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Combined 3-Year Education Plan

and

Annual Education Results Report (AERR)

Combined 3-Year Education Plan

and

Annual Education Results Report (AERR)

For

Unlimited Potential Community Services School Jurisdiction #9272

2018-2019

Authority: 9272 Unlimited Potential Community Services Society

What’s In A Name

The name Unlimited Potential Community Services conveys our mission of helping people, whether

they are coping with mental health illnesses, abuse, overcoming addictions, developing life skills, or

furthering their education or employment.

We foster the potential in each one of our clients/students so that the only way to go is UP!

Our Mission We empower individuals and families to reach their full potential and enhance community well-being.

Our Values

Integrity

We provide our services with the highest standards of honesty, trust, professionalism, transparency, and

ethical behaviour.

Respect

We believe that all persons have an innate worth and value, thus, we consistently maintain respect for

the dignity of our clients and our colleagues.

Excellence

As a client centered learning organization we ensure that innovation, evaluation, and revision are

integral in our process of continual improvement in everything we do.

Humility

We readily acknowledge and accept that there is always more to be learned.

Relationships

Our genuine care and concern for our clients ensures authenticity and empathy in our interactions,

and places an emphasis on consultation and collaboration in our provision of services.


Education Program Profile

Unlimited Potential Community Services educational programs are designated by Alberta Education as a

Level Two accredited funded private school authority. All of our schools adhere to the mandate and

policies of Alberta Education and we follow the Program of Studies Curriculum. Our school year

calendar includes 200 operational days and 188 instructional days. Students who attend our schools may

come to us from our group homes, treatment homes, or by tuition agreements from a school district. We

have worked with the following school boards: Alexander First Nation, Black Gold, Edmonton Catholic,

Elk Island Catholic and Public, Evergreen Catholic, Greater St. Albert Catholic, Parkland, St. Albert

Public, Sturgeon, Pembina Hills, Northern Gateway and Wetaskiwin Public. We have had private tuition

agreements as well. There are three schools: Columbus Academy located in Stony Plain, Phoenix

Academy and Thomas More Academy which are located in Edmonton.

We offer a highly structured and supportive special education program that includes supervision

throughout the day. Individual Program Plans are developed for all students in consultation with the

treatment team (which may include: clinicians, psychologists, house staff, education staff,

parent/guardian, psychiatrist, etc.) and we provide the students with the opportunity to acquire skills to

prepare them for re-entry to community schools and to be positive and productive contributors to

society. The small schools and small class sizes with a 3:1 student to staff ratio provide support to meet

the needs of the students.

Many of the students have been diagnosed with severe emotional/behavioural disorders and struggle

with finding success in a community school setting. For a variety of reasons many of our children come

to our school functioning significantly below grade level. We have worked successfully with students

who have learning disabilities, FASD, Autism, Tourette’s, Obsessive Compulsive Disorder;


Oppositional Defiant Disorder; Conduct Disorder; Reactive Attachment Disorder or Post-Traumatic

Stress Disorder.

In addition to the core curriculum subjects, we offer a number of option courses. Some of these

programs that have been offered include: Off-Campus Education (Work Experience and RAP—

Registered Apprenticeship Program), Outdoor Education, Graphic Design, Art, CTS (Career and

Technology Studies), Agricultural Studies, Workplace Safety, Aboriginal Studies, Western World

History, Food Studies, Outdoor Education, All About Relationships and Recreation Leadership. We also

have an athletic program that includes: basketball, volleyball, floor hockey, indoor & outdoor soccer,

skittles, hiking, tchoukball, football, badminton, tennis, skiing, snowshoeing, skating/hockey, rock

climbing, etc. It should be noted that there is a focus on life skills and social skills within all program

areas. Our staff members have extensive professional development training and we have a number of

specialized programs to address the needs of our student population.

Indigenous culture and ways of knowing are very important to us at Unlimited Potential Community

Services and we provide opportunities for teaching and learning throughout the year. Our Indigenous

Services provide all new staff with Traditional Indigenous Resolutions Training and ongoing yearly

Indigenous Studies. Our working relationship with Alexander First Nation has been a positive benefit to

all students and staff as they build friendships and understanding of each other. We also have a number

of Indigenous staff to help build bridges between cultures.


With the support of our Indigenous Engagement Lead and Cultural Advisors, staff and students have

the opportunity to learn many teachings. Our Cultural Advisor would visit each school once a month

to provide teaching and learning opportunities. The staff and students have opportunities to

participate in a sweat lodge held at Bright Bank. Some participants assisted in keeping the fire going

to heat the rocks and move them into the sweat lodge. Others were a part of the sweat and

participated in all aspects of the ceremony. On National Indigenous Day everyone within the UPCS

schools and agency gathered for a celebration with Opening Ceremonies, a feast and Round Dance.

