CA FAMILY HANDBOOK 2018 2019 - Calgary Academy

 
CA FAMILY HANDBOOK 2018 2019 - Calgary Academy
CA FAMILY
HANDBOOK
     2018 – 2019
CA FAMILY HANDBOOK 2018 2019 - Calgary Academy
CA FAMILY HANDBOOK 2018 – 2019
CA FAMILY HANDBOOK 2018 2019 - Calgary Academy
CONTENTS
WELCOME................................................................................................................................................................................. 4
      Mission....................................................................................................................................................................................................................................... 4
      Vision.......................................................................................................................................................................................................................................... 4

CODE OF CONDUCT............................................................................................................................................................... 6

SCHOOL PHILOSOPHY.......................................................................................................................................................... 6
      The CA Way............................................................................................................................................................................................................................. 6
      2018-2021 Strategic Plan.................................................................................................................................................................................................. 6
      Four Pillars............................................................................................................................................................................................................................... 7
      REACH Principles................................................................................................................................................................................................................. 8

ACADEMICS.............................................................................................................................................................................. 9
      Attendance and Punctuality.......................................................................................................................................................................................... 9
      Dress Code.............................................................................................................................................................................................................................. 9
      Graduation Credits – Pathway to Post-Secondary........................................................................................................................................... 10
      Homework Policy............................................................................................................................................................................................................... 10
      PowerSchool and Reporting........................................................................................................................................................................................ 10
      Transition Between Programs......................................................................................................................................................................................11

STUDENT LIFE.........................................................................................................................................................................11
      Athletics at CA......................................................................................................................................................................................................................11
      Calgary Academy Ski and Snowboard Club (CASSC)...................................................................................................................................... 12
      International Travel Studies.......................................................................................................................................................................................... 12
      Castle Café............................................................................................................................................................................................................................ 12
      Hours of Instruction......................................................................................................................................................................................................... 13
      Integrated Studies............................................................................................................................................................................................................ 13
      Physical Education............................................................................................................................................................................................................ 14
      Student Services................................................................................................................................................................................................................. 14

STUDENT RULES AND EXPECTATIONS............................................................................................................................ 15
      Acceptable Use Policy..................................................................................................................................................................................................... 15
      Cell Phone Usage............................................................................................................................................................................................................... 15
      Discipline Policy.................................................................................................................................................................................................................. 15
      Electronic Devices............................................................................................................................................................................................................. 15
      Offsite Activities and Expectations......................................................................................................................................................................... 15
      Fit to Learn............................................................................................................................................................................................................................ 15
      Privacy – Locker Searches............................................................................................................................................................................................. 16
      Positive Behaviour Intervention and Supports (PBIS).................................................................................................................................... 16
      PBIS Summary.....................................................................................................................................................................................................................20

HOME-SCHOOL COMMUNICATION ................................................................................................................................. 21

INCLEMENT WEATHER........................................................................................................................................................ 21

ARLETTE SPEAKER SERIES................................................................................................................................................. 22

SCHOOL COUNCIL OF CALGARY ACADEMY................................................................................................................. 22

SCHOOL ADMINISTRATION................................................................................................................................................ 23

OTHER IMPORTANT CONTACTS........................................................................................................................................ 23

                                  CA FAMILY HANDBOOK 2018 – 2019                                                                                                                                                                      3 OF 24
CA FAMILY HANDBOOK 2018 2019 - Calgary Academy
WELCOME
Mission
Vision
MESSAGE
FROM THE PRINCIPAL
Welcome to the 38th year of 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 that we all are aware of the guidelines
and expectations while also offering you a
resource of information.

If you lose track of your copy you can
always request a digital or print copy,
or find one 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 2018 – 2019                                            5 OF 24
CODE OF CONDUCT
The Calgary Academy Code of Conduct has been created for several important reasons:

    ĉĉ   To ensure all students and school staff experience welcoming, caring, respectful, and safe
         learning environments.

    ĉĉ   To establish and maintain balance between individual and collective rights, freedoms and
         responsibilities in our learning environments.

    ĉĉ   To establish and share expectations and processes that apply at school, at off-site school-related
         events (including during transport), and in other situations where members of the school community
         are impacted, including online interactions.

Additionally, Section 4 of the Alberta Human Rights Act (AHRA) prohibits discrimination based on an
individual’s race, colour, ancestry, place of origin, religious beliefs, gender, physical disability, mental disability,
marital status, family status, source of income, or sexual orientation. Calgary Academy is thoroughly
committed to embracing diversity and fostering belonging among all its community members and beyond.
Visit our website to review our Safe and Caring policy in full.

