FHB 2025 2026 (Sept 2025)

FAMILY HANDBOOK 2025-2026

FNMI Statement

In the spirit of reconciliation, Foothills Academy acknowledges that we live, work, and play on the traditional territories of the people of the Treaty 7 region in Southern Alberta, which includes the Niitsitapi of the Blackfoot Confederacy, comprised of the Siksika, Piikani, Amskaapipiikani, and Kainai First Nations, the Dene people of the Tsuut'ina First Nation, and the Îethka Nakoda Wîcastabi, comprised of the independent Bearspaw, Chiniki, and Goodstoney First Nations. This region is also home to the historic Northwest Métis and to the people of the Otipemisiwak Métis Nation, Battle River Territory (Nose Hill Métis District 5 and Elbow Métis District 6).

We acknowledge the many First Nations, Métis, and Inuit peoples whose footsteps have marked these lands for generations. We are grateful for the traditional Knowledge Keepers and Elders who are still with us today and those who have gone before us. We also acknowledge all urban Indigenous people who call Calgary home. We recognize the land as an act of reconciliation and gratitude to those whose territory we reside on or are visiting.

About Foothills Academy

MISSION

“The mission of Foothills Academy is to facilitate learning in persons, primarily youth and children, identified as having a learning disability by providing quality educational programs and a supportive environment for families and staff. We recognize that we are interdependent with our global community – by participating in research, public education, in-service and advocacy, through community service”.

An Educational Centre of Excellence Foothills Academy was established in 1979, and has a dual purpose:

To offer a full-time educational School Program for students with Learning Disabilities

To provide to the greater community with a Community Services component consisting of advocacy, research, workshops for teachers, parents and professionals, and assistance to individuals with Learning Disabilities and/or ADHD (such as intensive, individual remediation instruction, psychological services and recreation programming).

About Learning Disabilities About Learning Disabilities

Learning Disabilities (LD)

Learning Disabilities are neurodevelopmental disorders which result from impairments in one or more processes related to perceiving, thinking, remembering or learning

Psychologists can diagnose Learning Disabilities with one of two definitions:

The Learning Disabilities Association of Canada (LDAC) has a definition of Learning Disabilities Official LDAC definition of Learning Disabilities

The Diagnostic and Statistical Manual (DSM-5) provides a definition of the Specific Learning Disorders What is a Specific Learning Disorder

About ADHD

Attention Deficit Hyperactivity Disorder (ADHD)

Attention Deficit Hyperactivity Disorder is a neurodevelopmental disorder that significantly impacts a person’s self-regulation in the areas of thinking, feeling, and behaviour. ADHD can be diagnosed by a variety of professionals, including Psychologists and medical doctors.

ADHD has three main types of presentation:

Inattentive: e g , difficulty staying focused on boring tasks, forgetfulness, and struggles staying organized

Hyperactive-Impulsive: e.g., often moving or fidgeting, very talkative, and tendency to interrupt others.

Combined: these individuals have both the Inattentive and Hyperactive-Impulsive characteristics.

Facts about ADHD:

ADHD is not a Learning Disability, however it is a common co-existing condition with LD.

When ADHD is properly treated, the associated risks (such as accidents and substance abuse) are significantly reduced.

Most (>90%) individuals with ADHD will respond well to medication, once the correct type of medication and dose is identified (see: https://caddac ca/about-adhd/ingeneral/ )

How is Foothills Academy Different from Other Schools?

For over 45 years Foothills Academy has been a leader in serving young people with Learning Disabilities and ADHD, as evidenced by our incredible student success.

Small classes staffed by a highly knowledgeable teacher and educational assistant, allowing us to truly connect with each child, build relationships and maximize potential.

Teachers address the unique cognitive strengths, challenges and needs of each student, and work with families to meet their social and emotional needs.

