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CA FAMILY HANDBOOK

2019 – 2020

CA FAMILY HANDBOOK 2019 – 2020 3

CONTENT SWELCOME ................................................................................................................................................................................4

Mission ...................................................................................................................................................................................................................................... 4

Vision ......................................................................................................................................................................................................................................... 4

SCHOOL PHILOSOPHY .........................................................................................................................................................6Code of Conduct ................................................................................................................................................................................................................. 6

The CA Way ............................................................................................................................................................................................................................ 6

2018-2021 Strategic Plan ................................................................................................................................................................................................. 6

Our Pillars ................................................................................................................................................................................................................................ 7

REACH Principles ................................................................................................................................................................................................................ 8

ACADEMICS .............................................................................................................................................................................9Attendance and Punctuality ......................................................................................................................................................................................... 9

Dress Code ............................................................................................................................................................................................................................. 9

Graduation Credits – Pathway to Post-Secondary .......................................................................................................................................... 10

Homework Policy .............................................................................................................................................................................................................. 10

PowerSchool ........................................................................................................................................................................................................................ 10

Report Cards ........................................................................................................................................................................................................................11

Transition Between Programs .....................................................................................................................................................................................11

STUDENT LIFE ....................................................................................................................................................................... 12Athletics at CA .................................................................................................................................................................................................................... 12

Calgary Academy Ski and Snowboard Club (CASSC) ..................................................................................................................................... 13

International Travel Studies ......................................................................................................................................................................................... 13

Castle Café ........................................................................................................................................................................................................................... 14

Hours of Instruction ........................................................................................................................................................................................................ 14

Integrated Studies ........................................................................................................................................................................................................... 15

Physical Education ........................................................................................................................................................................................................... 15

Student Services ................................................................................................................................................................................................................ 16

Bussing ................................................................................................................................................................................................................................... 16

STUDENT RULES AND EXPECTATIONS ........................................................................................................................... 17Digital Citizenship ............................................................................................................................................................................................................ 17

Cell Phone Usage .............................................................................................................................................................................................................. 17

Discipline Procedure ....................................................................................................................................................................................................... 17

Electronic Devices ............................................................................................................................................................................................................ 17

Offsite Activities and Expectations ........................................................................................................................................................................ 17

Fit to Learn ........................................................................................................................................................................................................................... 18

Privacy .................................................................................................................................................................................................................................... 18

Positive Behaviour Intervention and Supports (PBIS) ................................................................................................................................... 18

PBIS Summary ....................................................................................................................................................................................................................22

GENERAL INFORMATION ................................................................................................................................................... 23Home-School Communication ..................................................................................................................................................................................23

Inclement Weather ..........................................................................................................................................................................................................24

Arlette Speaker Series ....................................................................................................................................................................................................24

School Council of Calgary Academy .......................................................................................................................................................................24

IMPORTANT CONTACT INFORMATION ...........................................................................................................................25School Administration ....................................................................................................................................................................................................25

Other Important Contacts ...........................................................................................................................................................................................25

APPENDIX A ..........................................................................................................................................................................26

APPENDIX B ........................................................................................................................................................................... 31

WELCOMEMISSION

VISION


MESSAGE FROM THE PRINCIPALWelcome to another year at Calgary Academy! While we’ve been in Calgary a long time we’re excited about the future and what our future will bring, not only to our organization but to education in general. The world is rapidly changing, and Calgary Academy is at the forefront, always supporting our students by providing engaging learning experiences that develop the skills necessary to succeed in this world.

We have prepared this Family Handbook to answer many of the questions you may have about how we operate and what you can expect from us. This handbook will help us all to ensure that we are communicating effectively and aware of the guidelines and expectations while also offering you a resource of information.

This handbook is updated regularly and available on our website by going to calgaryacademy.com/handbook and clicking on the parent tab and resources.

Thank you for choosing Calgary Academy.

MR. TIM CARLSON

CA FAMILY HANDBOOK 2019 – 20206

CODE OF CONDUCTCalgary Academy strives to ensure a welcoming, caring, respectful and safe learning environment for all Students, Employees and Representatives. The Student Code of Conduct lists behavioural expectations and progressive discipline measures in the Student Code of Conduct and Progressive Discipline Procedure, included in Appendix A on page 26

THE CA WAYSince our earliest days as pioneers in inclusive education, Calgary Academy has lived and breathed by a simple yet profound ethos: we place the individual needs of each student at the heart of everything we do. Rooted in this commitment, the spirit of Calgary Academy is embodied by a unique and authentic energy. Our growth-oriented, nurturing and inclusive culture promises that each student will be empowered to exceed their own expectations and to believe in the boundless opportunities the future holds. Hope, belonging and a palpable sense of optimism fill our school and our hearts. Calgary Academy’s four pillars and guiding principles are woven throughout innovative programming proven to be incredibly successful since our inception; however, the true essence of Calgary Academy can only be captured by a feeling that is difficult to portray with words, but undeniable in spirit. It is a feeling that fosters safety and life-long loyalty, and it is why Calgary Academy is a place so many families, students, staff and alumni are so proud to call home.

2018-2021 STRATEGIC PLANOur 2018-2021 Strategic Plan was collaboratively developed over five months with more than 200 participants including students, staff, parents, alumni, and community members. Our Four Goals are:

Our Strategic Plan represents our commitment to the school community for the next three years. Firmly rooted with students at the centre of the plan, it will guide and direct our decision-making, programming, and culture. To learn more about the process and our progress, visit calgaryacademy.com/stratplan.

Students surpass their potential.

Staff strives for excellence.

Instruction is innovative and

effective.

Decision making reflects a student-centred approach.

SCHOOL PHILOSOPHY

Maximize every student’s academic performance.

We teach students the core processes necessary to build an effective learning toolbox. Once students are at or above grade-level, we provide enrichment opportunities that enable them to tackle more complex tasks.

Teach independent work habits and transferable skills.

By complimenting time management, organization and planning strategies with transferable skills such as test preparation, note making and test taking, we ensure students can use their toolbox to achieve success in learning and life.

Improve pro-social and self-advocacy skills.

We teach students how to choose actions and assess consequences as they develop the foundational skills required to have healthy social experiences wherever they go.

Build self-esteem and self-confidence.

