Authority: 0301 Al Mustafa Academy & Humanitarian Society
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Authority: 0301 Al Mustafa Academy & Humanitarian Society
Page 1
Authority: 0301 Al Mustafa Academy & Humanitarian Society
Accountability Statement
The Annual Education Results Report for the 2018/19 school year and the Education Plan for the
three years commencing September 1, 2018 for Al Mustafa Academy and Humanitarian Society
were prepared under the direction of the Board in accordance with its responsibilities under the
Private Schools Regulation and the Education Grants Regulation. This document was developed in
the context of the provincial government’s business and fiscal plans. The Board has used the results
reported in the document, to the best of its abilities, to develop the Education Plan and is committed
to implementing the strategies contained within the Education Plan to improve student learning and
results. The Board approved this combined Annual Education Results Report for the 2018/2019
school year and the three-year Education Plan for 2018/ 2020 on November 30, 2018.
Page 2
Authority: 0301 Al Mustafa Academy & Humanitarian Society
Foundation Statements
At Al Mustafa Academy we will:
• promote the student’s love for knowledge and lifelong learning while using the
Alberta Program of Studies. We will place special emphasis on literacy and
numeracy,
• provide students a friendly, safe and compassionate learning environment and help
make them aware of the true meaning and spirit of Islam.
• Enable students to appreciate the core Canadian social values of democracy,
tolerance and freedom and empowering the students to fully exercise their rights and
responsibilities as positive productive citizens.
• encourage students to be inclusive and to be accepting of diverse cultural
background and values.
Page 3
Authority: 0301 Al Mustafa Academy & Humanitarian Society
A Profile of the School Authority
Al Mustafa Academy and Humanitarian Society (Al Mustafa Academy) is a religious, social,
cultural, and non-profit organization that provides services and programs designed to assist in
the educational and spiritual development of the Muslim individual and family. A primary
tenet of Al Mustafa Academy is community involvement and service not only with the
Muslim community but with every community regardless of faith or background.
Al Mustafa Academy is dedicated to humanitarianism and educating students no matter their
financial status. We are providing free education to all the Syrian Refugees who wish to join
us as a part of our humanitarian society for as many years as it takes to allow the parents to
acquire financial stability and to become firmly settled in our Canadian society.
Al Mustafa Academy’s roots are deeply enshrined in the message and teachings of the
Prophet Mohammad. Its modern roots can be traced to the vigorous intellectual revivalist
effort that took hold in Muslim societies starting in the early 20th Century. This revival aimed
at reconciling faith with the challenges of modernity and providing a clear articulation of
balance and moderation in understanding Islam. Al Mustafa Academy’s core message
concentrates on constructive engagement in society, focus on personal and communal
empowerment, and organizational development.
Al Mustafa Academy is a wholly Canadian organization that operates only in Canada. Al
Mustafa Academy cooperates with other like-minded organizations for the betterment of our
members and the community as a whole. Al Mustafa Academy believes that maximizing the
potential of every individual is key to fruitful development of the community.
Page 4
Authority: 0301 Al Mustafa Academy & Humanitarian Society
Trends and Issues
Transportation has improved this year due to the opening of the location of our KG - Grade 6
school in the north. This new school and the increase of busses has helped to make sure the
bus routes are feasible in length, so the students do not spend hours on the road, and the busses
do not have the long routes they used to have. We look forward to expanding the KG -6 in the
north to KG -12 for those living in the north in the next year.
Technology has improved since last year with the donation of lap tops for our students. We
will constantly strive to be as technological as we can, introducing more and more students to
the advantages of technology.
Since we have many students whose first language is not English we will be continuing to
include English as a Second Language to help them understand, read and communicate in
English. We use integration, special ESL classes for those who need extra help, as well as
encouragement for students to speak only English in the school.
Page 5
Authority: 0301 Al Mustafa Academy & Humanitarian Society
Summary of Accomplishments
• We successfully opened an extension of our school in the north. This extension
houses KG- Grade 6.
• We have very happy students coming to both the campuses from all over Edmonton.
We are operating 13 school buses which are bringing 99% of the students to the
schools.
• We have an active and involved Parent Council with dedicated volunteers supported
the school academically, financially and physically.
• Established valuable partnerships with other Muslim organizations and became a
member of AISCA.