This year we participated in the ‘Kiscayawin’ (Belonging) Project which supports our commitment

to the Truth and Reconciliation Commission of Canada and the 94 calls to action. The project

involved a number of elders providing teaching and learning opportunities for students and staff

throughout the 2018-19 school year.


Our Sanctuary Model Journey

UP Community Services is committed to implementing The Sanctuary Model into our Organization

which is a trauma informed, trauma responsive approach to care.

The Sanctuary Model is an evidence-supported intervention (Rivard, Bloom, McCorkle, &

Abramovitz, 2005) and the only organizational and clinical intervention recognized as a Promising

Practice by the National Child Traumatic Stress Network (National Child Traumatic Stress Network,

2008). At its core, the model promotes safety and recovery from adversity through the creation of a

trauma informed community within an organization.

We are using the Sanctuary model which is rooted in attachment theory and focuses on changing

behavior by understanding adversity, trauma and violence. The Sanctuary Model is built on four pillars

(1) Trauma Theory (2) The Sanctuary Commitments (3) S.E.L.F (Safety, Emotions, Loss and Future)

and (4) the Sanctuary toolkit.

Each pillar provides an area of understanding and addresses complex behaviors to create positive

changes in our environments, reducing violent behaviors, increasing the level of safety while building

healthy attachments, relationships and social cohesion.

The Sanctuary Model places emphasis on the need to understand the impact of psychological trauma on

attitudes, emotional states, cognitive functioning, social adjustment and behaviours. The Model

integrates this understanding into the standard operating procedures of the treatment setting.

The model is based on a set of values called The Seven Sanctuary Commitments:

We are in the process of implementing the Sanctuary Model and are working towards becoming

certified with the Sanctuary Institute. Certification is maintained on an annual basis.


Summary of Accomplishments

High School Graduation is an important milestone in the lives of young people. We celebrate and recognize

this achievement with the students, their family and friends. The 2018-19 Graduating Class consisted of seven

students, three with their Diploma and four with their Certificate of Achievement. We are all so proud of this

accomplishment by our students and they are excellent role models for all of our other students. It is

wonderful to hear from family members who truly appreciate the support their child receive at UPCS schools.

Many families have commented that without the opportunity to have their child attend our school they don’t

believe they would have been able to graduate. We are thankful for the support from the school boards and

partners we work with who recognize the level of support needed and are willing to ensure these students get

that support through our schools.

The success of our program comes from the highly skilled staff and the team approach. Our staff have

extensive experience, knowledge and skills in working with students who have experienced significant

challenges in a regular school setting. The structure, support and routines in small classes within a small

school setting leads to the opportunity for students to reach their potential. For some students it is what they

need to help them fill in gaps that were preventing them from finding success in a community school and for

others it is where they are able to have the level of support needed to succeed. For some students moving from

class to class, having different teachers each class is overwhelming. We work in teaching teams and the

students stay with the same staff all day which allows for relationships to be built and the consistency is often

just what the student needs.


Our ‘Kiscayawin’ (Belonging) Project ran throughout the 2018-19 school year. The goal of the Project

was to educate our school community in understanding where we have been (the truth about the history

of our Indigenous people) so we can better understand where we are going. Indigenous children make up

approximately 11% of the child population (ages 0 – 19) in Alberta. In March 2019, they accounted for

62% of children and youth receiving child intervention services and 69% of the children in care. Our

organization, Unlimited Potential Community Services, deals with many of these children and their

families. It is important our staff and students have the knowledge, understanding and compassion for

the survivors of the residential school and the effects it has had on the Indigenous population. Our goal

was to share a sense of belonging (Kiscayawin) for everyone in our community through education from

our Knowledge Keepers. The interest and participation by staff within the school and the agency along

with students and families saw a huge increase this year over last year. It was so wonderful to see some

of our Indigenous and Non-Indigenous youth participating in the Pipe Ceremony, the teachings of the

Medicine Wheel, the crafts, the jigging with the Metis Fiddlers, and the round-dance participation.

Students volunteered to perform a song with the rattles at our National Indigenous Celebration. One of

our students is a Jingle dress dancer and she offered to demonstrate her dancing along with other guest

dancers. The drum group even invited a couple of our students to join them to sing and drum. You could

see the pride, the connection, the sense of calm and being at peace in these young men and young

woman through their experience. A number of our students are in care and may have lost touch with

their family of origin but the celebration of Indigenous people and culture helps with that sense of

Kiscayawin (belonging).


The staff and students increasingly embraced digital audio-visual supports (ex. our digital projector that

connects to the world wide web and projects large-scale moving and still images onto our wall) to

provide sophisticated, modern, captivating, memorable, and fun augmentation to instruction that

students anticipated and were receptive to. This tool aided in accommodating a number of the unique

learning styles that our students harboured. This was applied to both core and elective subject

programming. Students were kept up-to-date with current events taking place around the world and

ensured that they were provided with the multiple perspectives surrounding each and every one of these

complex issues. Here, we were equipping our students to manage in the face of an increasingly complex

and dynamic world that is going to present them with a broad spectrum of newfound challenges.