By developing meaningful student-teacher relationships, we make sure every student has the opportunity to succeed and that every accomplishment is celebrated. As a student’s self-esteem and self-confidence grows, it ignites a passion for success in every aspect of their lives.

Our Pillars


SCHOOL PHILOSOPHY

REACH PRINCIPLESAt Calgary Academy, REACH is a way of life. These principles embody our core beliefs and guide the way our students interact with each other and the world. These principles aren’t just words on the wall, they’re embedded into every aspect of our community.

In all aspects of school life, whether on campus or in the community, our students are expected to demonstrate the REACH principles, because we know empowered students grow to become ethical citizens. Through a shared spirit of citizenship, our students and staff work together to create an environment that fosters a drive for lifelong learning and meaningful collaboration among community members.

REACH AND POSITIVE BEHAVIOUR INTERVENTIONS AND SUPPORT (PBIS)

To ensure that our students meet and exceed the REACH expectations, we use a proactive, evidence-based, school-wide approach known as Positive Behaviour Interventions and Support (PBIS). In this systematic approach, students are taught the expectations and associated positive behaviours. REACH Slips are given by school staff members to students when they demonstrate positive behaviours in order to reinforce this type of conduct in the community. A REACH Slip connects positive behaviours to the REACH principles. These slips are collected and serve as entries in weekly, monthly, and semi-annual draws for further recognition and celebration.

Additionally, students participate in monthly self-evaluations and conferences with their teachers about their progress in each category of REACH. During these REACH conferences, students and teachers collectively set goals for the student in the upcoming days and weeks. If students meet expectations to an acceptable level, they will “earn REACH” on a monthly basis. Depending on how many months students achieved REACH in a school year, they may earn a REACH Achievement Award or a REACH Excellence Award at year-end.

RespectAcceptance and

compassion towards themselves, others and

their surroundings.

EnthusiasmA passion for living,

learning, and the ability to bring positivity

and energy to every experience.

AltruismA concern for the welfare of others

without anticipation of reward and an

understanding that our actions help us become the people we admire.

CommitmentThe self-motivation

to set goals and work relentlessly to

achieve them—when it’s easy and when

it’s challenging.

HonestySincerity and integrity

towards themselves and others, and the

recognition that this is the foundation

of meaningful relationships.


ATTENDANCE AND PUNCTUALITYStudents are expected to attend school on time every day, and their responsibility to do so is shared with the parent or guardian.

When a child is going to be absent, parents or guardians are encouraged to contact the school on the day of the absence by either contacting [email protected] or calling 403-686-6444 and choosing the school absence line.

If a student is absent without a verified reason (via a message left by parents), a phone call will go home to check on the whereabouts of the child.

Students who are late are expected to check in at the Front Desk to confirm their arrival at the school.

DRESS CODEThe student dress code supports our goal of inspiring students to learn while leaving primary decisions around student clothing and style to students and their parents and guardians. Parents and guardians are responsible for ensuring student compliance with the school’s dress code, and students are responsible for knowing the student dress code and for complying during school hours and school activities.

Students must also come to school appropriately dressed for the weather and prepared to spend some time outside during the day. Suitable footwear, that will allow students to work and play in comfort without risk to health and safety, is expected to be worn at all times. All students are asked to remove hats upon entering the building.

Both Front Offices have spare Phys Ed clothing that students will be asked to wear if they are not following our dress code while at school. With this in mind, we encourage students follow the dress code to prevent unnecessary negative interactions between our staff and students.

ĉ No hats or hoods are to be worn inside

ĉ Midriffs and backs covered at all times

ĉ Shoulder straps (tank tops etc.) are to be a minimum of 2 inches wide

ĉ Slogans on clothing must be appropriate for a school environment

ĉ Undergarments are not to be visible

ĉ Skirts are to be three inches above the knee or longer

ĉ Shorts are to be mid-thigh or longer

ACADEMICS


ACADEMICS

GRADUATION CREDITS – PATHWAY TO POST-SECONDARYAll senior high students participate in a three-year career development program. Students are given industry standard assessments and meet with our Career Advisor regularly to help develop their ideas about their futures. Assessment results are reported to the parents, and they are encouraged to participate fully in this process. Students are provided assistance with post-secondary program planning and institution choices, scholarships, school applications, documentation, deadlines, course selection and more.

Questions about the Pathways to Post-Secondary program can be directed to Jessie Holwell, [email protected].

HOMEWORK POLICYMeaningful homework exercises can be a great way to reinforce the learning a student experiences during the day and to build basic skills to drive accelerated learning. Calgary Academy teachers will not assign work for completion at home unless the student has satisfactorily demonstrated that they are capable of successfully completing the assignment on their own.

Questions about the CA Homework Policy should be directed to homeroom teachers or Assistant Principals.

POWERSCHOOLPowerSchool is the system we use to track our students’ progress and communicate with parents. The system can be accessed here: calgaryacademy.powerschool.com/public

Parents, students, and staff all have unique logins. Detailed login instructions on how to use this system will be emailed home to in the first few weeks of school.

We are very excited to announce that this year we will be launching the PowerSchool Parent and Student Portal across the entire school. This portal will allow you to access your child’s schedule, attendance, and pay fees online! Students in Grades 7-12 can also access their grades online. While we do our best to keep current with marking and inputting information, families should not expect assignments and tests to be online and updated within short periods of time.

Questions about PowerSchool should be directed to homeroom teachers or the Information Technology department [email protected]


ACADEMICS

REPORT CARDS

With online reporting becoming the standard across Alberta with the help of PowerSchool, Calgary Academy will rely less on paper report cards as we have in the past. We will produce two report cards to track mid-year (February) and end of year (June) progress. There will be two other parent-student-teacher interview times in November and April, but these interview dates will focus on Individual Program Plan goal progress. Families will still be able to go online to discuss current standing in courses with their child’s teacher.

TRANSITION BETWEEN PROGRAMSStudents in the Academy program who show increased levels of confidence, academic performance, and independence may transition to the Collegiate program. Teachers will provide recommendations for students that they believe are ready to move between the Academy and Collegiate programs to administration for review annually. The transition process is highly consultative, student-driven, and includes the following steps:

FALL

Initial discussion around progress and program

suitability.

WINTER

Student testing and group discussions with families

SPRING

Group discussion and final decision

Questions about the transition process should be directed to your Assistant Principal.