Teachers work beyond academics, supporting their students’ ability to develop the executive functioning skills to successfully and independently organize, plan, and study, as well as ensuring that students become strong self-advocates and have a high sense of self-worth, resilience, and confidence

Transitions to postsecondary education is a focus. All students are expected to have the opportunity for post-secondary education and career success after graduation. This extends to the community with an online course for highschool students.

Our experienced educators engage in on-going professional development to ensure they remain at the forefront of effective teaching for individuals with Learning Disabilities and ADHD.

Students are supported by a Counselling Psychology team in order to promote their mental well-being and foster their long-term resilience

Students and staff are supported in Skills Classes by Read/Write & Math Intervention Instructors for intensive remediation in specific areas of reading, writing or math, depending upon students’ Learning Disabilities.

The Assessment Psychology team supports the school by collaborating with teaching staff to understand each child’s cognitive profile and identify appropriate evidencebased practices. The team also works with the school in small groups on anxiety and executive functioning programs

We provide after-school support for homework and studying, as well as organizational skill development and executive functioning

How is Foothills Academy Different from Other Schools?

We maintain a wide range of sports teams, extra-curricular events and off-site activities for students.

Fine arts include a comprehensive arts program, photography class, and drama program. Staff also run art clubs, a photography exhibition, a fibre arts market, and an annual theatrical production.

All students have access to appropriate Assistive Technology supports for their learning needs, working in conjunction with our full-time Assistive Technology Specialist

Each student is supplied with a device, either an iPad or Chromebook, and digital citizenship is facilitated in each class.

Students have on-site access to a Speech Language Pathologist and Occupational Therapist, to help those who need these supports be even more successful

We engage in ongoing research efforts to ensure the delivery of evidence-based practices here at Foothills Academy, and well beyond.

Our Estelle Siebens Community Services provides a wide array of services to complement our school program, including workshops for parents throughout the school year and Camp Amicus day and overnight camps each summer

We value the importance of collaboration between teachers, families and students. We successfully implement student directed IPP goals and accommodations, which are regularly reviewed, monitored and accomplished in collaboration with families.

Each year Foothills Academy provides professional development to over 2000 teachers across Canada on Learning Disabilities, ADHD, and associated disorders

We support families in need. As a charity, our staff and families ensure that Foothills Academy is accessible to all, raising close to $1,000,000.00 annually for our bursary; giving access to the school program for those who are unable to afford the cost

The quality of our programming is guided by science and current best practices in the field, done by our experienced and expert Best Practices Committee

WELCOME FROM YOUR EXECUTIVE CO-DIRECTORS

Dear Parents, Guardians and Students,

Welcome to the 2025/26 school year, where we strive for all students to experience a great year of growth, connection, learning, friendship and enjoyment. There will inevitably be ups and downs, but every member of Foothills Academy is here to support all students and families on their journey, and make this year the best yet. Whether it is staff in the School, Community Services, and the Back Office, or volunteers on the Board of Governors, Foothills Academy Parents’ Association or committee members, the Foothills Family reaches far and wide, with the intention of making your experience positive and meaningful

Having been in existence since 1979, Foothills Academy has grown into a leader in Learning Disabilities such as Dyslexia, and some associated disorders such as Attention Deficit Hyperactivity Disorder This has led to our annual theme being “Exceptional By Design” With continuous program development, we serve the specific needs of each student and family as much as possible. Our experienced and expert staff in all departments are the catalysts for our ongoing evolution, as they collaborate to provide unparalleled wrap-around services to all.

Foothills Academy is successful because of the outstanding commitment and dedication of our staff, and so it is with great confidence that we can assure students and families that “ you are in good hands”. Classroom staff and administration are here to support every student and family, with immense school support from Community Services in intensive literacy & numeracy intervention; counselling; and group programs (such as Coping Cat and Unstuck). Our school families can also benefit from our Amicus camp and recreation programs, as well as the wealth of learning opportunities offered (such as monthly community workshops and online courses for families) Communication between parents, students and school is crucial for success Connect with your child’s homeroom teacher for immediate concerns, and review the communication process on page 41

Additionally, the Foothills Academy Parents’ Association (FAPA) meets monthly at the school, and a school administrator is always in attendance, so feel free to connect with FAPA and meet with other parents at these meetings. If you are interested or want to contact FAPA, please view their contact information here.