• We have begun the first Student Council to give the students a sense of responsibility and
school ownerships
Page 6
Authority: 0301 Al Mustafa Academy & Humanitarian Society
Page 7Authority: 0301 Al Mustafa Academy & Humanitarian Society
Desired Outcome One: Alberta Students Are Successful
Measure Evaluation Reference (Optional)
Achievement Evaluation
Achievement evaluation is based upon a comparison of Current Year data to a set of standards which remain consistent over time. The
Standards are calculated by taking the 3 year average of baseline data for each measure across all school jurisdictions and calculating
the 5th, 25th, 75th and 95th percentiles. Once calculated, these standards remain in place from year to year to allow for consistent
planning and evaluation.
The table below shows the range of values defining the 5 achievement evaluation levels for each measure.
Measure Very Low Low Intermediate High Very High
Safe and Caring 0.00 - 77.62 77.62 - 81.05 81.05 - 84.50 84.50 - 88.03 88.03 - 100.00
Program of Studies 0.00 - 66.31 66.31 - 72.65 72.65 - 78.43 78.43 - 81.59 81.59 - 100.00
Education Quality 0.00 - 80.94 80.94 - 84.23 84.23 - 87.23 87.23 - 89.60 89.60 - 100.00
Drop Out Rate 100.00 - 9.40 9.40 - 6.90 6.90 - 4.27 4.27 - 2.79 2.79 - 0.00
High School Completion Rate (3 yr) 0.00 - 57.03 57.03 - 62.36 62.36 - 73.88 73.88 - 81.79 81.79 - 100.00
PAT: Acceptable 0.00 - 66.07 66.07 - 70.32 70.32 - 79.81 79.81 - 84.64 84.64 - 100.00
PAT: Excellence 0.00 - 9.97 9.97 - 13.44 13.44 - 19.56 19.56 - 25.83 25.83 - 100.00
Diploma: Acceptable 0.00 - 71.45 71.45 - 78.34 78.34 - 84.76 84.76 - 87.95 87.95 - 100.00
Diploma: Excellence 0.00 - 9.55 9.55 - 12.59 12.59 - 19.38 19.38 - 23.20 23.20 - 100.00
Diploma Exam Participation Rate (4+ Exams) 0.00 - 31.10 31.10 - 44.11 44.11 - 55.78 55.78 - 65.99 65.99 - 100.00
Transition Rate (6 yr) 0.00 - 39.80 39.80 - 46.94 46.94 - 56.15 56.15 - 68.34 68.34 - 100.00
Work Preparation 0.00 - 66.92 66.92 - 72.78 72.78 - 77.78 77.78 - 86.13 86.13 - 100.00
Citizenship 0.00 - 66.30 66.30 - 71.63 71.63 - 77.50 77.50 - 81.08 81.08 - 100.00
Parental Involvement 0.00 - 70.76 70.76 - 74.58 74.58 - 78.50 78.50 - 82.30 82.30 - 100.00
School Improvement 0.00 - 65.25 65.25 - 70.85 70.85 - 76.28 76.28 - 80.41 80.41 - 100.00
Notes:
1) For all measures except Drop Out Rate: The range of values at each evaluation level is interpreted as greater than or equal to the
lower value, and less than the higher value. For the Very High evaluation level, values range from greater than or equal to the lower
value to 100%.
2) Drop Out Rate measure: As "Drop Out Rate" is inverse to most measures (i.e. lower values are "better"), the range of values at each
evaluation level is interpreted as greater than the lower value and less than or equal to the higher value. For the Very High evaluation
level, values range from 0% to less than or equal to the higher value.
Improvement Table
For each jurisdiction, improvement evaluation consists of comparing the Current Year result for each measure with the previous three-
year average. A chi-square statistical test is used to determine the significance of the improvement. This test takes into account the size
of the jurisdiction in the calculation to make improvement evaluation fair across jurisdictions of different sizes.
The table below shows the definition of the 5 improvement evaluation levels based upon the chi-square result.
Evaluation Category Chi-Square Range
Declined Significantly 3.84 + (current < previous 3-year average)
Declined 1.00 - 3.83 (current < previous 3-year average)
Maintained less than 1.00
Improved 1.00 - 3.83 (current > previous 3-year average)
Improved Significantly 3.84 + (current > previous 3-year average)
Overall Evaluation Table
The overall evaluation combines the Achievement Evaluation and the Improvement Evaluation. The table below illustrates how the
Achievement and Improvement evaluations are combined to get the overall evaluation.