Our students created may wonderful pieces of art using a variety of mediums from pencil, paints,

pastels, woodworking crafts, collages and clay. The works were displayed and students took pride in

their creative abilities. There is a solid focus on the academic achievement for all of our students but we

also understand that for many students this is not their strength. Providing opportunities to demonstrate

strengths in the Arts is often what is needed to help and support students in other areas. The 3:1 student

to staff ratio provides the support and intervention for the students where and when they need it.


Food studies is a popular and practical course that is facilitated in our large and beautiful kitchens. The

students learn about Food Safety and prepare a variety of items and meals. They are so proud of

themselves when the things they make turn out delicious and appealing. Many students report back that

they try recipes at home too. Family members sincerely appreciate the skills their child receives and the

benefits of their cooking. Components of safety, healthy choices, attention to cost/purchases/budgets and

variety are included in the teachings. Many students gain a sense of accomplishment and builds their

feelings of self-worth through their time in the kitchen.


Our Physical Education programing is an area of strength in all of our schools. We recognize the

importance of daily physical activity and provide opportunities to meet this goal several ways. In

addition to regular physical education classes many of our students enjoy the workout areas in the

schools where they have access to cardio equipment, weights and other equipment to increase strength,

flexibility and balance. Some of our classrooms make use of community facilities such as the YMCA,

parks, hiking trails and fitness facilities. We also host Intermural games which take place in the gym and

are a huge draw for all students to come and participate. Everyone has so much fun and it provides an

opportunity to practice all kinds of physical, social and emotional skills.


Columbus Academy in Stony Plain serves students in Grades 4-12. It is a small school with a big heart.

They love to get involved in community volunteer work opportunities. The school plays a key role in the

City Slickers event (this event allows city students to visit farms and see what it is like and how they

work), assisting in setting up and taking down the necessary materials. The students and staff are

participants in the Adopt a Driveway program for seniors in the community shoveling walks for senior

physically incapable of doing so. This is such a great opportunity for our students and the seniors. Some

of the seniors will invite the students and staff in for hot cocoa and cookies as a thank you for the work

they do. As part of our community relationship building, students baked cookies for a nearby resident

for her 97th birthday and celebrated with her. The students assist elderly neighbors with projects around

their home and yards. The positive relationships that are built through these opportunities are a win/win

for everyone involved.


Our Thomas More Academy offers our senior students Work Experience opportunities within the

agency facility. For some students this is their first exposure to a job and learning the skills necessary to

find success in the world of work. The students have the support of a work experience coach that can

help guide them when and where needed. It is wonderful to see certain students really blossom through

these experiences. Agency staff get to know the students and positive relationships are built with

positive adults who are not their parents or teaching team. The interpersonal skills, confidence and pride

in a job well done are just a few of the benefits of the program.

The Phoenix Academy Program has the middle years students who receive a solid foundation on which

to build their skills and find their strengths. Of course in all of our school the core curriculum is a focus

and much attention is provided to help students find out how they learn best. The staff support and

ability to individualize student learning sets them up to find success. The Art programming and Physical

Education classes are a strength for this school.

Unlimited Potential Community Services has such excellent staff within the agency who help and

support the students and staff within our schools. They sponsor activities for us on Halloween,

Participate in our Orange Shirt Day and we join them for the Red Dress Campaign. The celebration of

National Indigenous Day is done together and they join us for our Sweat Lodge and Pipe Ceremonies.


Combined 2018 Accountability Pillar Overall Summary

Measure Category Measure Unlimited Potential Community Alberta Measure Evaluation

Current Result

Prev Year Result

Prev 3 Year Average

Current Result

Prev Year Result

Prev 3 Year Average Achievement Improvement Overall

Safe and Caring Schools Safe and Caring 87.3 76.8 84.6 89.0 89.5 89.4 High Maintained Good

Student Learning Opportunities

Program of Studies 63.8 59.3 59.0 81.8 81.9 81.7 Very Low Maintained Concern Education Quality 92.1 81.2 86.7 90.0 90.1 89.9 Very High Maintained Excellent Drop Out Rate 0.0 8.4 8.7 2.3 3.0 3.3 Very High Improved Excellent High School Completion Rate (3 yr) 16.9 33.8 23.2 78.0 78.0 77.0 Very Low Maintained Concern

Student Learning Achievement (Grades K-9)

PAT: Acceptable 23.4 25.0 32.3 73.6 73.4 73.3 Very Low Maintained Concern PAT: Excellence 1.6 1.6 3.7 19.9 19.5 19.2 Very Low Maintained Concern

Student Learning Achievement (Grades 10-12)