FAPA

WELCOME FROM YOUR EXECUTIVE CO-DIRECTORS

Teachers and administration will also connect with you at meet the teacher, IPP meetings, parent-teacher conferences, and the General Meeting. We share our Annual Education Results Report & Education Plan at General Meetings, and feedback relating to these documents can be shared directly with administration.

Thank you all for your ongoing support of Foothills Academy. We hope that you can join us at one of our events this year, including our Night to Shine Annual Charity Gala on November 8, 2025 at the Palliser Hotel, or the Gordon Hoffman Charity Golf Classic next summer

We are also rded to us by virtue of being voted one of Calgary’s fa in the Calgary Herald’s Reader’s Choice Awards for

Here’s to an

Mr Simon Williams Executive Co-Director (Head of School)

Dr Karen MacMillan, R Psych Executive Co-Director (Director of Community Services)

RESEARCH

In 2010 researchers from the University of Alberta completed a report for Alberta Education entitled: Exemplar Alberta Schools: A case study of Foothills Academy.

For this research project information was collected from students, parents, and school staff to identify the specific factors that contribute to the success of the school. The researchers identified six key findings:

1. Relationships with School Staff:

· School staff encourage students to feel good about themselves

· Students reported that teachers are approachable and understand them

· There is a high level of communication between parents and teachers Teachers report that they work as a team and collaborate to enhance learning

2. Supporting Students with LD:

· Small class sizes and one-on-one attention are seen as key factors to success

· Parents reported that teachers use flexible teaching methods, diverse resources, and are knowledgeable about LD Individualized Program Plans (IPPs) were described as being highly beneficial in supporting individual student learning

3. Learning Resources

· Teachers use assistive technologies, computer-related resources, and make necessary accommodations for differing student needs

· Teachers use a wide-range of strategies and interventions that build on student strengths and target areas of need

4. Supporting Learning at Home

Homework expectations are clearly communicated to parents, as well as students, and parents are informed of learning strategies that may assist their child

· Teachers tell parents about positive student behaviour, not just challenges, and involve parents in creating the student IPP

· Teachers will communicate homework assignments to parents for students who have difficulty in documenting assigned homework

RESEARCH

5. Teaching and Assessment Strategies

· Teachers use various methods to demonstrate student progress, and regularly monitor IPP goals

· Teachers cater instruction to student needs, rather than using a “one-size fits all” formula

· Teachers make accommodations to assessment practices, when needed, to help students reach their IPP goals

· Assessments are used to plan for future instruction and to help students identify both their strengths and areas of weakness

· Assessments focus on curricular standards to ensure clear communication and a deep understanding of learning goals. Research strongly supports the use of Standards Based Learning and Assessment in the classroom, with particular emphasis on the benefits to students with diagnosed Learning Disabilities and/or ADHD.

6. School Culture and Atmosphere

There is a positive school atmosphere and a focus on student strengths

· Foothills Academy was described as welcoming, encouraging, and embodying a sense of belongingness and self-esteem for its students. On several occasions, Foothills Academy was described as a “happy family”

· Parents and teachers feel that school administrators are accessible and approachable

· Teachers are passionate about teaching, and genuinely care for students

The six key findings that were identified by the U of A researchers are highly consistent with Self-Determination Theory Self-Determination Theory is “an empirically based theory of human motivation, development, and wellness” (Deci & Ryan, 2008, p 182) Selfdetermination involves a combination of skills, knowledge, and beliefs that enable a person to engage in goal-directed, self-regulated, autonomous behavior Increased selfdetermination is based upon an understanding of one's strengths and limitations together with a belief in oneself as capable and effective, and leads to higher quality intrinsic motivation and engagement for activities (Deci & Ryan, 2008).