Achievement
Improvement Very High High Intermediate Low Very Low
Improved Significantly Excellent Good Good Good Acceptable
Improved Excellent Good Good Acceptable Issue
Maintained Excellent Good Acceptable Issue Concern
Declined Good Acceptable Issue Issue Concern
Declined Significantly Acceptable Issue Issue Concern Concern
Category Evaluation
The category evaluation is an average of the Overall Evaluation of the measures that make up the category. For the purpose of the
calculation, consider an Overall Evaluation of Excellent to be 2, Good to be 1, Acceptable to be 0, Issue to be -1, and Concern to be -2.
The simple average (mean) of these values rounded to the nearest integer produces the Category Evaluation value. This is converted
back to a colour using the same scale above (e.g. 2=Excellent, 1=Good, 0=Intermediate, -1=Issue, -2=Concern)
Page 8Authority: 0301 Al Mustafa Academy & Humanitarian Society
Specific Outcome: Students achieve student learning outcomes.
Results (in percentages) Target Evaluation Targets
Performance Measure
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 n/a n/a 75.0 60.4 45.5 Very Low Declined Concern
Achievement Tests (overall cohort
results).
Overall percentage of students in
Grades 6 and 9 who achieved the
standard of excellence on n/a n/a 21.3 3.5 1.7 Very Low Declined Concern
Provincial Achievement Tests
(overall cohort results).
Comment on Results
Al Mustafa Academy did not exempt any of its students from writing the PAT's. Since almost 60% of
our students have recently arrived as refugees and do not have English as their first language, doing
the PAT's were next to impossible for them. Therefore this resulted in very low PAT results.
Strategies
1. Maintain regular communication with parents regarding student progress via newsletters,
weekly updates, Parent/Teacher Interviews, and encouraging classroom visits
2. Teachers will schedule regular meetings with parents for these students with language
difficulties
3. Continue to assess needs, strengths, and weaknesses of incoming students (Kindergarten and
other grades).
4. Encourage teachers to match instruction to curriculum outcomes; administration will review
year and unit plans, and conduct classroom visits to support teachers.
5. Exam results were shared with teachers, and results were analyzed by both teachers and
administration to look for areas of growth, success, and improvement.
6. Help prepare students for PAT’s by teaching the curriculum well, and giving students
knowledge and strategies to answer various styles of questions (e.g. numeric response, multiple
choice, etc.)
7. Smaller classes with certified a in each class will improve student engagement and improve
their academic results
8. Professional learning committees (PLC) assist teachers to collaborate and design learning
outcome strategies in their division areas. As well as subject areas in Junior and Senior High
School.
Notes:
1. Data values have been suppressed where the number of respondents/students is fewer than 6. Suppression is marked with an asterisk (*).
2. Overall evaluations can only be calculated if both improvement and achievement evaluations are available.
3. Aggregated PAT results are based upon a weighted average of percent meeting standards (Acceptable, Excellence). The weights are the
number of students enrolled in each course. Courses included: English Language Arts (Grades 6, 9, 9 KAE); Français (Grades 6, 9); French
Language Arts (Grades 6, 9); Mathematics (6, 9, 9 KAE); Science (Grades 6, 9, 9 KAE); and Social Studies (Grades 6, 9, 9 KAE).
4. Participation in Provincial Achievement Tests was impacted by the flooding in June 2013 (Grade 9 only) and by the fires in May to June 2016.
Caution should be used when interpreting trends over time for the province and those school authorities affected by these events.
Page 9Authority: 0301 Al Mustafa Academy & Humanitarian Society
Outcome One: Alberta’s students are successful (continued)
Results (in percentages) Target Evaluation Targets
Performance Measure
2014 2015 2016 2017 2018 2018 Achievement Improvement Overall 2019 2020 2021
Overall percentage of students
who achieved the acceptable
n/a n/a * n/a * * * *
standard on diploma examinations
(overall results).
Overall percentage of students
who achieved the standard of
n/a n/a * n/a * * * *
excellence on diploma
examinations (overall results).
Results (in percentages) Target Evaluation Targets
Performance Measure
2013 2014 2015 2016 2017 2018 Achievement Improvement Overall 2019 2020 2021
High School Completion Rate -
Percentage of students who
n/a n/a n/a n/a n/a n/a n/a n/a
completed high school within three
years of entering Grade 10.
Drop Out Rate - annual dropout
n/a n/a n/a n/a 2.6 Very High n/a n/a
rate of students aged 14 to 18
High school to post-secondary
transition rate of students within six n/a n/a n/a n/a n/a n/a n/a n/a
years of entering Grade 10.
Percentage of Grade 12 students
eligible for a Rutherford n/a n/a n/a * n/a n/a n/a n/a
Scholarship.