SCHOOL PHILOSOPHY
The CA Way
Since 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 Plan
Our 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:

     Students surpass               Staff strives for               Instruction is               Decision making
      their potential.                excellence.                  innovative and               reflects a student-
                                                                      effective.                centred approach.

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 the progress, visit calgaryacademy.com/stratplan.

6 OF 24                                                       CA FAMILY HANDBOOK 2018 – 2019
Our Pillars
Four Pillars

               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.

                          Maximize every student’s academic performance.
                           We teach students
               Teach independent                    the core
                                          work habits           processes necessary
                                                         and transferable       skills. to build an
                           effective learning toolbox. Once students are at or above
               By complimenting time management, organization and planning strategies with transferable
                           grade-level,
               skills such as               wenote
                              test preparation,  provide
                                                    makingenrichment
                                                            and test taking,opportunities    that
                                                                             we ensure students can enable
                                                                                                    use their
                           them     to tackle   more  complex
               toolbox to achieve success in learning and life.  tasks.

               Improve pro-social and self-advocacy skills.
                          Teach independent work habits and transferable skills.
               We teach students how to choose actions and assess consequences as they develop the
                         By complimenting time management, organization and
               foundational skills required to have healthy social experiences wherever they go.
                        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.
               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.
                          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.
Respect               Enthusiasm                    Altruism              Commitment                  Honesty
   Acceptance and          A passion for living,        A concern for the      The self-motivation    Sincerity and integrity
 compassion towards      learning, and the ability      welfare of others         to set goals and     towards themselves
themselves, others and      to bring positivity        without anticipation    work relentlessly to     and others, and the
 their surroundings.       and energy to every          of reward and an      achieve them—when        recognition that this
                                experience.          understanding that our     it’s easy and when       is the foundation
                                                     actions help us become       it’s challenging.        of meaningful
                                                      the people we admire.                                relationships.

REACH Principles
At 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.

The matrix included in Appendix A outlines how the REACH principles apply to a variety of learning
environments both within and outside of Calgary Academy. These REACH expectations apply to all students
from grade one through 12:

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.

8 OF 24                                                           CA FAMILY HANDBOOK 2018 – 2019
ACADEMICS
Attendance and Punctuality
Students 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 attendance@calgaryacademy.com 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 Code
The 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.

   ĉĉ   No hats or hoods are to be worn inside

   ĉĉ   Midriffs and backs covered at all times

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

   ĉĉ   Slogans on clothing must be appropriate for a school environment

   ĉĉ   Undergarments are not to be visible

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

   ĉĉ   Shorts are to be mid-thigh or longer

                 CA FAMILY HANDBOOK 2018 – 2019                                                          9 OF 24
Graduation Credits – Pathway to Post-Secondary
All 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 Bob
              Tolsma, btolsma@calgaryacademy.com.

Homework Policy
Meaningful 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.

PowerSchool and Reporting
PowerSchool is 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 and further information on this system will be emailed
home to you in the first weeks of school. 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 pssupport@calgaryacademy.com

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. We will maintain our interview dates for families as typical but
our November and April interview dates will focus on Individual Program Plan goal progress while also being
able to go online to discuss current standing in courses with families.

10 OF 24                                                  CA FAMILY HANDBOOK 2018 – 2019
Transition Between Programs
Students 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                                 WINTER                                SPRING
     Initial discussion around             Student testing and group             Group discussion and final
      progress and program                  discussions with families                    decision
              suitability.

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

STUDENT LIFE
Athletics at CA
All 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:

Golf, Cross-Country Running, Volleyball, Basketball, Curling, Badminton, Soccer, Football, Ultimate Frisbee and
Track and Field.

               Questions about Athletics can be directed to Tracy Sullivan, Program Lead at
               tsullivan@calgaryacademy.com

                CA FAMILY HANDBOOK 2018 – 2019                                                          11 OF 24
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 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 15 Ski/Snow days on Wednesday from December to April, as well as 12 cross training
sessions on Wednesday afternoons from September to November and May to June. 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
              ldonde@calgaryacademy.com

International Travel Studies
Students 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.

For more information on International Travel Studies, contact Darren Chu at dchu@algaryacademy.com

Castle Café
The 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:

BREAKFAST                    LUNCH
7:45 am – 8:15 am            11:50 a.m. – 12:10 p.m.      12:10 p.m. – 12:40 p.m.      12:45 p.m. – 1:45 p.m.
                             Grades 1–6                   Grades 7–8                   Grades 9–12

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/cafe.

              Questions about the Castle Café should be directed to Janet Lewis, at
              jlewis@calgaryacademy.com.