In fact, the U of A researchers noted that Foothills Academy students “expressed appreciation for the caring relationships they hold with school staff, the availability of diverse learning resources, and the opportunity to be involved in identifying practices of personal strengths, challenges, and learning strategies” (p. 26). Clearly, the three basic needs fundamental to the development of self-determination (competence, autonomy, and relatedness) are very evident in the work we do at Foothills Academy

Why is self-determination important?

Self-determination skills, such as self-knowledge, self-advocacy, and self-regulation, foster:

Empowerment and meaningful motivation in young adults with LD/ADHD. Individuals with LD/ADHD who report high-levels of self-determination are more likely to experience academic engagement and postsecondary success (Farmer, Allsopp, & Farron, 2015; Zheng, Erickson, Kingston & Noonan, 2014)

The ability to thrive according to a wide-range of desirable outcomes, including increased happiness and improved quality of life (Nota, Soresi, Ferrari & Wehmeyer, 2011; Stiglbauer, Gnambs, Gamsjager, & Batinic, 2013)

Since 2015 Foothills Academy has been deliberately focused on fostering selfdetermination in the children and youth we serve. The National Centre for Learning Disabilities in the US further validated that approach with a report in 2018 called Agents of Their Own Success.

Strong empathy for individual’s experience

Unconditional positive regardestablishing that the young person and their behaviour are separate

Strong relationships developed between staff and students/clients

Building on existing strengths and/or interests (in and out of the classroom)

Self-Determination Theory underlies our motto: Find Understanding; Build Confidence; Maximize Potential

Behavioural issues are seen as communication about unskillful efforts behaviour that needs to be addressed

Recognition for, and feedback on, effort

Differentiation between knowledge vs performance deficits when considering skill levels.

A focus on scaffolding new skills over time (through direct instruction and practice with coaching)

Timely, specific feedback

A holistic view of individuals

Recognition for a wide-range of pathways to “success” Clear behavioural guidelines

High expectations

Consistent structure

Consequences are natural and timely

Emphasis on choice throughout each day

Opportunities for increasing independence

Our son has been a Foothills Falcon for four years We could not be happier with the school facilities, teachers, and supports that are provided to our son Foothills has been a game changer - he is not only meeting, but exceeding academic expectations Just as important, our son is included, happy, has developed strong friendships, and feels like he belongs. Foothills has set his confidence soaring, we could not be more thankful to the entire team!

Family Testimonials

My daughter loves school now, she is getting the help she needs and is reaching her potential to a degree I could have never imagined So much hope for her reaching her dreams as they are now within reach. So proud of her Thanks to the Foothills community as everyone is a part of her success

Foothills Academy is the type of school every parent wishes their child could attend. My child's grades have improved but most of all his confidence has completely improved which makes everything easier. Students still work hard but they are given the tools to complete the work.

The school has been a game- changer for our child, and for our whole family!

Children and families must always come first.

THE 5 'C'S OF FOOTHILLS CULTURE

CHILDREN

CONTINUOUS LEARNING

Continuous reflection and learning are key to professionalism.

COMMUNICATION

Communication must always be professional and honest, even when it is difficult.

CARING

Caring and supporting colleagues is a hallmark of who we are.

COMMUNITY

Community is built on diversity, respect, inclusion and belongingit takes a village.

EDUCATION PLAN AND ANNUAL RESULTS REPORT

In order to provide assurance that Foothills Academy is striving to serve students and families as best as we possibly can, Alberta requires an Education Plan and Annual Results Report. The results in the report are based upon parent, student and staff feedback surveys, and achievement metrics including PATS, Diplomas, and graduation rates. The Education Plan focuses upon continuous growth and assures stakeholders that direction is in keeping with the needs of students, families and the school's status as a Designated Special Education Private School for students with Learning Disabilities.