Percentage of students writing four
or more diploma exams within n/a n/a n/a n/a n/a n/a n/a n/a
three years of entering Grade 10.
omments
Strategies
1. Encourage more students to be engaged in the school, and achieve academic excellence
through various programs and positive reinforcement.
2. Provide choices in Academic Challenge, Differential Assessment, Advance Placement,
Individualized Programs, Availability of primary, secondary, and supplementary resources
3. Make sure that the high school is on a semester basis with a 40 credit policy for Grade 10,
and 35 credit policy for Grade 11 & 12. Typically each student graduates with approximately
110 credits. This also reflects the focus we have on responsible stewardship.
4. Encourage collaboration between High School teachers, Athletic Director, and administration
to ensure students take responsibility for their work, attend school regularly, and work to their
abilities.
5. More students to achieve a minimum of one year’s growth in literacy and numeracy.
o assigning more home reading, and literacy homework
o Use of internet literacy aides such as Raz Kids and Spelling City.
o Barb Maraconda's Empowering Writers from KG to grade 9 Provide
professional development opportunities on Empowering Writers to all.
§ Teachers will make use of modeling and then progress to guided practice.
§ Arrange opportunities for teachers to team teach and to collaborate.
Page 10Authority: 0301 Al Mustafa Academy & Humanitarian Society
§ Provide students with writing exemplars.
o Use of books and dictionaries
o Weekly spelling and vocabulary for all subjects
o ESL classes to enhance the English language ability of the students both written
and oral.
o Math Games on the internet.
o Math homework every night
o Math manipulates
o Math skills and their uses in daily life.
o Math contests
o Math challenge of the week
6. More children to reach social, intellectual, and physical developmental milestones by Grade
1.
o emphasis by the teachers is on making sure the student's behaviour follow the
socially accepted norm of all Canadians
o Classes will have physical activity in the classroom as well as the required time in
the gym.
o Gym time will focus on the physical development of each student's age group
advancing in difficulty as the child's age advances
7. Create Reading Clubs to help foster a love of reading from a young age
o Lunch time reading clubs where reading is done at home and the discussion of the
books is done during the lunch time club.
o Buddy Reading Club
8 . Usage of evidenced-based practices to improve student engagement and achievement.
9. Use of practical examples in mathematics to help engage and encourage learning
10. Encourage scientific exploration.
o yearly science fair in the classroom, school level, and a provincial, and national
level.
o use of inquiry based teaching to enhance student query.
Notes:
1. Data values have been suppressed where the number of respondents/students is fewer than 6.
Suppression is marked with an asterisk (*).
2. Overall evaluations can only be calculated if both improvement and achievement evaluations
are available.
3. Diploma Examination Participation, High School Completion and High school to Post-
secondary Transition rates are based upon a cohort of grade 10 students who are tracked over
time.
4. Aggregated Diploma results are a weighted average of percent meeting standards
(Acceptable, Excellence) on Diploma Examinations. The weights are the number of students
writing the Diploma Examination for each course. Courses included: English Language Arts
30-1; English Language Arts 30-2; French Language Arts 30-1; Français 30-1; Mathematics
Page 11Authority: 0301 Al Mustafa Academy & Humanitarian Society
30-1; Mathematics 30-2; Chemistry 30; Physics 30; Biology 30; Science 30; Social Studies
30-1; and Social Studies 30-2.
5. Caution should be used when interpreting evaluations and results over time for Mathematics
30-1/30-2, as equating was not in place until the 2016/17 school year. Alberta Education does
not comment on province wide trends until it has five years of equated examination data.
6. Participation in Diploma Examinations was impacted by the flooding in June 2013 and by the
fires in May to June 2016. Caution should be used when interpreting trends over time for the
province and those school authorities affected by these events.
7. Weighting of school-awarded marks in diploma courses increased from 50% to 70% in the
2015/2016 school year. Caution should be used when interpreting trends over time.
8. Due to the change from previous data source systems to Provincial Approach to Student
Information (PASI), Rutherford Scholarship Eligibility Rate results prior to 2015 are not
available.
Outcome One: Alberta’s students are successful (continued)
Results (in percentages) Target Evaluation Targets
Performance Measure
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 n/a n/a 68.8 n/a 53.2 Very Low Declined Concern
characteristics of active
citizenship.
Percentage of teachers and
parents who agree that students
are taught attitudes and
n/a n/a 50.0 n/a 37.5 Very Low Maintained Concern
behaviours that will make them
successful at work when they
finish school.