Diploma: Acceptable * * 91.7 83.7 83.0 83.0 * * * Diploma: Excellence * * 0.0 24.2 22.2 21.7 * * * Diploma Exam Participation Rate (4+ Exams) 0.0 11.3 6.8 55.7 54.9 54.7 Very Low Maintained Concern

Rutherford Scholarship Eligibility Rate 14.3 0.0 14.3 63.4 62.3 61.5 n/a Maintained n/a

Preparation for Lifelong Learning, World of Work, Citizenship

Transition Rate (6 yr) 11.8 0.0 4.0 58.7 57.9 59.0 Very Low Maintained Concern Work Preparation 100.0 94.1 98.0 82.4 82.7 82.4 Very High Maintained Excellent Citizenship 76.1 60.5 72.2 83.0 83.7 83.7 Intermediate Maintained Acceptable

Parental Involvement Parental Involvement 90.0 66.7 77.4 81.2 81.2 81.0 Very High Maintained Excellent Continuous Improvement School Improvement 65.0 61.8 61.9 80.3 81.4 80.7 Very Low Maintained Concern


Outcome One: Alberta’s students are successful

Performance Measure Results (in percentages) Target Evaluation Targets

2014 2015 2016 2017 2018 2018 Achievement Improvement Overall 2019 2020 2021 Overall percentage of students in Grades 6 and 9 who achieved the acceptable standard on Provincial Achievement Tests (overall cohort results).

49.1 40.9 30.9 25.0 23.4

24 Very Low Maintained Concern

28

32

34

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

7.3 2.3 7.4 1.6 1.6


3

5

7

Comment on Results

Our goal is to have all of our students experience success and be successful. It is important to understand the

makeup of our student population and look at where they are when they begin in our programs. The Provincial

Achievement Tests (PAT’s) are not an accurate reflection of the growth and development of our students. The

PAT’s do not accurately measure the successes of our students. When there are less than six students at a

particular grade, the results are suppressed which is what happened with our Grade 6 students. There were only

six Grade 9 students who wrote either regular or Knowledge and Employability exams. It is important to take

into account the small number of students writing these exams and understand that some of our students have

learning disabilities and/or behavioural issues that over the years have caused them to fall behind in their

academics or have gaps in their learning.

To note, all of our students are diagnosed with severe emotional /behavioural disabilities and all students are on

Individual Program Plans (IPP). For the most part, our students are on adapted programs (typically functioning

below grade level). There were also individual students who are at grade level and do very well. We meet the

student where they are at and program accordingly. Families, staff, and the students have been very pleased

with the growth and increase in skills and abilities.

Strategies

Students will be tested upon arrival to our program, using the Wechsler Fundamentals Academic Skills test

or equivalent assessment tool to ensure accurate information for programming use. This will allow for a

focus on areas that need remediation.

Unlimited Potential Community Services Schools will continue to address each child’s individual learning

needs by starting where they are at and then assisting them in moving forward and reaching their goals.

The student, the teacher, the family/support team will develop and set the academic goals together for the

IPP, and support and encourage student achievement.

The individual achievement of students will continue to be measured by work/credit completion, report

cards and achievement of IPP goals and used as an indicator of success.

Students will strengthen and develop skills through the use of the software programs and APPS such as,

Mathletics, Raz Kids, as well as Read and Write.

Students will receive one to one assistance in areas that need direct instruction, remediation or review to be

able to move forward in their learning.

Teachers will help to prepare our students and give them the confidence in their ability to write exams

through the use of the “Exam Bank”.


Staff are working with students to help them find useful strategies to deal with their anxiety which will be

of benefit when it comes to writing of their exams.

Unlimited Potential Community Services Schools will continue to place a high priority on professional

development for staff in all areas of the curriculum including special needs programming and in

technology which best prepares us to meet the needs of the students.

Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked

with an asterisk (*).


2014 2015 2016 2017 2018 2018 Achievement Improvement Overall 2019 2020 2021 Overall percentage of students who achieved the acceptable standard on diploma examinations (overall results).

* 91.7 * * *

10 * * *

10

10

10

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

* 0.0 * * *

4 * * *

5

5

5


2013 2014 2015 2016 2017 2018 Achievement Improvement Overall 2019 2020 2021 High School Completion Rate - Percentage of students who completed high school within three years of entering Grade 10.

18.2 18.4 17.4 33.8 16.9


20

22

24

Drop Out Rate - annual dropout rate of students aged 14 to 18 9.8 8.9 8.9 8.4 0.0 7

Very High Improved Excellent 6 5 5

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

12.9 6.1 5.8 0.0 11.8


14

16

18

Percentage of Grade 12 students eligible for a Rutherford Scholarship.

n/a n/a 28.6 0.0 14.3

15 n/a Maintained n/a

16

17

18

Percentage of students writing four or more diploma exams within three years of entering Grade 10.

0.0 9.2 0.0 11.3 0.0


10

10

10

Comment on Results

It is wonderful to see the 0% drop out rate for the 2017 school year. This is very encouraging and we are

hopeful that it will continue.