RECOGNITION AND AWARDSThere are so many milestones to acknowledge during your school journey, and we know how to celebrate! Recognition is a crucial component of our culture. From our monthly REACH slips, to end of the year celebrations, we strive to ensure every student experiences multiple successes at school. Some awards and recognitions include:

ĉ REACH

ĉ Presidents List

ĉ List of Major Awards and Scholarships

ĉ Homework Excellence and Achievement

ĉ Attendance Excellence and Achievement

ĉ Academic Excellence and Achievement


ATHLETICS AT CAAll CA students are encouraged to participate in extra-curricular sports. We believe that athletics are a natural complement to classroom achievement, and that belief is proven every day as we watch our students transform into athletes, team players and leaders from the moment they step onto their playing field or court. When we look at Knights athletics, we see opportunities for character building in an exciting environment that fosters life skills and character development, while furthering the development of the CA community.

CA is part of the Calgary Independent Schools Athletics Association (CISAA). Though we strive to build competitive teams, the true measure of success are the skill sets and confidence our students develop and the number of athletes who continue their involvement in sports long after they leave our school. While many of our staff participate by coaching throughout the year we also encourage our parents, if available, to join us for coaching opportunities.

TEAMS AND SPORTS

The following sports are offered to Calgary Academy students as competitive and developmental leagues in the CISAA:

STUDENT LIFE

FALL SPORTS

Early September to Mid-November

Golf

Cross-country running

Volleyball

Football

WINTER SPORTS

Early November to Mid-March

Basketball

Curling

SPRING SPORTS

Mid-March to Early June

Badminton

Floor Hockey

Ultimate Frisbee

Soccer

Track and Field

Questions about Athletics can be directed to Nick Waterbury, Head of Athletics at [email protected]


STUDENT LIFE

CALGARY ACADEMY SKI AND SNOWBOARD CLUB (CASSC)Calgary Academy Ski and Snowboard Club (CASSC) is a club for students in Grades 6-9 who have intermediate to advanced ski and snowboard experience and want additional training during school hours to increase their skill on the snow. With a mission to improving the skiing and riding skills of students by maximizing on-snow training and providing multidisciplinary cross-training activities, CASSC is a great option for students who love to ski and snowboard.

Students will complete 12 ski/snow days from December to April. CASSC is by application only, and there are additional costs associated with the program.

Questions about the CASSC program should be directed to Lanny Donde at [email protected]

INTERNATIONAL TRAVEL STUDIESStudents in high school have the opportunity to participate in the International Travel Studies program which occurs during March break. Whether it’s building schools in Laos or helping with sustainable agriculture at a Chinese orphanage, these experiences empower students to put the REACH principles into action on a global level.

Questions about the International Travel Studies program should be directed to Darren Chu at [email protected]


STUDENT LIFE

CASTLE CAFÉThe Castle Café provides fresh, healthy meals to our school community throughout the year. Students, staff and parents are welcome to pre-order and pick up their lunches, or to take advantage of daily a la carte services.

CASTLE CAFÉ HOURS OF OPERATION MONDAY - FRIDAY:

GRADES 9–12 GRADES 7–8 K – GRADE 6

MON – THURS 11:25 a.m. – 11:50 a.m. 11:55 a.m. – 12:15 p.m. 12:15 p.m. – 12:40 p.m.

FRIDAY 10:55 a.m. –11:35 a.m. 12:00 p.m. – 12:25 p.m. 11:35 a.m. – 12:00 p.m.

PRE-ORDER POLICY

We offer a 4-week pre-order cycle for ease of use and convenience. All pre-orders forms must be submitted with payment one week in advance of the start of the next cycle. Parents will receive a reminder when the menu is posted and a reminder of the date it will need to be completed by via email once a month. You may order as few or as many lunches as you wish!

To view the menu, prices, pre-order forms, and to learn more, visit calgaryacademy.com/castle-cafe.

Questions about the Castle Café should be directed to Janet Lewis, at [email protected].

HOURS OF INSTRUCTIONRegular school days occur on Monday, Tuesday, Wednesday, and Thursday.

Fridays at Calgary Academy are shortened days, and the school follows a compressed schedule.

HOURS OF OPERATION

DAY START END

MONDAY 8:30 a.m. 3:15 p.m.

TUESDAY 8:30 a.m. 3:15 p.m.

WEDNESDAY 8:30 a.m. 3:15 p.m.

THURSDAY 8:30 a.m. 3:15 p.m.

FRIDAY 8:30 a.m. 2:15 p.m.


STUDENT LIFE

INTEGRATED STUDIESStudents in Grades 1-9 will participate in options throughout each week, on an alternating Day 1/Day2 schedule.

Elementary students (Grades 1-6) participate in options each year in 10-week periods before switching to a new Integrated Studies option. They participate in the following: art, drama, multimedia and music. Spanish becomes an option for students beginning in grade 4. Beginning in Grade 6, students also have access to computer science and CA Cycle.

Students in Grades 7-9 follow the same Integrated Studies rotation schedule, with additional options to choose from.

High School students select two options to participate in. All students complete the Alberta Education-mandated Career and Life Management (CALM) course, as well as our comprehensive three-year career preparation program. Students in Grade 10 must take PE or Outdoor Ed as one of their option courses to fulfill Alberta Education requirements

INTEGRATED STUDIES OPTIONS VARY BY GRADE AND MAY INCLUDE:

Art Construction Lab Digital Studies

Drama Guitar Leadership

Music Outdoor Education Photography

Robotics Spanish

Grades 6–12 have the opportunity to be involved in our extra-curricular drama productions each year,

regardless of their in-school Integrated Studies choice.

PHYSICAL EDUCATIONStudents in Grades 1-9 participate in daily (excluding Wednesday) physical education classes. Gym Strip is included in the annual fees that parents pay and will be provided to students during the first week of school. Additional gym strip can be purchased from the Physical Education office at any time during the year.

Questions about Physical Education should be directed to Tracy Sullivan at [email protected].


STUDENT LIFE

STUDENT SERVICESPSYCHOLOGIST

Our Psychologist provides support to students and staff by administering and reviewing some students’ psycho-educational assessments. This helps us gain further insights into their learning needs. Our psychologist may also provide assessments to determine the nature of a student’s difficulty, so we can recommend specialists for ongoing support.