TUITION AS A MEDICAL EXPENSE AND CRA FILING

As a Designated Special Education Private School (DSEPS), tuition to may be claimed in your annual tax filings as a medical expense This comes under the title of Care and Training in a School, and requires an appropriately qualified person to recommend for the student to attend a DSEPS such as Foothills Academy specializing in Learning Disabilities. The psychologist who conducted your child’s psychoeducational assessment should be able to make this recommendation, which should be sufficient documentation to submit to the CRA with your tuition receipts when filing your taxes. However, if the CRA reject your initial claim for tuition as a medical expense, contact Simon Williams (siwilliams@foothillsacademy.org) to see if there is any further assistance we can provide to help your claim.

We can only assist with CRA claims by providing a supporting letter if your initial claim was rejected. There is no other support we provide, and so you will need to seek additional advice from professional accountants.

Claiming tuition as a medical expense is different to claiming Disability Tax Credit All students and families at Foothills Academy should be eligible to claim tuition as a medical expense; by virtue of being in the specialized school program due to having a Learning Disability Disability Tax Credit is a different tax relief, and some families may qualify However, this is not something that we are able to support families to apply for

FOOTHILLS ACADEMY STAFF AND ADMINISTRATION

EXECUTIVE DIRECTORS

The Executive Directors are appointed by, and report to, the Board of Governors. They are responsible for the general administration, organization, and management of the Society, subject only to legislation and to such policies as may be issued by the Board. The Executive Directors are responsible for the day-to-day functioning of the society and report on their operation to the board

Dr Karen MacMillan and Mr Simon Williams are the Executive Co-Directors, who share joint responsibility for the operations of Foothills Academy Society Where roles are divided between the School Program and Community Services, Mr Williams shall take primary responsibility for the School Program (Head of School) and Dr. MacMillan shall take primary responsibility for Community Services.

Role:

To lead, supervise, and evaluate school administration, Community Services Managers, and the Director of Business Management, as well as oversee other staff evaluations.

To develop, evaluate, and monitor School and Community Services programs that are consistent with the Statement of Mission and Principles. Ensuring cohesion between School and Community Services.

To provide fair and equitable standards and expectations to all staffing areas in the Society; School Program, Community Services, and the Business Office

To be responsible for external communication for the Society To be the primary liaisons to the global community

To coordinate and facilitate appropriate interaction and communication among the various groups working within Foothills Academy. To lead in a positive, responsible, caring and professional manner with high standards and expectations; developing, implementing, and supporting appropriate communication policies throughout.

To foster and support relevant evidence-based practices, programs, supports and internal research on Learning Disabilities and associated conditions such as ADHD

To be active members of the Board of Governors and all sub-committees.

To develop, implement, and manage policies and procedures to reflect Department of Education policies, Psychologist Professional standards, Alberta Employment Standards and general Foothills Academy policy standards. In addition to ensuring that other government regulations are met.

To ensure compliance with the Canadian Revenue Agency as a Registered Charity.

FOOTHILLS ACADEMY STAFF

AND ADMINISTRATION

EXECUTIVE DIRECTORS cont’d

To manage the fiscal resources of the Society and ensure the financial viability of the Centre through the expertise of the Business Manager and Finance Committee.

To assume primary responsibility for the development and implementation of short and long range plans of the agency. To responsibly sustain and develop Foothills Academy in line with the Mission.

To maintain representation on respective relevant education and psychology related committees provincially, nationally and internationally. To continually keep abreast of the latest research and innovation in these fields relating to Learning Disabilities and ADHD as per the Mission Statement, and being leaders in the community.