Results (in percentages) Target Evaluation Targets
Performance Measure
2014 2015 2016 2017 2018 2018 Achievement Improvement Overall 2019 2020 2021
Percentage of teacher and parent
satisfaction that students
demonstrate the knowledge, skills
and attitudes necessary for lifelong n/a n/a 30.8 n/a 50.0 n/a n/a n/a
learning.(This measure is required
for charter and private school
authorities with only K-9 schools)
Page 12Authority: 0301 Al Mustafa Academy & Humanitarian Society
Outcome Two: The systemic education achievement gap between First Nations,
Métis and Inuit students and all other students is eliminated
Our goal is to foster an environment where we are sensitive to the history and challenges FNMI face,
especially because they form an important component of our Canadian heritage and modern society.
In our Social Studies program there is a clear focus on First Nations and Metis related content. This
program will provide background information on First Nations and Metis, and work to break down
stereotypes and cultivate an attitude of love and respect for all cultures, including First Nations and
Metis .Professional development opportunities have been and will be made available to our teachers
through AISCA and Alberta Education.
•
• Continue to promote learning and understanding of First Nations, Metis and Inuit
culture, traditions and perspectives amongst staff members
o utilizing interactive resources such as the “Walking Together” online tool
developed by Alberta Education. Useful for PD days for the teachers.
• Enhance the growth and success of all students through
o Anti Bullying Programs
o use of the virtue “Respect"
o Celebrate Diversity through Multicultural Days
o Invite people from the First Nations to come and give us a talk related to the
curriculum. We can also use our field trip to visit first nation's school and then
exchange time where they will come to visit us. We have First Nation and Metis
people on staff. These are excellent resources that can be used in the classroom.
• Provide specialized programming and support to students in need of specialized supports
and services
o through general classroom consultation
o individual student consultation
o specialized assessments.
• Services from Student Health Initiative Partnership
o Children and Youth with Complex Needs
o Regional Educational Consulting Services coordinated by Edmonton Regional
Collaborative Service Delivery.
Page 13Authority: 0301 Al Mustafa Academy & Humanitarian Society
Outcome Three: Alberta’s education system is inclusive
Results (in percentages) Target Evaluation Targets
Performance Measure
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 n/a n/a 75.0 n/a 65.9 Very Low Maintained Concern
others, are learning respect for
others and are treated fairly in
school.
• Comments
• We have many students from other lands with different languages, and social expectations.
We strive to bring forward all students’ immense value and focus on cultivating an
environment of equity and respect. The school is very committed to providing a safe and
caring environment for all students; Our school is working on identifying and correcting
unacceptable behavior, through intervention and parental support. Our goal is to correct and
restore both victim and perpetrator.
Strategies
1. Students will be encouraged to achieve a high standard. There needs to be a higher involvement
with teachers and parents who agree that students are taught attitudes and behaviours
necessary for success after school has improved over last year. Our goal is to provide
appropriate career counseling in order to help prepare students for life after Grade 12
beginning in grade 10.
2. CALM course - Students will be taught how to design a resume and cover letter, seek
appropriate references, and prepare for a job interview. Success will be measured by
completion of the module with at least a passing grade.
3. We are working on developing leadership skills in our students. We are developing Leadership
teams in Elementary and Junior High as well as High School.
Notes:
1. Data values have been suppressed where the number of respondents/students is fewer than 6.
Suppression is marked with an asterisk (*).
2. Survey results for the province and school authorities were impacted by the changes in the number of
students responding to the survey through the introduction of the Our SCHOOL/TTFM (Tell Them
From Me) survey in 2014.
Page 14Authority: 0301 Al Mustafa Academy & Humanitarian Society
Outcome Four: Alberta has excellent teachers, schools and school authority leaders
Results (in percentages) Target Evaluation Targets
Performance Measure
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 Improved
n/a n/a 21.1 n/a 66.2 Very Low Acceptable
program of studies including Significantly
fine arts, career, technology,
and health and physical
education.
Specific Outcome: Overall teacher, parent and student satisfaction with the
opportunity for students to receive a broad program of studies.
Comment on Results
This year we offered more option courses that we did last year. These include Drama, Fine Arts,
Outdoor Education, Home Economics, Health and Physical Education, Computer Science, Religious
Studies, an extensive extra-curricular sports program, as well as ESL.
Strategies
• Enhance high-quality learning and working environments with an opportunity to receive a
broad program of studies.
o through the use of effective and efficient professional development
o ensure there are courses made available to all staff to enhance and develop high
quality learning.