SPEECH AND LANGUAGE PATHOLOGIST

Our Speech Language Pathologist helps students who have identified language difficulties through one-on-one support to help them manage their challenges. Our SLP also provides resources to teachers to better support their students in the classroom.

OCCUPATIONAL THERAPY

Occupational therapy is provided at Calgary Academy with specific needs on a limited basis through our partnership with Renfrew Educational Services.

MEDICAL NEEDS

Parents are encouraged to inform our front desk staff about any medical conditions a student may have.

Questions about the Student Services team should be directed to Sarah Hoag, [email protected]

BUSSINGCalgary Academy is pleased to offer bussing through our service provider First Student Canada. The fee for the first student in a family is $2,500, and the fee for each additional sibling (from the same stop) is $2,000 for the current school year. If an additional route is required for pick up or drop off from a second residence or location, an additional fee of $500 will be applied.

Students from all grades ride the same Calgary Academy busses. Calgary Academy is committed to minimizing ride times for students while being mindful that full busses transporting 24 to 36 students help control costs.

To reduce ride times, routes will be developed that minimize the number of communities and the total number of stops on each route. If your child is the only stop in a community, it may be necessary for you to drive to a common morning pick up location in another community. We will endeavour to drop off these students at their home address in the afternoon.

To maximize route efficiency, Junior and Senior High students living in the same community may be required to walk reasonable distances (up to 1 km) to a common pick up location. Once bus routes have been established, changes will only be accommodated if they do not affect the overall route times.

If you have any questions or concerns regarding bussing, please contact Brian Wittwer at [email protected]


DIGITAL CITIZENSHIPCalgary Academy is committed to helping our students demonstrate exemplary digital conduct. Digital citizenship, with an emphasis on both safe use and ethical behavior, is a key component of helping students use the digital technologies available to their best advantage and to reach their full potential as students and beyond. Students at CA must follow the Digital Citizenship Policy included in Appendix B on page 31 of this document.

CELL PHONE USAGEWe value students’ learning time and we require students focus on their learning during school hours. If it is necessary for a student to have a cell phone at school, we ask that it remains in the student’s backpack or other secure location. Students can use their cell phones if it supports their learning during approved school projects and/or activities.

Cameras are not to be used without permission of the person being photographed or videotaped. Cell phones must be on silent (not “vibrate”) upon entering the building, unless directed by the teacher, and remain on silent throughout the remainder of the school day. Teachers have the authority to allow or ban cell phone use during their respective class times. Failure to adhere to established guidelines will result in corrective measures.

In the event of an emergency, students have access to the school telephone. Students who choose to bring cell phones to school do so at their own risk. The school assumes no liability for lost, stolen or damaged cell phones.

DISCIPLINE PROCEDUREPlease see the Positive Behaviour Intervention and Supports (PBIS) on page 18 for information on our discipline policy.

ELECTRONIC DEVICESCalgary Academy has wireless network access for students who want to bring their own laptops, tablets, or other personal devices to school. These devices are to be used for educational reasons only, operated in an ethical manner, and with the approval of their teachers and parents. The school cannot be held responsible for electronic devices that are lost, stolen, or damaged. Please discuss the use of such devices with your child’s teachers before sending them to school.

OFFSITE ACTIVITIES AND EXPECTATIONSStudents are expected to exemplify the REACH principles and behave in a manner that reflects our values while inside and outside of Calgary Academy.

STUDENT RULES AND E XPECTATIONS


STUDENT RULES AND EXPECTATIONS

FIT TO LEARNBeing an engaged student at Calgary Academy means being ready and fit to learn during the school day. Fit to learn means that and individual is not under the influence of any legal or illegal drug, alcohol, medical or other impairing substance or condition that will disrupt the learning experience or compromise the safety of the individual or others. As such, being under the influence of alcohol or illicit substances is strictly forbidden as is being in possession of alcohol or drugs, including cannabis. Smoking and vaping are also not permitted on campus at any time or in any space. These rules apply not only to students but to staff, parents and community members.

PRIVACYCalgary Academy is committed to providing and maintaining a safe learning environment. As such, articles such as knives, toy or real guns, water pistols, drugs (including cannabis) and alcohol should not be brought to school. In the event that teachers and administrators must have reasonable grounds to believe there has been a breach of school regulations or discipline, teachers must be able to quickly intervene, search students, and seize articles or items that interfere with the safety and maintenance of our learning environment.

Student searches cannot be at the expense of students’ basic rights. Items confiscated may be returned to the parent person at a mutually agreeable time.

Questions about our privacy and locker search practice should be directed to your child’s Assistant Principal.

POSITIVE BEHAVIOUR INTERVENTION AND SUPPORTS (PBIS)Another key aspect of the Positive Behaviour Intervention and Supports (PBIS) system is that students receive support and intervention according to their needs, when they need it. Student support and interventions can be universal, targeted, or intensive. Universal supports and interventions are accessible primarily in the classroom through the expertise of our teachers. Targeted and intensive supports and interventions are accessible mainly through administrative and specialized services support. All responsive measures are designed to help students address disputes and conflicts, develop empathy, and prosper as citizens within and outside of the school community. When students respond well to higher levels supports and interventions, eventually they can be served once again by universal supports.

CLASSROOM LEVEL

Our learning spaces are intentionally designed to invite students into environments that ensure their safety and dignity. This is seen in the communication, practices, and physical structure of the environments. These methods are universally applied throughout the school for greater predictability.

The vast majority of our students thrive in our intentionally designed learning environments, which are effective in helping most of our students meet and exceed our REACH expectations. However, at times, students make choices that do not meet our collective expectations, resulting in the demonstration of unacceptable behaviours. These behaviours are typically met with universal responsive measures that are developmentally and age appropriate and consider the individual’s unique circumstances.

At the classroom level, unacceptable behaviours can be classified as minor or significant. Accordingly, universal responsive measures address the level of the unacceptable behaviour. These behaviours can occur in areas outside of the classroom as well. Lower level behaviours can be escalated to higher levels depending on their severity and the frequency of occurrence. Parent communication is required when significant unacceptable behaviours occur at the classroom level.



The table below identifies examples of minor and significant unacceptable behaviours in the classroom and outlines possible universal responsive measures for the two levels of behaviour. These lists are non-exhaustive.

