall Summary for FFLA - from Alberta Education (Required for Level 2 Private Schools)

Measure Category

Measure Category Evaluati

on

Measure Footprints for Learning

Alberta Education Measure Evaluation

Current

Result

Prev Year Resul

t

Prev 3 Year

Average

Current

Result

Prev Year Resul

t

Prev 3 Year

Average

Achievement

Improvement

Overall

Safe and Caring

Schools

n/a

Safe and Caring

n/a n/a n/a 89.0 88.6 88.1 n/a n/a n/a

Student Learning

Opportunities

n/a

Program of Studies

n/a n/a n/a 81.5 80.7 80.7 n/a n/a n/a

Education Quality

n/a n/a n/a 89.8 89.4 89.3 n/a n/a n/a

Drop Out Rate

n/a n/a n/a 3.5 3.2 3.9 n/a n/a n/a

High School Completion Rate (3 Yr)

n/a n/a n/a 74.8 74.1 72.7 n/a n/a n/a

Student Learning

Achievement (Grades

k-9)

n/a

PAT: Acceptable

n/a n/a n/a 79.0 79.1 79.2 n/a n/a n/a

PAT: Excellence

n/a n/a n/a 18.9 20.8 19.9 n/a n/a n/a

Student Learning

Achievement (Grades

10-12)

n/a

Diploma: Acceptable

n/a n/a n/a 84.6 83.1 82.5 n/a n/a n/a

Diploma: Excellence

n/a n/a n/a 21.7 20.7 20.1 n/a n/a n/a

Diploma Exam

Participation Rate (4+

Exams)

n/a n/a n/a 56.6 56.2 54.9 n/a n/a n/a

Rutherford Scholarship

Eligibility Rate

(Revised)

n/a n/a n/a 61.3 61.5 59.4 n/a n/a n/a

Preparation for Lifelong Learning, World of

Work, Citizenship

n/a

Transition Rate (6Yr)

n/a n/a n/a 59.5 58.4 59.2 n/a n/a n/a

Work Preparation

n/a n/a n/a 80.3 79.7 79.9 n/a n/a n/a

Citizenship n/a n/a n/a 83.4 82.5 82.0 n/a n/a n/a

Parental Involvemen

t

n/a Parental Involvemen

t

n/a n/a n/a 80.3 79.7 79.8 n/a n/a n/a

Continuous Improveme

nt

n/a School Improveme

nt

n/a n/a n/a 80.6 80.0 80.0 n/a n/a n/a

Notes:

1.PAT results are a weighted average of the percent meeting standards (Acceptable, Excellence) on the Provincial Achievement Tests. The weights are the number of students enrolled in each course. Courses included: English Language Arts (Grades 3,6,9), Science (Grades 6,9), French Language Arts (Grades 6,9), Francais (Grades 6,9). 2.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 include: English Language Arts 30-1, English Language Arts 30-2, French Language Arts 30-1, Francais 30-1, Pure Mathematics 30, Applied Mathematics 30, Biology 30, Science 30. 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 is less than 6. Suppression is marked with an asterisk (*).


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Goal One: An Excellent Start to Learning

Outcome: Children are reaching emotional, social, intellectual and physical development

milestones and are ready for school

Strategies for the next three years:

At FFLA we do offer early childhood education. Teachers are to evaluate the child’s

developmental level in each of the areas of emotional, social, intellectual and physical

development in order to ensure that milestones are met

Teachers are to report concerns in any of these target areas to parents and/or

administration when applicable

Teachers, with the help of parents and administration are to put plans in place to help

an individual student who falls short in one or more milestone target

Student’s individual progress is to be reported on their term report card


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Goal Two: Success for Every Student

Outcome: Students achieve student learning outcomes.

Performance Measure:

Performance Measure

Results (in percentages)

Target Evaluation Targets

2008 2009 2010 2011 2012 2013 Achievement Improvement Overall 2014 2015 2016

High School Completion Rate - Percentage of students who completed high school within three years of entering Grade 10.

n/a n/a n/a n/a n/a n/a n/a n/a

Drop Out Rate - annual dropout rate of students aged 14 to 18

n/a n/a n/a 0.0 0.0 n/a n/a n/a

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 10.


Comments on Results:

We only offered kindergarten and grade 1 during the 2012/13 school year. As such, we have no

diploma examination results to report at this time.


For the 2013/2014 we have no high school students at this time.


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Teachers will continue to assess individual students one on one in both areas of written

and oral assessment

Footprints for Learning Academy will continue to offer small class sizes

Continue teacher professional development to continue growth in developing literacy

and numeracy teaching skills

Maintain open communication with students and parents to address any students at risk

Outcome: Students demonstrate proficiency in numeracy and literacy.