• Ensure all teachers are certificated and have the same goals for the needs of the students.
o find an Alberta accredited course for the assistant teachers and encourage them to
sign up for this course.
• Make sure all staff whom are working toward teacher certification. All staff have the
opportunity and are supported in increasing their professional and leadership capacities.
o all staff are encouraged to find courses that they feel would increase their
professional and leadership capacities. They will be supported in any way we can
help (i.e. if there is a need for time off to participate)
• Provide professional learning focused on current curricula and components of future
provincial curricula.
o changes or inserts to the curriculum will be made available to all staff at staff
meetings.
Page 15Authority: 0301 Al Mustafa Academy & Humanitarian Society
Outcome Five: The education system is well governed and managed
Specific Outcome: The education system demonstrates collaboration and
engagement.
Results (in percentages) Target Evaluation Targets
Performance Measure
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 Declined
n/a n/a 83.3 n/a 34.0 Very Low Concern
jurisdiction have improved or Significantly
stayed the same the last three
years.
Percentage of teachers and
parents satisfied with parental
n/a n/a 65.0 n/a 72.5 Low Maintained Issue
involvement in decisions about
their child's education.
Percentage of teachers, parents
and students satisfied with the n/a n/a 71.9 n/a 71.0 Very Low Maintained Concern
overall quality of basic education.
Comments
Strategies
• Enhance education through engagement, partnership, and communication.
o involve parents in a parent council to raise funds, help with volunteers, to create a
strong partnership
o partner with communities to aid in financial help.
o partner with companies
• Student learning is supported and enhanced through parent engagement.
o parents to come in for one on one instruction
o phone calls to set up and encourage parent engagement
o parents come to the classroom to read to the students.
• Community partnerships to support the needs of our students.
Parental Involvement
• Parental involvement is extremely necessary and open lines of communication must be
maintained
• Encourage parent involvement in the Parents Council
• Classrooms are open to parents.
• Parent Teacher meetings are viewed as essential for the growth of our student' education
• Parent volunteers are encouraged in school, on field trips and fund raising
Page 16Authority: 0301 Al Mustafa Academy & Humanitarian Society
Timelines and Communication
• Daily notes and updates are provided to parents in the students agenda which needs to
be signed and returned to the teacher the next day
• Printed calendar is in the student agenda, and on our web page
• Use of What's App to inform parents of school activities. (Usage is monitored and
according to set guidelines)
• Use of Class Dojo enhances student and parent information
• Daily notes and updates are provided to parents in the students agenda which needs to
be signed and returned to the teacher the next day
Whistleblower Protection
Regulation requires Alberta School Authorities include whistleblower disclosures in an annual
Combined Three Year Education Plan and Annual Education Results Report. Al Mustafa
Academy has no disclosures to report for the 2017-2018 school year. Any employee who
wishes to disclose a significant and serious wrong doing in the workplace can have their
workplace handle the matter internally or make a report to the Public Interest Commissioner.
“Wrong doing” under the Act is defined as illegal acts, an act or omission that creates a
substantial and specific danger to the life, health or safety of individuals, a substantial and
specific danger to the environment, gross mismanagement of public funds or counselling a
person to commit a wrong doing.
There have been some disclosures that we have addressed and will work on not having happen
again.
Page 17Authority: 0301 Al Mustafa Academy & Humanitarian Society
AL MUSTAFA ACADEMY & HUMANITARIAN SOCIETY
PERFORMA STATEMENT OF REVENUES AND EXPENSES
for the Year Ending August 31
(in dollars)
Budget Budget Budget
2018/2019 2019/2020 2020/2021
REVENUES
Alberta Education 2,461,822 2,703,173 2,974,812
Instruction fees / Tuition fees 627,000 689,040 757,680
Gifts and donations 200,000 260,000 300,000
TOTAL
REVENUES 3,288,822 3,652,213 4,032,492
EXPENSES
Certificated salaries 1,077,600 1,196,136 1,327,711
Certificated benefits 70,393 78,136 86,731
Non-certificated salaries and wages
816,150 905,927 996,519
Non-certificated Benefits 53,314 59,178 65,096
Rent 594,000 653,400 718,740
Services, contracts and supplies
425,601 481,118 549,182
TOTAL
EXPENSES 3,037,058 3,373,894 3,743,979
SURPLUS(DEFICIT) OF REVENUES
OVER EXPENSES 251,764 278,319 288,513
Page 18You can also read