CLASSROOM LEVEL

MINOR UNACCEPTABLE BEHAVIOURS

MINOR UNIVERSAL RESPONSIVE MEASURES

ĉ calling out

ĉ tardiness

ĉ off-task behaviour

ĉ engaging in side conversations

ĉ making sounds

ĉ complaining

ĉ borrowing supplies without permission

ĉ littering

ĉ wearing a hat or hood in school

ĉ dress code violations

ĉ modeling expectations

ĉ praise for students following expectations

ĉ verbal reminders

ĉ visual signals

ĉ teacher proximity

ĉ removal of distractions

ĉ relocation within learning space

ĉ referencing posted expectations

ĉ planned ignoring

ĉ provide alternative

SIGNIFICANT UNACCEPTABLE BEHAVIOURS

SIGNIFICANT UNIVERSAL RESPONSIVE MEASURES

ĉ impinging on personal space

ĉ disrupting learning

ĉ teasing

ĉ dishonesty

ĉ arguing

ĉ using materials unsafely

ĉ rudeness

ĉ noncompliance with reasonable requests

ĉ reteaching of expectations

ĉ temporary relocation to another learning space

ĉ student-teacher conference

ĉ student self-monitoring

ĉ community service

ĉ contacting parents

ĉ formulating student behaviour plan

ĉ detention

ĉ student-parent-teacher conference

Teachers and administrators are engaged in ongoing communication for all matters related to the classroom. When unacceptable behaviours are demonstrated at the classroom level, teachers log the occurrence as an entry in our student information management system, PowerSchool.



If universal supports at the classroom level are insufficient in changing a student’s unacceptable behaviour, teachers will make an Office Referral, a request for administrative support in managing unacceptable behaviour. Teachers may also make Office Referrals for specific incidents, if deemed appropriate. In these cases, students will be escorted to the Main Office waiting area. Their personal devices will be temporarily confiscated until an assessment of the situation can be made by an administrator. For all Office Referrals, parent communication is required.

ADMINISTRATIVE LEVELS

When an Office Referral is received by administration, it is referred to as a case and assessed by the Student Response Team (SRT) on the same or the next school day. The SRT is comprised of the Principal, the Assistant Principals, and the Learning Support Team, and may include teachers, depending on the situation. All steps taken are logged in PowerSchool. Once the Office Referral is assessed by the SRT and recommendations have been given, the case will be either:

ĉ referred back to the teacher for management, with guidance, strategies, and other levels of support

OR ĉ assigned to a member of the SRT for

further management

If the case is assigned to an administrator, and the unacceptable behaviour is deemed intermediate, targeted responsive measures are taken. Again, lower level behaviours can be escalated to higher levels depending on their severity and the frequency of occurrence.

The table below identifies examples of intermediate unacceptable behaviours and outlines possible targeted responsive measures for this level of behaviour. These lists are non-exhaustive.

ADMINISTRATIVE LEVEL – INTERMEDIATE

INTERMEDIATE UNACCEPTABLE BEHAVIOURS TARGETED RESPONSIVE MEASURES

ĉ direct defiance to school staff

ĉ disrespecting peers or teachers

ĉ using profanity

ĉ making inappropriate comments

ĉ vandalism

ĉ vaping/smoking on campus

ĉ academic dishonesty

ĉ bullying (including cyberbullying)

ĉ unsafe driving

ĉ student-parent-admin conference

ĉ student reflection and/or project

ĉ student support plan

ĉ specialized services

ĉ mentoring

ĉ temporary confiscation of property

ĉ restorative actions

ĉ loss of services*/privileges

* access to busing or other services may be suspended or withdrawn

If the case is assigned to an administrator, and the unacceptable behaviour is deemed major, intensive responsive measures are taken. This is also the case if targeted supports at the administrative level are insufficient in changing a student’s unacceptable behaviour.

The table on the next page identifies examples of major unacceptable behaviours and outlines possible intensive measures for this level of behaviour. These lists are non-exhaustive.



ADMINISTRATIVE LEVEL – MAJOR

MAJOR UNACCEPTABLE BEHAVIOURS INTENSIVE RESPONSIVE MEASURES

ĉ consumption and/or possession of alcohol or other drugs or related paraphernalia

ĉ carrying or using weapons

ĉ selling contraband

ĉ discrimination

ĉ fighting

ĉ sexual harassment

ĉ theft

ĉ intimidation and threats

ĉ family-administration summit conference

ĉ probationary contract

ĉ risk assessment

ĉ in-school suspension

ĉ off campus suspension

ĉ reporting to authorities

ĉ supported leave

ĉ expulsion

In all cases where students demonstrate unacceptable behaviours, and supports or interventions are applied, every effort is made to communicate plans with the student, their parents, teachers, and other relevant school staff to ensure clarity.

Plans are monitored for a duration of time and assessed at the end of that period. If they are successful, plans can conclude; if they are unsuccessful, plans can be adjusted or replaced. Ultimately, the goal is to return the student to a state of following school-wide expectations with timely universal supports, if they can demonstrate appropriate growth as a result of the applied responsive measures. Throughout these processes, support will also be available for students adversely impacted by the unacceptable behaviours of their peers.

If students are ultimately unsuccessful in changing their behaviour as a result of the application of intensive responsive measures, one of two outcomes will occur:

ĉ the student is placed on suspended leave, where the student is academically supported off campus but not permitted on campus for any reason, indefinitely

OR

ĉ the student is permanently removed from the school, either by voluntary withdrawal or by expulsion

Please note in either of the above situations, Alberta Education requires suspensions and expulsions to be noted in the student’s personal file. .

If these measures are taken, the Principal will issue formal notice to families. The above outcomes can be appealed by appointment with the CEO of Calgary Academy, within 10 business days of the formal notice. The CEO’s decision upon appeal is final and binding. Where a student is expelled from Calgary Academy, the school:

a) continues to be responsible for the student’s education program for the remainder of the school year, and

b) must ensure that the student has access to an education program for the remainder of the school year.

The school ceases to be responsible for the education program of a student at the point that the student either enrols in another school or the school year comes to an end.