Our work within the schools is to support all students where they are at and help them to achieve their potential

in their educational journey. For some that may be a diploma, for some it may be a certificate of achievement

and for others it is high school completion. At least 6 participants writing diploma exams (which Knowledge

and Employability students do not write) are needed to generate results in the first table. It is quite possible we

won’t have the numbers in the areas above to give us feedback. None the less, we will work with each

individual to plan and prepare their program that addresses their strengths and skills. Celebrating the

achievements and growth in our students is of great importance to our staff, the parents/guardians and our

agency.


Strategies

Unlimited Potential Community Services Schools will continue to focus on achievement of literacy

and numeracy goals for our students through educator resources and individual support in these core

subject areas.

Teaching staff will continue to provide Individualized Program Plans for all students that lead to

their academic and behavioural growth with the goal of increasing rates of high school completion.

UPCS Schools will work with the Region Collaborative Services Delivery teams to access

speech/language, occupational therapist, mental health therapist, as well as Alberta Health Services

regarding supports for students.

Our agency’s engagement in the Sanctuary Model (by Dr. Sandra L. Bloom) and the commitment to

‘Growth and Change’ will assist staff and students in finding and building upon success.

As an agency, we will prioritize education for all children within Unlimited Potential Community

Services care and work with Social Workers to seriously consider the educational needs when

planning to move a child.

Teaching staff will continue to work closely with the family/support team of each student to assist the

student in reaching their potential.

We will encourage previous students to visit our schools to talk with the current students and motivate

them to continue their education.

Students in Grades 9 - 12 will receive continued information on Career Explorations and they will attend

career fairs to assist with goal setting for the future.

IPP’s and credit course planning and updating with the students will be ongoing to help with goal setting

and developing a clear understanding of requirements for high school completion.

Off-Campus Education through Work Experience and RAP will be accessible to students to achieve

credits as well as provide experience in the work world.

Grade 10 – 12 students will be made aware of eligibility for the Rutherford Scholarship and encouraged to

set a goal to achieve this.

Outcome One: Alberta’s students are successful (continued)


2014 2015 2016 2017 2018 2018 Achievement Improvement Overall 2019 2020 2021

Percentage of teachers, parents and students who are satisfied that students model the characteristics of active citizenship.

74.7 76.9 79.2 60.5 76.1

78 Intermediate Maintained Acceptable

80

80

82

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.

92.9 100.0 100.0 94.1 100.0

95 Very High Maintained Excellent

90

92

94

Comment on Results

The 100% performance measure regarding the teaching of attitudes and behaviours that will make students

successful at work when they finish school can be credited to the preparation our students receive in our

schools. Our results indicate a significant improvement in our students modeling the characteristics of active

citizens. We recognize the importance of preparing our students to be active citizens and prepared to be

successful in the world of work therefore we will continue to make these goals a focus. We are very proud of


the work we do with the students in regards to preparing them to be able to support themselves in the future.

Daily we address the academic, social/emotional and behavioural expectations needed to be successful in the

future. The 3:1 student to staff ratio allows for many opportunities to learn, grow, and develop these skills with

the guidance of trained staff. When we take students into the community for events and activities we are

continually told by members of the public how well behaved our students are. The schools focus on safety,

respect, and responsibility permeate all that we do.

Strategies

Staff will continue to provide students with opportunities to participate and volunteer in community

events and activities.

Educators will implement expectations of appropriate behaviour and teach life skills and social skills

on a formal and informal basis.

Students will learn the Zones of Regulation to help them recognize emotions in themselves and others.

The goal is to be able to self-regulate so they can operate at their best. Additional skills in managing

anger and resolving conflicts will also be taught.

Through the agency’s journey with the Sanctuary Model all staff and students will develop and use

their ‘Take 5’ (strategies to self-regulate).

The Sanctuary commitments of Nonviolence, Social Learning, Democracy, and Social Responsibility

will also assist our students in being active citizens and successful in the work world.

Alberta Education will distribute Satisfaction Surveys to parents, teachers, and students to help

evaluate how we are doing in regards to this goal so it remains a focal point.

Adopt a Driveway program, volunteer opportunities, work placements, and participating in community

events are opportunities we can provide for our students to allow for growth and development of

citizenship skills.

Students will have group opportunities to work together toward common goals that benefit everyone

(e.g. Student Council activities).

Off-Campus Education (RAP & Work Experience) will be accessible for students.

UPCS Schools will maintain the 3:1 student to staff ratio to capitalize on the many teaching and

learning opportunities that arise in the moment daily and allow students to practice academic, social,

and behavioural skills.

A team approach to supporting students in the growth and development of their skills will be used.

Students will be assisted in finding and recognizing their strengths and talents so they may use these

attributes to accomplish their goals. We believe that when students feel good about themselves they

will do better in their interactions with others.