Performance Measure


Target Evaluation Targets


Overall percentage of students in Grades 3, 6 and 9 who achieved the acceptable standard on Provincial Achievement Tests (overall cohort results).

n/a

n/a

n/a

n/a

n/a

n/a n/a n/a

Overall percentage of students in Grades 3, 6 and 9 who achieved the standard of excellence on Provincial Achievement Tests (overall cohort results).

n/a

n/a

n/a

n/a

n/a

n/a n/a n/a


We are currently very happy with the early numeracy and literacy results of our children. They

are meeting and even excelling based the Alberta Curriculum standards (according to local

testing). We are excited to watch their progress as the years go by.



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For the 2013/2014 school year we are not participating in grade 3 Achievement Testing

and have opted instead to participate in the SLA pilot for grade 3, in September 2014.

Teachers will continue to use the literacy program in place that offers a variety of teaching

methods and resources

Teachers will continue to use the numeracy program Math U See to develop and advance

the student’s math skills

Continue teacher professional development to continue growth in developing literacy

and numeracy teaching skills

Outcome: Students demonstrate citizenship and entrepreneurship


Performance Measure


Target

Evaluation Targets

2009 2010 2011 2012 2013 2013 Achievement

Improvement

Overall 2014 2015

2016

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.



Although we have no data to report for this performance measure, we do have mutual

agreement between parents, staff and administration that the children enrolled at FFLA are

demonstrating developmentally appropriate characteristics of active citizenship. The children

traveled and toured many places in the community during the 2012/13 school year and they

exhibit characteristics of entrepreneurial spirit. Students have also demonstrated their


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enjoyment of learning, their skills and their knowledge, all of which are providing the foundation

for lifelong learners.


Teachers will implement independent learning using multiple teaching/learning

strategies.

Teachers will model and maintain the development of student’s citizenship skills by

having an expectation of effective organizational skills, respect for others and

demonstrating responsible behaviour.

Presentations from local community volunteers to increase student knowledge of

how they can get involved and become aware of their community organizations.

Teachers, students and staff will continue to follow the school rules to ensure the

school demonstrates a safe and caring environment

Teachers will implement hands-on and project based teaching approaches to ensure

active learners in the classroom

Teachers will set aside a block of time each week to focus solely on Entrepreneurship

Administration will combine with the Junior Achievements Program to have them

come in and administer their Entrepreneurship program to our students during

January and February of each school year

Offer a variety of community based field trips for students

Outcome: The achievement gap between Metis, First Nations and Inuit (FNMI) students and

all other students is eliminated.


Performance Measure Results (in percentages) Target Evaluation Targets


Overall percentage of self-identified FNMI students in Grades 3, 6 and 9 who achieved the acceptable standard on Provincial Achievement Tests (overall cohort results).

n/a

n/a n/a n/a n/a n/a n/a n/a

Overall percentage of self-identified FNMI students in Grades 3, 6 and 9 who achieved the standard of excellence on Provincial Achievement Tests (overall cohort results).

n/a

n/a n/a n/a n/a n/a n/a n/a

Overall percentage of self-identified FNMI students who achieved the acceptable standard on diploma examinations (overall results).

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a


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Overall percentage of self-identified FNMI students who achieved the standard of excellence on diploma examinations (overall results).

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a



High School Completion Rate - Percentage of self-identified FNMI students who completed high school within three years of entering Grade 10.

n/a

n/a

n/a

n/a

n/a

n/a n/a n/a

Drop Out Rate - annual dropout rate of self-identified FNMI students aged 14 to 18

n/a

n/a

n/a

n/a n/a n/a n/a n/a

High school to post-secondary transition rate of self-identified FNMI students within six years of entering Grade 10.

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

Percentage of Grade 12 self- identified FNMI students eligible for a Rutherford Scholarship.

n/a

n/a

n/a

n/a

n/a

n/a

n/a

n/a

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


During the 2012/2013 we had no Metis, First Nations or Inuit (FNMI) enrolled. Similarly, for the

2013/2014 and the 2014/2015 school years we have no FMNI students enrolled.


Increase focus on the FNMI culture in the Alberta curriculum

Teachers will use a variety of resources to increase the knowledge and awareness

of all diverse cultures

Bring in an FMNI guest speaker for a school assembly


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Goal Three: Quality Teaching and School Leadership

Outcome: Teacher preparedness and professional growth focus on the competencies

needed to help students learn. Effective learning and teaching is achieved through

collaborative leadership.




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.



Overall teachers, students and parents are all satisfied with the wide range of studies offered at

FFLA (English Literacy, Music, Drama, Piano, Art, Math, Science, Social, Health, Cultural Studies,

Physical Education, Computers & Technology, French Literacy, Spanish Literacy and

Entrepreneurship).

Strategies for the next three school years:

Footprints for learning will continue to integrate Spanish language in the program

Teachers and staff will continue to use current technology as a strategy and

teaching tool

Teachers will integrate student learning of technology with lessons and student

based projects

Teachers will meet together with administration to determine what area of

growth they feel will most benefit the students. When determined PD days will be

arranged with speakers and workshops accordingly.


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Goal Four: Engaged and effective governance

Outcome: The education system demonstrates collaboration and engagement.




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.