BOARD OF GOVERNORS

FOOTHILLS ACADEMY STAFF

AND ADMINISTRATION

SCHOOL ADMINISTRATION

Day-to-day

STAFF LIST (2025-2026)

EXECUTIVE DIRECTORS

Simon Williams and Karen MacMillan

BUSINESS OFFICE

David Bolink Director, Business Management

Alexandra Watson Manager, Communications & Marketing

Rachel Taylor Administrative Assistant, Communications

Justin Fagan Manager, Information Technology Services

Brianna Gare Manager, Community & Alumni Engagement

Alysia Derrien Accounts Officer

Sherry Anne Santillan Payroll & Human Resources Officer

Gina Brown Administrative Assistant, Main Reception

CUSTODIAL

Elaine Whalen (Facility Manager), Noah Robinson (Custodian),

Susie Lefebvre, Gladys Rivera, Jamila (Kay) Aranda (Cleaners)

COMMUNITY SERVICES MANAGERS

Melanie Reader Manager, Psychological Services & Programs

Jenny Davidson Manager, Read/Write & Math Intervention

Carola Tiltman Manager, Learning Disabilities & ADHD Network

Bani Puri Manager, Professional Development & Community Education

Luke MacKinnon Manager, Amicus Camps & Recreation

COMMUNITY SERVICES

Rachel Drozdowski Administrative Assistant, CS Reception

Jana Stevenson Community Services Intake Coordinator

Melanie Reader Manager, Psychological Services & Programs

Melissa Yue Staff Psychologist, Assessment

Uma Vandekerkhove Staff Psychologist, Counselling

ASSESSMENT PSYCHOLOGY TEAM

Daniel Cho, Hailey McManus, Nicole Macmillan, Mahsa Salehnajafi, Nina Howorun, Julia Therrien, Lucy O’Toole, Lucy Stroud, Rina Woehr, Mariya Azhar, Carmen Dominguez

COUNSELLING PSYCHOLOGY TEAM

Whitney McGeary, Caitlin Ross, Danielle Taylor, Heather Iverson

STAFF LIST (2025-2026)

Luke MacKinnon

Holly Stanich

Jenny Davidson

Karen Monner

Carissa Backus

Dhanya Baird

Melissa Beaupre

Mary Haggeman

Bertha Turner

Anna Marrello

Evangaline Yu

Sarah Hack

Emily Kornelson

Sarah Backus

Chelsea Shortall

Bridgette Frischholz

Caneel Young

Amy Kowbel

Thea Whiteside

Lena Park

Carola Tiltmann

Manager, Amicus Camps & Recreation

Program Coordinator, Amicus Manager, Read/Write & Math Intervention

Clinical Instructor, Tier 3 Team Lead

Clinical Instructor, RWM Team Lead

Clinical Instructor, Writing Team Lead

Clinical Instructor, Read/Write & Math

Clinical Instructor, Read/Write & Math

Clinical Instructor, Read/Write & Math

Interim Math Team Lead, Read/Write & Math

Full-Time Read/Write & Math Instructor

Full-Time Read/Write & Math Instructor

Full-Time Read/Write & Math Instructor

Full-Time Read/Write & Math Instructor

Full-Time Read/Write & Math Instructor

Full-Time Read/Write & Math Instructor

Full-Time Read/Write & Math Instructor

Full-Time Read/Write & Math Instructor

Full-Time Read/Write & Math Instructor

Full-Time Read/Write & Math Instructor

Manager, Learning Disabilities & ADHD Network

BOARD OF GOVERNORS

The Board of Governors oversees the workings of Foothills Academy Society. As the legal entity of the Society, the Board monitors programs, financial statements and policies as they relate to the Society, and provides assistance and direction to the Executive Directors. The Executive Committee of the Board meets on a regular basis to establish agenda items and to discuss various issues. As well, the Finance Committee of the Board meets at least quarterly to review budgets, endowment funding, and investments. Additional Board Committees include Risk Management and Strategic Planning.

Board members remain active in many aspects of the Society – from attending school program functions, parents/guardians meetings and various fundraisers, to supporting senior administration We would like to express our sincere thanks to the volunteer members of the Board Their commitment and dedication impacts the children and families affected by Learning Disabilities at Foothills Academy, and in the wider community

POSITION

NAME

Chair Kristin Smith

Vice Chair Harold Esche

Treasurer Dennis Auger

Secretary Carmella Steinke

FAPA Representative Angie Bishop

Governor Leslie Archibald

Governor Leo Golden

Governor Elke Meyer

Executive Co-Director Karen MacMillan

Executive Co-Director Simon Williams

FOOTHILLS ACADEMY

PARENTS’ ASSOCIATION (FAPA)

FAPA STATEMENT OF MISSION

“The Mission of the Foothills Academy Parents’ Association is to advocate for the right of children with learning disabilities to realize their full potential through education.”