Outcome Two: Alberta’s education system supports First Nations, Métis,

and Inuit students’ success Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with

an asterisk (*).


2014 2015 2016 2017 2018 2018 Achievement Improvement Overall 2019 2020 2021 Overall percentage of self-identified FNMI students in Grades 6 and 9 who achieved the acceptable standard on Provincial Achievement Tests (overall cohort results).

36.4 * * * *

70 * * *

72

74

75

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).

4.5 * * * *

10 * * *

12

14

15

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

n/a * n/a n/a *

70 * * *

72

74

75

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

n/a * n/a n/a *

10 * * *

10

10

10


2013 2014 2015 2016 2017 2018 Achievement Improvement Overall 2019 2020 2021 High School Completion Rate - Percentage of self-identified FNMI students who completed high school within three years of entering Grade 10.

* * 32.4 * n/a

50

n/a n/a n/a

55

60

65

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

7.6 20.2 9.4 9.8 0.0

5 Very High Improved Excellent

4

3

2

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

* 0.0 0.0 * *

50 * * *

55

60

65

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

n/a n/a * * n/a

50 n/a n/a n/a

50

50

50

Percentage of self-identified FNMI students writing four or more diploma exams within three years of entering Grade 10.

* * 0.0 * n/a

10 n/a n/a n/a

10

10

10

Comment on Results

We are extremely pleased to see the 0% Drop Out Rate for the 2017 results and are hopeful that this will

continue in the future. It is unfortunate we do not have the number of students to generate more results regarding

our Indigenous students. Our schools are small with low numbers of students therefore we often do not have six

students to draw results from. We focus on supporting all of our Indigenous students in the completion of school


and preparing them for further education or training. Access to our Cultural Advisor and opportunities to learn

along with their peers about our Indigenous people, we believe, will have a positive impact on our students.

Strategies

Continue to work with and support students in the classroom to ensure that they are successful

and engaged in their learning.

Through Professional Development opportunities new staff will take part in Traditional

Indigenous Resolutions Training.

Each year staff will complete a minimum of 6 hours of Indigenous training.

Integrate local Indigenous activities which are community based into the school calendar to

connect all students and staff to Indigenous culture and heritage.

Offer programs such as Aboriginal Studies 10, 20, 30 and Indigenous languages.

Each month our Indigenous Cultural Advisor will teach staff and students in all schools.

Staff and students have access to a monthly sweat at our Healing Sweat Lodge.

Administrative attention and support for the implementation of the Education Call to Action as

outlined in the Truth and Reconciliation Commission report.

Utilize the LearnAlberta site for the Working Together (First Nations, Metis and Inuit

Perspectives) digital resource to inform/educate students and staff.

The learning styles of Indigenous young people will be respected and accommodated through a

number of styles, including oral/verbal transmission of information, a refrain from the use of

direct eye contact, and the meaningful sharing of stories (coupled with active and engaged

listening) between both educators and students.

Teaching of the history and legacy of residential schools, the Treaties and the history of

Indigenous peoples of Canada will be covered through the Social Studies curriculum and other

cross curricular areas.

Allow students and staff access to smudging, sweats, round dances, and pow wows throughout

the year.

Our Indigenous Engagement Lead sends out weekly teachings called Amosis Express with links

to valuable vetted resources. All staff receive a monthly calendar of agency and community

Indigenous activities that they and their students can take part in.

Utilize the knowledge and resources of the Indigenous staff members within our organization and

their network of connections to support the education of both staff and students.

Outcome Three: Alberta’s education system respects diversity and

promotes inclusion


2014 2015 2016 2017 2018 2018 Achievement Improvement Overall 2019 2020 2021 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.

86.1 91.5 85.5 76.8 87.3

88 High Maintained Good

90

90

90

Comment on Results

Safe and caring schools is something we believe is important for all students, staff and visitors. It is the

foundation of all we do in teaching and working within our students. UPCS Schools’ number one belief is


Safety. We believe it is important for everyone to be safe from physical or emotional harm. Our schools are

small, the student to staff ratio is 3:1 and the supervision is constant from the time students arrive until they

leave. This provides an environment which lends itself to everyone feeling safe. Staff and students know

everyone in the school which generates an atmosphere of caring. A second belief that we teach is that of

Respect, for self, others and property. Positive interactions are expected and modeled by students, staff,

parents/guardians and visitors. Our schools do not use suspensions from school. When an issue arises it

becomes a teaching/learning opportunity to reinforce and discuss what we believe is important and help the

student find ways to be responsible for their behavior in safe and respectful ways. We will continue to keep this

as a focus and encourage open communication from all parties to address any concerns as they arise.

Strategies

UPCS continues to implement the Sanctuary Model in all of our programs. It is a theory-based,

trauma-informed, trauma-responsive, evidence-supported, whole culture approach which “create

community” for everyone.