Create, Communicate, and Teach School-Wide Reach Expectations

Reinforce School-Wide Reach Expectations

CLASSROOM LEVEL Intentional Design And

Research-Based Practices

Classroom Level Supports and Interventions

MINOR AND SIGNIFICANT

Administrative Level Supports and Interventions

INTERMEDIATE

Administrative Level Supports and Interventions

MAJOR

REMOVAL FROM SCHOOL

COMMUNITY LEVEL Reach Slips, Big And Small Celebrations, And Reach

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PBIS SUMMARY

PBIS SUMMARY


HOME-SCHOOL COMMUNICATIONOngoing communication between home and school enriches and supports student learning. We have an “open door” approach and we encourage you to contact us at any time. We use two main vehicles of communication:

Email – Email communication is our primary method of communicating with parents. During the school year, we ask parents give our teachers up to 48 hours to return calls and emails. Messages sent over the weekend, will be replied to on the next school day. If the matter is urgent, please call the front desk during business hours.

During the last week of each month, you will receive the CA Parent Newsletter, a full-school e-newsletter with updates on important events, changes in policies, celebrations of student work, and other relevant school news.

You may also receive targeted communication via email, such as for your child’s grade, division, or activities (ie: Athletics updates if your child plays on a Knights team). To ensure you are included in all school messages, please confirm your email address through our PowerSchool system.

School Website – Our school website is a great source for information, stories, and events. Our school calendar and Castle Café menu are updated regularly, and the website is the best place to check for up-to -ate-information. Blogs celebrating the activities of our school are regularly posted on the homepage as well, as are showcases of learning in action. Please develop the routine of checking our website often for our newsletters, our calendar, and notifications of upcoming events.

Social Media – Calgary Academy maintains a Twitter, Instagram, and Facebook page and Parent Group regularly. The Twitter, Instagram, and public Facebook page will be your go-to spot to view photos and videos of the day-to-day experience of your child, and we encourage you to like or share the content posted there! At the end of September, you will also be invited to the closed Parent Facebook Group, which is only open to parents of current Calgary Academy children. We will share more information here, such as a recap of the monthly newsletter, updates about changes to our policy, event invitations, and inclement weather notices. Please note that no emergency situations will be broadcast on social media. Parents will receive a phone call or email directly in these situations.

In the event of a crisis, we will not share updates using any of our social media channels. Instead, look to your email or our website for official communication.

While electronic communication enables us to use technology and reduce our paper consumption, we will provide, upon request, paper communication as needed. Other avenues for home-school communication include phone calls, and face-to-face conversations.

GENERAL INFORMATION


GENERAL INFORMATION

INCLEMENT WEATHERThe school strives to provide a predictable, safe learning environment for students and families, but occasionally, inclement weather may force the decision to close the school. Typically this decision will be made by 6:00 a.m. on the day of the closure but may be made the evening before if sufficient information is available to make that determination.

Parents will be notified by email. Calgary Academy staff will also notify local Calgary-based radio stations and will post on our Facebook, Twitter, and Instagram feeds if the school will be closed.

When the decision has been made to close the school, there will not be staff onsite to supervise children.

ARLETTE SPEAKER SERIESOur school community is strongest when we work together, and we are committed to connecting and supporting CA parents with current issues, events, and trends. The Arlette Speaker Series are donation-only events hosted throughout the year that support parenting efforts and the advancement of the professional knowledge of CA teachers. Previous events have covered online bullying, protecting your child’s digital footprint, etc.

SCHOOL COUNCIL OF CALGARY ACADEMY2018 marked a new beginning for Calgary Academy with the formation of the first-ever School Council. Composed of parents and staff representatives, the School Council serves as an advisory and consultative body to the school Principal, focusing on the views of the school community at large. All parents are automatically granted membership and are welcome at the meetings. Elections for the executive occur every spring.

To learn more, visit calgaryacademy.com/school-council.


SCHOOL ADMINISTRATION

Tim Carlson Principal [email protected]

Paula ChatthaAssistant Principal (Kindergarten- Grade 6)

[email protected]

Erin EllisAssistant Principal (Grades 7-9)

[email protected]

Mike RossAssistant Principal (Grades 10-12)

[email protected]

OTHER IMPORTANT CONTACTS

Absences Hotline [email protected]

Bussing Brian Wittwer [email protected]

Castle Café 403.686.6444 ext. 312 [email protected]

Helpdesk [email protected]

Knights Athletics Nick Waterbury [email protected]

IMPORTANT CONTACT INFORMATION


A-2 STUDENT CODE OF CONDUCT AND PROGRESSIVE DISCIPLINE PROCEDURE 1 OF 5

A-2 Student Code of Conduct and Progressive Discipline

ELT Approval: 2019

Effective Date: September 1, 2019

Review Date: 2021

PURPOSE Calgary Academy strives to ensure a welcoming, caring, respectful and safe learning environment for all Students, Employees and Representatives. This includes establishing and maintaining an appropriate balance between individual and collective rights, freedoms and responsibilities in the School community.

PROCEDURES Student Behavioural Expectations

1) Students are expected to display behaviours that embody the core REACH principles of Calgary Academy: Respect, Enthusiasm, Altruism, Commitment and Honesty.

2) Students are responsible for REACH expectations including, but not limited to:

a) while involved in School sponsored or related activities;

b) on Calgary Academy property;

c) during recess or lunch periods on or off Calgary Academy property;

d) while traveling to and from School;

e) in vehicles used for the transportation of Students to and from School and School activities;

f) while in privately owned vehicles on Calgary Academy property; and

g) at all times, within and outside of School hours, Students are responsible for their actions as those actions pertain to Stakeholders of Calgary Academy.

3) Students are expected to foster a sense of belonging and contribute to a positive environment that supports the physical, emotional and social well-being of all Students, Employees, and Representatives.

Progressive Disciplinary Measures

4) Responses to student behaviour provide an opportunity for critical learning in the areas of:

a) personal accountability and responsibility;

b) development of empathy;

c) conflict resolution;

d) communication; and

e) social skills development.

5) Progressive discipline processes will:

APPENDIX AA-2 STUDENT CODE OF CONDUCT AND PROGRESSIVE DISCIPLINE PROCEDURE


APPENDIX A


a) treat Students in a manner which is fair, reasonable, consistent and objective;

b) emphasize early and ongoing communication with Parents throughout the entire process of dealing with discipline concerns;

c) concentrate on the development of positive School practices and effective teaching as a means of encouraging Student behaviour and maintaining school order;

d) make provisions for early detection of attendance and discipline concerns; and

e) use prompt action to resolve discipline and attendance concerns.

6) All progressive disciplinary action within Calgary Academy must be consistent with the School Act.