Overall the parents of FFLA seem happy with their involvement at FFLA. We have a very active

Parent Board, Open Door Communication Policy and a very effective System/Policy for Parent

Volunteering. The school is also facilitating the parent’s involvements at home. We ensure the

parents have a clear understanding and that they receive encouragement on what they can do

at home to ensure their child’s learning success.


Footprints for Learning will continue to collaborate with the parent board

with regular meetings throughout the school year

Footprints for Learning will continue to be open to parent suggestions

about the School’s program

Provide parents with a monthly classroom newsletter

Continue to update the website and calendar to ensure parents are

informed

Continue to encourage all parents to openly communicate with their

child’s teacher via email, phone and agenda

Maintain and continue the valued parent volunteers and welcome them

into our program and classrooms to get to know the school better


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Outcome: Students and communities have access to safe and healthy learning environments.




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.



At FFLA we value the environment that our students are engaged in. Our facility is not only

equipped with all the conveniences of a Music Room, Large Sunlit classrooms, gymnasium,

library, computers etc. however, we work very hard to ensure that our teachers maintain an

environment that is safe for their students and inviting to optimise learning.


Continue to train teachers on disciplinary actions such as Child Guidance

strategies that will allow for both classroom management and an

environment where students feel cared for and respected.

Ensure equipment is kept up to date in order to meet all the required

learning outcomes.


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Future Challenges

Our greatest challenges coming for the 2013/14 will be:

1. To welcome 225 students and parents into the school for September 1, 2013 (during

the 2012/13 school year we only had ~60 student) 2. To complete construction on time and on budget 3. To ensure our teachers have all the necessary equipment and resources required for

excellence in teaching 4. To grow from just 4 staff to 13 and ensure staff receive the training and professional

development they will need to be successful at FFLA

Summary of Financial Results 2012-2013

* 2012/2013 was our first year operating as a Not for Profit k-1 private school. As such, we only

received Alberta Education funding for our kindergarten program and NOT our grade 1 program.

FINANCIAL RESULTS: Revenues and Expenses 2012-2013

Budget 2012-2013 AFS

Year Actual

Revenues

Alberta Education $193,750

Other Government of Alberta $0

Federal Government and/or First Nations $0

Other Alberta school authorities $0

Instructional fees/Tuition fees $8,545

Non-Instructional fees $0

Other sales and services $0

Interest on investments $0

Sponsor donations-Magic Mountain C.D.C $0

Gross school generated funds $6,251

Other $6,727

Total Revenues $215,273

Expenses

Certificated salaries $122,784

Certificated Benefits $13,913

Non-certificated salaries and wages $47,747

Non-certificated benefits $8,881


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Services, contracts and supplies $66,836

Gross school generated funds $6,251

Capital and debt services:

Interest on capital debt $0

Other interest charges $462

Losses (gains) on disposal of capital assets $0

Other $451

Total Expenses $267,325

Surplus (Deficit) for the year ($52,052)

2012-2013 Revenues

Alberta Education Other Government of Alberta

Federal Government and/or First Nations Other Alberta school authorities

Instructional fees/Tuition fees Non-Instructional fees

Other sales and services Interest on investments

Sponsor donations-Magic Mountain C.D.C Gross school generated funds

2012-2013 Expenses

Certificated salariesCertificated BenefitsNon-certificated salaries and wagesNon-certificated benefitsServices, contracts and suppliesGross school generated fundsCapital and debt services:Interest on capital debtOther interest chargesLosses (gains) on disposal of capital assetsOther


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Anticipated Budget 2013-2014

- This coming year (2013/2014) will be our very first year receiving revenue from Alberta

Education for our Grades 1+ programs, as this is our second year operating as a private

not for profit school.

- Magic Mountain will continue as FFLA’s largest sponsor.

REVENUES

Alberta Education $1,137,068

Other Government of Alberta $0

Federal Government and/or First Nations $0

Other Alberta school authorities $0

Instruction fees / Tuition fees $105,600

Non-instructional (O&M*, Transportation, Admin fees, ets.)

$0

Other sales and services $0

Interest on investments $0

Gifts and donations $0

Gross school generated funds $0

Amortization of capital allocations (where applicable)

$0

Other (specify): $0

TOTAL REVENUES $1,242,668

EXPENSES

Certificated salaries $636,870

Certificated benefits $9,000

Non-certificated salaries and wages $214,569

Non-certificated Benefits $0

Services, contracts and supplies $372,834

Gross school generated funds $0

Capital and debt services

Amortization of capital assets $72

Interest on capital debt $0

Other interest charges $0

Losses (gains) on disposal of capital assets

$0


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Other (specify): $0

TOTAL EXPENSES $1,233,345

SURPLUS(DEFICIT) OF REVENUES OVER EXPENSES

$9,323

Timelines and Communication

-The 2013 to 2016 Three Year Education Plan is available to the public on our website at

www.footprintsforlearning.com under the link to Parent Centre then to School Documents.

-For additional information including our 2013/2014 full budget report and our 2012/2013

Audited Financial Statements please email us at [email protected]

http://www.footprintsforlearning.com/

mailto:[email protected]