12 OF 24                                                  CA FAMILY HANDBOOK 2018 – 2019
Hours of Instruction
Regular school days occur on Monday, Tuesday, Thursday, and Friday.

Wednesdays at Calgary Academy are half days, and the school follows a compressed schedule.

                HOURS OF OPERATION

          DAY               START               END

 Monday                   8:15   a.m.        3:15    p.m.

 Tuesday                  8:15   a.m.        3:15    p.m.

 Wednesday                8:20   a.m.       12:30    p.m.

 Thursday                 8:15   a.m.        3:15    p.m.

 Friday                   8:15   a.m.        3:15    p.m.

Integrated Studies
Students in Grades 1-9 will participate in daily (excluding Wednesdays) options.

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.

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 INCLUDE:

            Art                                     Computer Science                  Photography

            Drama                                   Music                             CA Cycle

            Multimedia                              Spanish                           Outdoor Education

                  CA FAMILY HANDBOOK 2018 – 2019                                                    13 OF 24
Physical Education
Students 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
              tsullivan@calgaryacademy.com.

Student Services
PSYCHOLOGIST
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,
              shoag@calgaryacademy.com

14 OF 24                                                 CA FAMILY HANDBOOK 2018 – 2019
STUDENT RULES AND EXPECTATIONS
Acceptable Use Policy
Calgary Academy is committed to helping our students thrive in the 21st century. 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 agree to the Acceptable Use Agreement included in Appendix B of this document.

Cell Phone Usage
We 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 Policy
Please see the PBIS section for information on our discipline policy.

Electronic Devices
Calgary 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 Expectations
Students are expected to exemplify the REACH principles and behave in a manner that reflects our values
while inside and outside of Calgary Academy.

Fit to Learn
Being 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.

                 CA FAMILY HANDBOOK 2018 – 2019                                                            15 OF 24
Privacy – Locker Searches
Calgary 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.

16 OF 24                                                 CA FAMILY HANDBOOK 2018 – 2019
CLASSROOM LEVEL

                      MINOR                                                 MINOR
              UNACCEPTABLE BEHAVIOURS                           UNIVERSAL RESPONSIVE MEASURES

                                                         ĉĉ   modeling expectations
   ĉĉ    calling out
                                                         ĉĉ   praise for students following expectations
   ĉĉ    tardiness
                                                         ĉĉ   verbal reminders
   ĉĉ    off-task behaviour
                                                         ĉĉ   visual signals
   ĉĉ    engaging in side conversations
                                                         ĉĉ   teacher proximity
   ĉĉ    making sounds
                                                         ĉĉ   removal of distractions
   ĉĉ    complaining
                                                         ĉĉ   relocation within learning space
   ĉĉ    borrowing supplies without permission
                                                         ĉĉ   referencing posted expectations
   ĉĉ    littering
                                                         ĉĉ   planned ignoring
   ĉĉ    wearing a hat or hood in school
                                                         ĉĉ   provide alternative
   ĉĉ    dress code violations

                    SIGNIFICANT                                           SIGNIFICANT
              UNACCEPTABLE BEHAVIOURS                           UNIVERSAL RESPONSIVE MEASURES

 ĉĉ     impinging on personal space                      ĉĉ   reteaching of expectations

 ĉĉ     disrupting learning                              ĉĉ   temporary relocation to another learning
                                                              space
 ĉĉ     teasing
                                                         ĉĉ   student-teacher conference
 ĉĉ     dishonesty
                                                         ĉĉ   student self-monitoring
 ĉĉ     arguing
                                                         ĉĉ   community service
 ĉĉ     using materials unsafely
                                                         ĉĉ   contacting parents
 ĉĉ     rudeness
                                                         ĉĉ   formulating student behaviour plan
 ĉĉ     noncompliance with reasonable requests
                                                         ĉĉ   detention

                                                         ĉĉ   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.

                     CA FAMILY HANDBOOK 2018 – 2019                                                    17 OF 24
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:

    ĉĉ   referred back to the teacher for                       ĉĉ    assigned to a member of the SRT for
         management, with guidance, strategies,       OR              further management
         and other levels of support

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

   ĉĉ    direct defiance to school staff                   ĉĉ   student-parent-admin conference

   ĉĉ    disrespecting peers or teachers                   ĉĉ   student reflection and/or project

   ĉĉ    using profanity                                   ĉĉ   student support plan

   ĉĉ    making inappropriate comments                     ĉĉ   specialized services

   ĉĉ    vandalism                                         ĉĉ   mentoring

   ĉĉ    vaping/smoking on campus                          ĉĉ   temporary confiscation of property

   ĉĉ    academic dishonesty                               ĉĉ   restorative actions

   ĉĉ    bullying (including cyberbullying)                ĉĉ   loss of services*/privileges

   ĉĉ    unsafe driving

* 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.