The Sanctuary Model uses a safety plan for staff and students called ‘Take 5’, which list

strategies that work for the individual when they become dis-regulated. Staff carry their list with

them at all times along with their ID. The same is encouraged for all students.

The teaching and understanding of the Zones of Regulation is used to help students identify their

feelings. Once a person can name their feelings it helps them to understand how to address those

feelings. Staff will role model and reinforce the use of the common language and the self-

regulation tools to support the emotional self-regulation of themselves and the students.

Staff will work with the students to help them understand the importance of safe and caring

schools which allows every student to feel welcome, safe and secure. This allows all students to

reach their potential and find success in school.

Through classroom ‘Community Meetings’ students and staff share each day their responses to

the questions: “How are you feeling today?” “What is your goal for today?” “Who can you ask

for help?” This builds common language, ability to identify feelings, and creates a culture where

it is acceptable and encouraged to ask for help.

In all measures of discipline, identifying the belief or beliefs that were compromised (safety,

respect, responsibility, tolerance) will be addressed so the student understands the consequences

of their actions and plan for a better outcome in the future.

We understand that everyone is doing the best they can at any given time and recognize that

some of the student behaviour may be out of habit or not knowing another way to respond. This

then becomes an opportunity for teaching and learning when their behaviour negatively impacts

themselves or others.

Staff will acknowledge and name the positive behaviours they want to see from the students.

Staff will also ask students to reflect on how appropriate behaviour makes them feel about

themselves. Our goal is to have students become internally motivated to behave in socially

appropriate ways.

Continue to involve all of the stakeholders in taking ownership for what goes on inside the

school and the importance of each member doing their best to make our school a safe and caring

place to be.

Build trusting relationships with all students, parents/guardians, social workers and staff so

everyone feels comfortable and safe to express their thoughts and feelings.

Through a welcoming, caring, respectful and safe learning environment we create a sense of

belonging for all learners and their families.

Educators and families act on the idea that, with the right instructional supports, every learner

can be successful.


All education partners work together to identify and reduce barriers within the curriculum, the

learning environment and/or instruction that are interfering with students' ability to be successful

learners and to participate in the school community.

Provide opportunities, relationships and resources that develop, strengthen and renew

understanding, skills and abilities that create flexible and responsive learning environments.

Administration and staff will work closely to effectively address issues and concerns as they

arise.

Outcome Four: Alberta has excellent teachers, and school and school

authority leaders


2014 2015 2016 2017 2018 2018 Achievement Improvement Overall 2019 2020 2021 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.

50.4 60.8 56.9 59.3 63.8


68

70

72

Comment on Results

Our priority is to focus on core curriculum courses and building a foundation for success in learning. We

do our best to ensure students have the tools to move forward in their learning. We continue to expand

our resources in the area of fine arts and technology, and we offer variety in our option courses. We want

our students to be proficient and confident in their use of the English language and with numeracy. This

is our focus.

Strategies

Clearly communicate to our stakeholders the goals and focus of student programming so there is

an understanding of why we teach what we do.

Utilize staff development opportunities to expand knowledge and skills in offering a broad

program of studies available to all students.

Staff will share ideas, resources, and experience to support one another in developing material

and providing courses to enhance the existing list of course offerings.

Individual Program Plans will continue to be developed for all students to address their

educational needs and transition to community schools, future employment or post-secondary

opportunities.

Continue to focus on the expansion of resources in the area of technology through the I.T.

department, Professional Development opportunities, seminars, webinars and at teacher’s

convention.

Integrate technology effectively and innovatively into the learning environment. (computers,

interactive projectors, Chromebooks, cell phones, and tablets)

Enlist the support of the Parent Community Associations to provide resources and opportunities

for enhanced student learning (eg .technology resources, field trips, option materials).


Outcome Five: Alberta’s education system is well governed and managed


2014 2015 2016 2017 2018 2018 Achievement Improvement Overall 2019 2020 2021 Percentage of teachers, parents and students indicating that their school and schools in their jurisdiction have improved or stayed the same the last 3 years.

78.7 68.2 55.8 61.8 65.0


67

70

72

Percentage of teachers and parents satisfied with parental involvement in decisions about their child's education.

87.2 84.4 81.1 66.7 90.0


90

90

90

Percentage of teachers, parents and students satisfied with the overall quality of basic education.

90.6 89.0 90.0 81.2 92.1


90

90

90

Comment on Results

We are very proud of the two overall excellent evaluation results for our parental involvement in decisions

about their children and the overall quality of our basic education. The results indicate a slight increase in the

percentage of respondents reporting school improvement which is encouraging. We certainly will work

towards continued improvement in this area. We know that as a team (staff, parents and students) working

together to focus on what we can do to improve our schools will assist us in making and setting goals. Our

school program does focus on providing a solid basic education to ensure our students have the foundational

building blocks to continue to develop their skills and abilities to pursue their educational journey. The results

indicating excellence with regards to the quality of basic education reaffirms we are on the right track.

