new combined 3-year education plan and annual education results … · 2018. 11. 28. · annual...

Combined 3-Year Education Plan

and

Annual Education Results Report (AERR)

For

Unlimited Potential Community Services School Jurisdiction #9272

2017-2018

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, Paul Band First Nation 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, home economics (foods), graphic design, art, music, drama, CTS (Career and Technology Studies),

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


hiking, tchoukball, football, badminton, tennis, skiing, snowshoeing, skating/hockey, cross-country running, 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.

Our Indigenous students are very important to us at Unlimited Potential Community Services and we have measures in

place to address the needs of these students in our schools. 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.

In May of 2018 we were excited to hear that our proposal for an Education for Reconciliation project called

Kiscayawin, which means Belonging in Cree, was approved. The goal of the project is to bring a sense of belonging for

all of our students, staff, families and support personnel through knowledge and activities with Indigenous Elders. We

know that our Indigenous Elders are the keepers of knowledge and through their sharing everyone involved will have

the opportunity to grow in their understanding of Indigenous history. Through these teachings we will see the strength

and resiliency of our Indigenous people. It is said we cannot understand where we are going if we do not understand

where we have been. This holds true for all of us.


Historically the buffalo represented ‘life’ and ‘survival’ for Indigenous people. The buffalo provided food, shelter, tools

and clothing. Today the Buffalo is symbolic of ‘life’ and ‘survival’ and represents ‘education.’ Education is the new

Buffalo for it provides food, shelter and clothing.


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.

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

We are in our third year of the process and are working towards becoming certified with the

Sanctuary Institute. Certification is maintained on an annual basis.


Summary of Accomplishments

The Graduation Ceremony is one of our most proud moments of the school year as we celebrated the

success of four Thomas More Academy students. The Graduating Class of 2017-18 had one student

complete their Diploma, two students met the requirements for their Certificate of Achievement and one

student received his High School Completion award. This year we opened the ceremony to include a fifth

graduate from Columbus Academy who at one time had attended the city program. This student and family

really wanted to be a part of the celebration. It was a wonderful experience for everyone. All of the

graduates are such positive role models within their families, communities and for the other students in our

schools.

Our Indigenous Cultural Advisor visited all schools to do teaching for the students and staff on a monthly

basis. It was very well received and a great learning opportunity for everyone. All staff participated in

Traditional Indigenous Resolution Training and keep up their recertification with more than six hours of

additional training each year. Staff and students also had opportunities to participation in the Sweat Lodge.

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 was the kick off to our ‘Kiscayawin’ (Belonging) Project which supports our

commitment to the Truth and Reconciliation Commission of Canada and the 94 calls to action. We look

forward to this project as it goes into the 2018-19 school year.


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.

Intermural games 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.

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. The 3:1 student to

staff ratio provides the support our students need to success in their studies.


Columbus Academy in Stony Plain served 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.

Every year Columbus Academy hosts the Annual Terry Fox Run at Chickakoo Lake for all Unlimited

Potential Community Services schools. They provide the maps for the marked trails, course marshals and a

lunch when participants finish. Each year we seem to always have great weather and the trails are so

beautiful with the fall colours. The students and staff really look forward to this event and enjoy

themselves.


Columbus Academy has a wonderful kitchen facility and all students were able to take part in Food

Studies. The senior classes, as part of their final evaluation, did an entire meal preparation and were able to

invite special guests to enjoy the meal with them. There were a number of High School option courses that

many of the students were able to receive credit in such as Outdoor Education, Media Impact, Mechanics,

Agricultural Studies, Workplace Safety, Aboriginal Studies and Work Experience. Columbus Students

make good use of the fitness area in the basement with a universal gym, free weights, dumbbells, a

stationary bike, eliptical machine and a treadmill. Columbus has a school wide Physical Health Program

that includes morning runs, weekly trips to the YMCA where students learn to develop physical fitness

goals that can continue into their adulthood. The ping pong tables and pool tables were also used for

recreation and fun.

Something the staff are very proud of is the Peer Mentoring program which has allowed our High School

Students to become role models and take responsibility for creating a positive atmosphere in the school.

This leadership opportunity is extremely valuable. The Library Program making use of the Public Libraries

in the area has developed a love of reading both in and out of the school setting. The students become

comfortable using the library and the resources which we believe will lead to lifelong learners.


The students had opportunities to do several hikes in the area as well as bicycle rides in and around Stony

Plain. The students really enjoyed biking on the trails at Chickakoo Recreation Area. Other field trips the

students participated in were to the Edmonton River Valley, Legislature Building, Prince of Wales

Armoury, Farm Fair, Pembina Provincial Park, and Crock-a Doodle Pottery. Another trip was to

Drumheller where the students toured the town site, suspension bridge and Hoodoos. For some of our

students these opportunities are something they may never have been able to experience.

As Christmas approaches the students enjoy an Advent Calendar which is activity and small treat based.

Every morning a student is selected to open the calendar date to discover and share with the other students.

Students had the opportunity to make a Christmas gift for their families at a local woodworking shop as

well as take home a tin of baking they made in foods class. Feedback from the families was extremely

positive and most appreciated.

Phoenix Academy served students in Grades 8 – 11 in the 2017-2018 year. There were many examples of

teaching and learning opportunities for students and staff to celebrate. Students were able to partake in a

number of field trips that functioned as educational, athletic, recreational, cultural, holiday-related, and/or

reward-based as per positive reinforcement. These included outings to a regional Pow Wow, an agency

owned and operated sweat lodge, a rock-climbing venue, a woodworking class, a community ski resort,

and the Galaxyland theme park at the West Edmonton Mall. Students and staff were also able to take part

in our Annual Terry Fox Run at Chickakoo Recreation area.


The staff and students love festive holiday traditions, as well as marking important occasions. We

embraced each and every holiday, both statutory and non-statutory, with unique classroom activities that

were instructional, entertaining, fun, and memorable. We pursued this for the following: Orange Shirt Day,

National Indigenous Peoples’ Day, Labour Day, May Day, Pink Shirt Day, Remembrance Day, Halloween,

Christmas, Valentine’s Day, St. Patrick’s Day, Easter, Birthdays, and National Flag of Canada Day. For

Halloween staff and students had the opportunity to enter a Costume Contest and Parade. Many of the

UPCS agency staff set up signs for a ‘Candy Stop’ on their doors and gave out treats to participants in the

Parade. At Christmas time students invited their families/guardians to join us in a special turkey dinner at

the school. Many helping hands made light work and provided a wonderful meal for everyone.

Thomas More Academy served students in Grades 5-12. They had a number of Work Experience

opportunities for the students within the school and agency building. This allowed for skill training,

mentoring and supportive supervision. Students who wished to gain experience and skills to list on a

resume could take part or assist with some of the custodial jobs, assembling furniture, moving materials,

delivery of items, unpacking or packing of items, recycling and setting up meeting rooms. Having these

extremely helpful students in the building to support other departments was very much appreciated. It was

a win-win situation. Our older students are excellent role models for our younger students. The multi-

graded classrooms allows for many opportunities for students to model and demonstrate their strengths.


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.

new combined 3-year education plan and annual education results … · 2018. 11. 28. · annual...

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