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The table below 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

   ĉĉ    consumption and/or possession of alcohol or        ĉĉ   family-administration summit conference
         other drugs or related paraphernalia
                                                            ĉĉ   probationary contract
   ĉĉ    carrying or using weapons
                                                            ĉĉ   risk assessment
   ĉĉ    selling contraband
                                                            ĉĉ   in-school suspension
   ĉĉ    discrimination
                                                            ĉĉ   off campus suspension
   ĉĉ    fighting
                                                            ĉĉ   reporting to authorities
   ĉĉ    sexual harassment
                                                            ĉĉ   supported leave
   ĉĉ    theft
                                                            ĉĉ   expulsion
   ĉĉ    intimidation and threats

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:

    ĉĉ   the student is placed on suspended                      ĉĉ    the student is permanently removed
         leave, where the student is                                   from the school, either by voluntary
         academically supported off campus             OR              withdrawal or by expulsion
         but not permitted on campus for
         any reason, indefinitely

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.

                    CA FAMILY HANDBOOK 2018 – 2019                                                       19 OF 24
PBIS Summary
                                                 P B I S S U M M A RY

                                                                Create, Communicate, and Teach
 ACC E P TA B L E B E H AV I O U R S

                                                                School-Wide Reach Expectations

                                                                  Reinforce School-Wide Reach
                                                                          Expectations

                                             CLASSROOM LEVEL                                    COMMUNITY LEVEL
                                            Intentional Design And                            Reach Slips, Big And Small
                                           Research-Based Practices                            Celebrations, And Reach

                                                                  Classroom Level Supports and
                                                                          Interventions
                                                                      MINOR AND SIGNIFICANT
 U N ACC E P TA B L E B E H AV I O U R S

                                                                Administrative Level Supports and
                                                                          Interventions
                                                                          INTERMEDIATE

                                                                Administrative Level Supports and
                                                                          Interventions
                                                                             MAJOR

                                                                      REMOVAL FROM SCHOOL
HOME-SCHOOL COMMUNICATION
Ongoing 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. Each month, you will
receive the CA Connection, 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 – We have a new website this year. We are learning to use the new opportunities this website
will provide. We anticipate secure classroom blogs will provide ongoing communication regarding the
learning tasks undertaken by students, along with homework expectations and deadlines. 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, 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.

INCLEMENT WEATHER
The 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 radio stations (CBC) 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.

                 CA FAMILY HANDBOOK 2018 – 2019                                                          21 OF 24
RECOGNITION AND AWARDS
There 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.

   ĉĉ   REACH

   ĉĉ   Presidents List

   ĉĉ   List of Major Awards and Scholarships (to come)

   ĉĉ   Homework Excellence and Achievement

   ĉĉ   Attendance Excellence and Achievement

   ĉĉ   Academic Excellence and Achievement

ARLETTE SPEAKER SERIES
Our school community is strongest when we work together, and we are committed to connecting and
supporting CA parents with current issues, events, and trends. Several times throughout the year, Calgary
Academy hosts the Arlette Speaker Series, a donation-only event that features high-interest presentations on
a variety of parent-specific topics. Previous events have covered online bullying, protecting your child’s digital
footprint, etc.

SCHOOL COUNCIL OF CALGARY ACADEMY
2018 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 will serve 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/schoolcouncil.

22 OF 24                                                   CA FAMILY HANDBOOK 2018 – 2019
SCHOOL ADMINISTRATION
Tim Carlson             Principal                            tcarlson@calgaryacademy.com

Paula Chattha           Assistant Principal (Grades 1-6)     pchattha@calgaryacademy.com

Erin Ellis              Assistant Principal (Grades 7-9)     eellis@calgaryacademy.com

Kim Petersen            Assistant Principal (Grades 10-12)   kpetersen@calgaryacademy.com

Mike Ross               Division Lead                        mross@calgaryacademy.com

Tracy Sullivan          Project Lead                         tsullivan@calgaryacademy.com

OTHER IMPORTANT CONTACTS
Absences Hotline                                             attendance@calgaryacademy.com

Bussing                 Brian Wittwer                        bwittwer@calgaryacademy.com

Castle Café             403.686.6444 ext. 312                castlecafe@calgaryacademy.com

Helpdesk                                                     helpdesk@calgaryacademy.com

Knights Athletics       Tracy Sullivan                       tsullivan@calgaryacademy.com

                 CA FAMILY HANDBOOK 2018 – 2019                                              23 OF 24
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