7) When responding to unacceptable behaviour, the following will be considered when determining consequences for such behaviours:

a) the Student’s age, maturity, and individual circumstances;

b) the effect of the Student’s behaviour upon other Students, staff, the School and the community;

c) the circumstances of the action or incident that calls for disciplinary or alternative measures;

d) the Student’s previous conduct and previous interventions, if applicable;

e) academic or social emotional supports required for the Student who is demonstrating concerning behavior, as well as supports for Students and staff impacted by this behaviour;

f) the potential impact of the proposed action on the Student’s future behaviour;

g) the Student’s learning needs; and

h) any other information considered appropriate.

8) Unacceptable Student behaviour may be grounds for disciplinary action.

a) A teacher or Administration may use the following measures for disciplinary action:

i) assignment of an alternative activity;

ii) interventions such as community conferencing and restorative practices such as community service;

iii) assignment to an alternate location;

iv) withdrawal of privileges;

v) temporary removal of a Student from class by the teacher to an approved supervised location in the school; and

vi) other measures, which take into account considerations outlined in (7).

b) The Principal may use the following measures for Student discipline:

i) Student behavioural contract;

ii) Supported Leave;

iii) Suspension; and


APPENDIX A


iv) Expulsion.

9) The Principal must ensure appropriate documentation procedures are developed for disciplinary measures, including a written report for a Supported Leave, Suspension or Expulsion. This written report must be placed on the Student’s file and provided to the Parent or the Independent Student.

10) Supported Leave

a) Students on Supported Leave are registered Students of the School and are expected to complete:

i) provincial achievement tests; and

ii) final exams or diploma examinations.

b) The Principal may implement a Supported Leave if, in their opinion, a Student’s Parent(s) is able and willing to provide the Student with appropriate supervision.

c) The Principal must complete a Supported Leave report which must include:

i) the educational rationale for the leave;

ii) expectations for the Student’s program of study;

iii) provision for supervision of the Student’s program of study by teaching staff at the School;

iv) conditions pertaining to the Student’s access to the School and its services;

v) the period of time during which the leave is to occur; and

vi) the endorsement of the Student, the Parent(s) and the teacher.

d) A copy of the Supported Leave report must be provided to the Parent(s) and placed in the Student’s file.

e) A Supported Leave can not extend beyond the School year in which it was established, unless it is renewed on the basis of the requirements as outlined in section 10(c) above.

11) Suspension

a) The Principal may suspend a Student for unacceptable student behaviour:

i) from School;

ii) from one or more class periods, courses or education programs; or

iii) from riding in a School bus, for a period of ten (10) school days or less.

b) When the Principal suspends a Student, the Principal must:

i) immediately inform the Student's Parent(s) of the Suspension;

ii) communicate the circumstances and decision to suspend a Student with the Student’s Parent(s) or emergency contact of a Student if the Student is sent home before the end of the school day;

iii) arrange transportation home by the Student’s Parent(s), or emergency contact of a Student, if the Student is to be sent home before the end of the School day;


APPENDIX A


iv) provide the Student's Parent(s) with a written report detailing the circumstances respecting the Suspension;

v) advise the Student and the Student's Parent(s) of the possible consequences of the Student's behaviour; and

vi) if requested, provide an opportunity to meet with the Student's Parent(s), and the Student, to discuss the rationale of the Suspension.

c) The Principal can reinstate a Student who has been suspended from class or school.

d) If a Parent(s) wishes to meet with the Principal regarding a Suspension but cannot attend a meeting at the School, the Principal may hold the meeting with the Parent(s) by telephone, if the Parent(s) agrees.

e) If a Student is not to be reinstated within five (5) School days, the Principal must immediately inform the Student's Parent(s) and the Student, in writing, of a meeting to discuss the Suspension. The following details must be included in this communication:

i) date and location of the meeting;

ii) that the Student’s Parent(s) have a right to attend the meeting, to be heard, to provide written information and to be represented;

iii) all the circumstances respecting the Suspension; and

iv) the Principal’s recommendations.

f) The Principal (or designate) must hold a meeting within ten (10) School days of the Suspension to consider the disciplinary action and must decide either to reinstate the Student, or to expel the Student.

12) Expulsion

a) The Principal may expel a Student from any program at Calgary Academy for a period of more than ten (10) School days.

b) When the Principal decides to expel a Student, the Principal must immediately notify in writing, the Student’s Parent(s) and the Student, if the Student is 16 years of age or older, of:

i) the decision; and

ii) their right to ask the Chief Executive Officer (CEO) to review this matter.

c) If the Principal has made the decision to expel a Student, the Parent(s) or Student (if they are 16 years or older) may appeal the decision to the CEO within ten (10) days of receiving written notification of the Expulsion from the Principal. The Student and the Student’s Parent(s) may make representations to the CEO with respect to the Principal’s decision to expel the Student.

d) Where a Student is expelled from Calgary Academy, the School:

i) Continues to be responsible for the Student’s education program for the remainder of the School year, and

ii) Must ensure the Student has access to an education program for the remainder of the School year.

iii) The School ceases to be responsible for the education program of a Student if the Student either enrolls in another school or the School year comes to an end.


APPENDIX A


13) Reinstatement of a Student, under most circumstances, shall include a letter of agreement, signed by the Student’s Parent(s) and, when appropriate, the Student. The letter of agreement will outline all expectations regarding the Student’s re-entry into the School and applicable School programs.

a) In the case of a Student whose attendance has been interrupted for reasons other than Suspension, Expulsion, or Exemption it is the responsibility of the Principal to reinstate the Student.

b) In the case of a Student who has been Suspended, Expelled or Exempted, decisions regarding the placement of the Student following reinstatement shall be made in consultation with the Principal.

c) A Student’s reinstatement from a Suspension or Expulsion may include recommendations for:

i) Medical consultation;

ii) Enrolment of the Student or the Student’s family in a treatment or counselling program designed to address the behaviour for which the Student was suspended or expelled;

iii) Alternative interventions such as community conferencing or other restorative practices; or

iv) Any other action which the Principal considers appropriate.

d) Recommendations established as part of a Student’s reinstatement must be included in the Student’s file and provided to the Student’s Parent(s) and the Student, if the Student is 16 years of age or older.

e) A Student who is under Suspension by another school will not be admitted to Calgary Academy until the Student’s enrollment has been resolved by the other school.

f) A Student who has been expelled may be reinstated by the Principal or CEO.

