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VISION STATEMENT:

Canada’s best K to 9 public school for students whose second or third language at home is English to reach their full potential

MISSION STATEMENT:

The Almadina School Society, through its partnerships with the Minister and all
stakeholders, ensures that our students whose second or third language at home is English reach their full potential as they prepare to meet the challenges of high school, lifelong learning and citizenship in a dynamic, democratic, knowledge-based society that respects each child’s special gifts and the commitment to promote diversity in shared values

VALUES:

Respect, Care, Share

Acceptance, Cooperation

SOCIETY PRINCIPLES:

Languages Centered

Students assisted to reach their full learning potential by language acquisition learning strategies

The major components of our language across the curriculum are as follows:

1. 
   English is the language of instruction at Almadina. As part of the “options”
   programs, parents may request that their child be taught a second language from
   K to 9 or given an “Extra English” option.
2. 
   All students at Almadina are given various entrance and exit language
   proficiency tests to gauge their language acquisition skills in English or an
   International Language.
3. 
   Based on English language proficiency test results, students are placed in a
   sheltered classroom. The placement tests assess the student’s listening, speaking, reading and writing skills. Jim Cummins’ Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP) is an indispensable consideration in student placement considerations.
4. 
   The second language option offered to students is subject to enrollments,
   qualified staff and guidelines that are based on the Alberta Program of Studies
   for International Languages.
5. 
   At Almadina we have developed a strong language across the curriculum
   approach. Teachers are both language acquisition facilitators as well as subject
   or grade level specialists.

Innovative

Demonstrate leading edge innovations in improved student results

The major components of our innovative approaches are as follows:

1. 
   Almadina’s language acquisition model is based on two major Canadian seminal contributions in language acquisition: Jim Cummin’s BICS/CALP language proficiency Model and the Canadian Benchmarks Model.
2. 
   Alberta Programs of Study learner outcomes are linked to language acquisition
   goals.
3. 
   Almadina issues two types of student report cards to parents: Language
   Benchmark Report and a traditional Academic Report.
4. 
   Almadina students receive more than the 950 hours of instructional time per
   year. This is part of an overall strategy to provide maximum instruction.
5. 
   Almadina has a mandatory homework policy so as to respond to the cognitive,
   meta-cognitive and social/affective needs of our students as outlined in the
   Alberta Learner Outcomes Programs of Study. For every subject area, staff
   integrate language acquisition learner outcomes as part of instruction.
6. 
   Almadina uses “Learning by Design” curriculum planning tools developed by
   University of Calgary.
7. 
   Staff ownership in change is fostered through a variety of collaborative school
   teams that develop and share actions plans for improvement.
8. 
   Each Almadina school campus has computer labs to service the English and
   International languages acquisition, IT and general academic needs of students.

Responsive

Parents need to choose international languages or other academic options

The major components of our responsive approaches are:

1. 
   At registration and on other occasions during the year, parents need to choose up to 100 hours of “options” classes for their child. The options include an
   international language, “Extra English”, fine arts or computer classes. Classes in
   a language are offered as numbers warrant.
2. 
   Parents are asked to make comments in the Homework Agenda book that is sent home with every student. Parents are invited to comment or ask for a face to face meeting with the teacher.
3. 
   Parents can appeal school decisions according to clearly defined procedures and regulations.
4. 
   Parents have a school council at each Almadina Campus and parent chairs are
   invited to make presentations before the Almadina School Society Board.
5. 
   For major announcements, school administration ensures that notices are
   translated or explained for each major language group at the school.

Equitable

All students, especially ESL students, have equitable access to quality learning

The major components of our equitable approaches are:

1. 
   Almadina provides a basic set of student supplies at the start of the school year
   and charges no tuition or school user fees.
2. 
   Almadina has one of the lowest bus rates in Calgary and waives fees based on
   family means needs.
3. 
   Students are placed in sheltered classrooms based on their language acquisition needs. Language development is promoted across the curriculum.
4. 
   As a public charter school we are open to all Alberta students. However, parents
   are informed that our unique focus is on language development for students
   whose second or third language at home is English.

Accountable

For quality results: administration and staff ensure accountability to parents, Minister, and Albertans

The major approaches to our accountable approaches are:

1. 
   Parent-teacher conferences take place both at report card time as well as through a system of home and school contacts.
2. 
   Parents make up the majority of the Almadina Board and written monthly reports
   are made to the Board of Directors by administration and secretary-treasurer.
3. 
   Conflict of interest, FOIP and PIPA standards are enforced and incidents
   reported to authorities.
4. 
   Almadina posts on its website approved minutes of board meetings, educational plans, PAT scores, newsletters, school surveys and all major initiatives.
5. 
   Each school campus sets student performance standards for PAT and the delivery of educational services.

Collaborative

K to 9 education, provides the foundation for life-long learning and democratic citizenship when all stakeholders work in partnership and by fiscally responsible planning principles

The major components of our collaborative approaches are:

1. 
   At each school campus, administration ensures a collaborative team approach to the delivery of services and maintenance of school standards.
2. 
   Citizenship and life-long learning values are integrated into the program of
   studies and through student collaborative activities such as peer mediation and
   student benevolence initiatives.
3. 
   Almadina works with a variety of stakeholders such as members of the AAPCS,
   ATA representatives, provincial organizations and the University of Calgary.

Diversity

Diversity in shared values is promoted by implementation of moral intelligence, Zero Tolerance and democratic citizenship

The major approaches to our diversity in shared values are:

1. 
   The Almadina orientation to promote diversity in shared values, among the 30
   countries of origin, that make up our study body, gives our school campus an
   international flavor.
2. 
   Almadina involves students and parents in exercising democratic and
   participatory activities through assemblies, information sharing, stakeholder
   surveys and voting for the Almadina School Society Board of Directors and
   a parent advisory school council at each school campus.
3. 
   Almadina has a clearly defined values/virtues program that promotes tolerance,
   diversity, democratic processes and zero tolerance for violence.
4. 
   Almadina promotes diversity in teacher approaches to differentiated student needs and abilities.