Future Challenges

The goal of continuous improvement is a focus for each of us individually, as a school and agency. Our

Quality Improvement department is a helpful resource for sure. The Accountability Pillar data is also

good feedback for our goal setting and evaluation. We will continue to encourage our parents/guardians,

students and staff to keep us informed about their thoughts and feelings about our programs. Open and

honest communication from all stakeholders will help us evaluate, goal set and move forward.

One of our challenges is ensuring we have all of the resources needed for our multi-leveled, multi-graded

classrooms. We have been very good at doing our best with what we have. We will continue to be

creative, inventive and share what we have to provide the quality education program for all students.

Our schools certainly have an academic focus. We help all of our students reach their full potential in

spite of challenges they may be currently facing or have faced in the past that have led to their coming to

our schools. We recognize our focus is ensuring our students are proficient in core subject areas and that

these needs are addressed first and foremost.

We have seen an increase in the complexity of some of our students. Working together with our families

and community partners to address and support the needs of our student will be of upmost importance.

Maintaining the highly qualified education staff and supporting them in the very important and

challenging work they do is absolutely necessary.

We will be challenged to maintain our areas in which we have achieved excellence such as work

preparation, dropout rate, quality of education and parental involvement. With continued focus and

support we will endeavour to do so.


Summary of Financial Results

Unlimited Potential Community Services Society

As of August 31, 2018

School Revenue Amount Percentage

Alberta Education 1,640,255.88 70.03%

Tuition 701,880.35 29.97%

Total Education Revenue 2,342,136.23 100.00%

School Expenses Amount Percentage

Salary and Benefits Certificated Salaries & Benefits 1,318,378.38 57.48%

Uncertificated Salaries & benefits 728,825.93 31.78%

Substitute Teacher (s) 0.00 0.00%

Total Salary and Benefits 2,047,204.31 89.26%

Professional Development 8,347.88 0.36%

Educational Supplies 35,897.82 1.57%

Education Services 70,107.79 3.06%

Administrative Office Supplies 34,014.82 1.48%

Technology Costs 30,000.00 1.31%

Plant O & M 26,203.77 1.14%

Relative Cost of Purchase 23,677.08 1.03%

School Building Leases 18,101.97 0.79%

Total Supply and Services Costs 246,351.13 10.74%

Total School Expenses 2,293,555.44 100.00%

Number of students in school program 63.50

Cost Per Student 36118.98

Total Instruction Costs 2,191,557.80 95.55%

Total School System Administration

Costs 101,997.64 4.45%

Total School Expenses 2,293,555.44 100.00%


Budget Summary

Unlimited Potential Community Services

2018 2019 Budget Highlights

Revenue Summary 2018-2019 Budget Amount Budget Percentage

Alberta Government 865,899.04 42%

Alberta School Authorities 1,212,254.51 58%

2,078,153.56 100%

Expenditure Summary 2018-2019 Budget Amount Budget Percentage

Instruction 1,860,626.18 90%

Administration 161,802.82 8%

Operations & Maintenance 55,724.55 3%

Transportation - 0%

Other - 0%

2,078,153.56 100%


Capital and Facilities Projects There were no Capital and Facilities projects.

Summary of Facility and Capital Plans No Capital and Facilities projects at this time.


Parental Involvement

Staff and administration will reach out individually to our parents to encourage them to provide their feedback

for the survey so we can use that information to assist us in goal setting.

Parental involvement is always encouraged and the lines of communication are kept open. Parents/guardians

often get daily reports either in written or verbal form, and communication is comprehensive and constructive.

Meetings are welcomed as home and school work together to provide the optimal learning opportunity for

each student. The parents and teachers recognize the need for good communication and working together in

support of the students' education and their learning needs. A healthy supportive relationship between home

and school is key. With the small class sizes and consistent staff working with the students each day, parents

have one key contact at the school to find out how their child is doing. This also means one staff can address

all areas of success or concern with the parents.

Each of our schools have a Parent Community Association that does fund raising to support our students and

programs. We encourage all parents to take part and get involved. Our many thanks to those parents who

volunteer to support us.

A focus on healthy strong relationships with the parents/guardians and the school result in student’s

reaching their potential in school.

Timelines and Communication

This Combined 3-Year Education Plan and Annual Education Results Report is approved by Unlimited

Potential Community Services board of directors and is posted on the UPCS website by November 30,

2018.

Whistleblower Protection

A just workplace culture is fundamental to the success of independent schools in Alberta. To ensure

UPCS schools maintains high standards of legal, ethical and fiscal behavior, UPCS schools endorses a

culture where employees and management work collaboratively to detect and remedy wrongdoing, and

employees who come forward to report wrongdoing are protected and appreciated. During the 2017-

2018 school year there were no incidents to report or were addressed by the Public Interest

Commissioner.

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