DEFINITIONS

REFERENCES Alberta Human Rights Act, RSA 2000, c. A-25.5, as amended Canadian Charter of Rights and Freedoms, Part 1 of the Constitution Act, 1982 School Act, RSA 2000, c. S-3, as amended Student Record Regulation Private School Regulation

CROSS REFERENCES Board Policy 4 Welcoming, Caring, Respectful and Safe Learning Environments

Board Policy 10 Respectful Learning and Working Environments


13) Reinstatement of a Student, under most circumstances, shall include a letter of agreement, signed by the Student’s Parent(s) and, when appropriate, the Student. The letter of agreement will outline all expectations regarding the Student’s re-entry into the School and applicable School programs.

a) In the case of a Student whose attendance has been interrupted for reasons other than Suspension, Expulsion, or Exemption it is the responsibility of the Principal to reinstate the Student.

b) In the case of a Student who has been Suspended, Expelled or Exempted, decisions regarding the placement of the Student following reinstatement shall be made in consultation with the Principal.

c) A Student’s reinstatement from a Suspension or Expulsion may include recommendations for:

i) Medical consultation;

ii) Enrolment of the Student or the Student’s family in a treatment or counselling program designed to address the behaviour for which the Student was suspended or expelled;

iii) Alternative interventions such as community conferencing or other restorative practices; or

iv) Any other action which the Principal considers appropriate.

d) Recommendations established as part of a Student’s reinstatement must be included in the Student’s file and provided to the Student’s Parent(s) and the Student, if the Student is 16 years of age or older.

e) A Student who is under Suspension by another school will not be admitted to Calgary Academy until the Student’s enrollment has been resolved by the other school.

f) A Student who has been expelled may be reinstated by the Principal or CEO.

DEFINITIONS

REFERENCES Alberta Human Rights Act, RSA 2000, c. A-25.5, as amended Canadian Charter of Rights and Freedoms, Part 1 of the Constitution Act, 1982 School Act, RSA 2000, c. S-3, as amended Student Record Regulation Private School Regulation

CROSS REFERENCES Board Policy 4 Welcoming, Caring, Respectful and Safe Learning Environments

Board Policy 10 Respectful Learning and Working Environments

CA FAMILY HANDBOOK 2019 – 2020 31#11 DIGITAL CITIZENSHIP BOARD POLICY 1 OF 2

#11 Digital CitizenshipBOARD POLICY

Board Approval: February 26, 2019

Effective Date: March 1, 2019

Amendment Dates: N/A

Review Dates: March 1, 2021

PURPOSEThe Board strives to ensure that Representatives and Students demonstrate exemplary digital conduct. This policy outlines those expectations.

DEFINITIONSBoard – the Boards of Governors / Directors of HLG

Chief Executive Officer (CEO) – the head of operations of HLG

Digital Citizenship – the norms of appropriate, responsible behavior with regards to technology use and communication

HLG – Headwater Learning Group, the term for three independent charitable organizations: Calgary Academy Society, Headwater Learning Foundation, and Headwater Learning Solutions Foundation

Harassment – Any conduct, comment, gesture or physical contact that a reasonable person should know would be unwelcome, inappropriate or otherwise offensive to an individual or group of individuals. Harassment includes behaviors such as cyberbullying, hate messaging and discriminatory or hateful websites, and includes the following categorizations:

a) Discriminatory Harassment – A form of harassment based on the protected grounds outlined within the Act and is against the law. This includes race, religious beliefs, colour, gender, gender identity, gender expression, place of origin, physical disability, mental disability, age, ancestry, marital status, source of income, family status or sexual orientation;

b) Non-Discriminatory Harassment – A form of harassment, while not covered by human rights legislation, which is inconsistent with organizational values and desired interpersonal behaviours, and may breach occupational health and safety legislation; and

c) Bullying – A conscious, willful, deliberate, repeated and hostile activity marked by an imbalance of power, intent to harm and/or threat of aggression. Bullying can be verbal, social, physical, or digital. It can occur between individuals, within a peer group, or between groups. All forms of bullying are considered harassment and will be investigated as such.

Representatives – directors, employees, service providers and contractors of HLG

Student – student of Calgary Academy

GUIDELINES1. The Board believes that digital tools are exceptional communication and collaboration tools in the 21st

Century while also being accelerators of learning.

2. The Board directs the CEO to ensure that digital conduct of Representatives and Students is ethical, proactive, and advances learning.

APPENDIX B#11 DIGITAL CITIZENSHIP BOARD POLICY


APPENDIX B

#11 DIGITAL CITIZENSHIP BOARD POLICY 2 OF 2

3. The Board expects the CEO to ensure inappropriate conduct is addressed judiciously, expediently, and follows due process.

4. All Representatives and Students shall be regularly trained on or taught about the acceptable use of various forms of digital tools to further the strategic objectives of HLG.

5. All Representatives and Students will be encouraged to understand the meaning of Digital Citizenship and model the characteristics of good citizenship, while leveraging the power of technology, including:

a) not engaging in any Harassment;

b) protection of information regarding accounts and passwords;

c) adhering to security protocols including password formation and resets;

d) respecting each other and federal and provincial legislation;

e) respecting staff-student relationships online;

f) protecting the identity and reputation of HLG online; and

g) protecting privacy, including awareness and adherence to the Personal Information Protection Act, SA 2003, c. P-6.5 and expressed consent for the collection and use of student work and/or images.

6. All Representatives and Students will practice and model for others the exemplary use of digital tools and characteristics of good digital citizenship for as long as they are members of the HLG community.

REFERENCESAlberta Human Rights Act, RSA 2000,c.A-25.5, as amended

Occupational Health and Safety Act, SA 2017, c.O-2.1, as amended

Occupational Health and Safety Regulation, AR 62/2003, as amended

Occupational Health and Safety Code

Personal Information Protection Act, SA 2003, c. P-6.5

School Act, RSA 2000, c.S-3, as amended

CROSS-REFERENCESBoard Policy – Respectful Working & Learning Environments

Board Policy – Code of Conduct

Board Policy – Welcoming, Caring, Respectful and Safe Learning Environment

Employee Code of Conduct

Student Code of Conduct

Acceptable Use Procedure

Student Discipline Procedure

Procedure – Social Media and Digital Citizenship

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