FAPA is a community of concerned parents dependent upon one another for mutual support, and is linked in partnership with The Foothills Academy Board of Governors and The Foothills Academy Staff FAPA is dedicated to producing a positive environment for children through advocacy, communication, social events and the community at large

FAPA and Foothills Academy Society, hosts two general meetings per school year and parents are expected to attend:

September: This coincides with the Meet the Teacher / Family Orientation Night. June: FAPA’s Annual General Meeting, including the election of a new FAPA executive and the presentation of the annual audited financial statements.

FAPA also holds monthly board meetings on the second Wednesday of the month from 7:00 - 9:00 pm at the school. Board meetings are open to all parents to attend and include an update from the school administration along with other FAPA matters.

All families make a commitment for the major annual fundraising events including:

The Car Raffle

Fall Gala

The Calgary Marathon

The Gordon Hoffman Golf Charity Golf Classic Casino (every 18 to 24 months)

Bursary Fund Support

Through these fundraising efforts, bursary funds are made available to families in need of financial assistance to attend our school. One of FAPA’s roles is to coordinate and support these fundraising efforts to raise money for the school bursary fund.

FAPA Awards / Scholarships

The annual honorarium awards are another initiative that FAPA undertakes. The purpose of the awards is to recognize students for their efforts during their stay at our school. FAPA awards a total of $1500 in scholarships to three graduating students. The awards are intended to be used for furthering their education and/or self-improvement. Applications are available in early spring and FAPA presents the awards at the graduation ceremonies.

In addition, FAPA is involved with advocacy, parent communication, social and extracurricular events, and supporting the school through various volunteer opportunities FAPA charges each parent family $32 annually to support our various initiatives

FOOTHILLS ACADEMY PARENTS’ ASSOCIATION

FAPA believes that good communication is vital to the overall success of the students' time at Foothills Academy. Therefore, we make every effort to ensure information is shared between administration, staff, students and parents FAPA updates are included in the weekly Foothills Academy School News, which is emailed on Tuesday

We encourage you to get involved with FAPA Your involvement will be rewarding, informative and fun And, it's a good way to meet other parents and make new friends who share the common bond of having children with learning disabilities

FAPA Executives

Angie Bishop President

Clara Tseng Vice President

Stephanie Nicholl Treasurer

Our Fundraising efforts will continue to ensure that we keep our services available to all who truly need them. The current family commitment information can be found on the website at Family Commitment, along with the handbook outlining all options for your family commitment

Heather McCann Secretary

Kathryn MacNeil Past President

General E-Mail fapa@foothillsacademy.org

FAMILY COMMITMENT

Foothills Academy’s community has always had fundraising as one of our core principles as - we should never turn a family away due to financial need. Fundraising is an integral part of the community, and last year we ran our 15th Annual Gordon Hoffman Charity Golf Classic Golf Tournament at Country Hills Golf Course, and our Calgary Marathon Campaign and Calgary Marathon After Party. These events were great successes, and could not happen without the committee members, volunteers and supports from our communityso thank you to all who participated or volunteered to make these events happen.

ToShine

We are excited for this coming year to be continuing with our Fall Fundraising Gala at the Fairmont Palliser on November 8th, 2025 The theme of this year’s Gala is “A Night To Shine”, so be sure to save the date

ANIGHT

ESTELLE SIEBENS COMMUNITY SERVICES

Foothills Academy Society’s Community Services assists individuals of all ages with Learning Disabilities and/or ADHD in the Calgary area and beyond. It is open year-round and provides an array of fee-for-service programs, through four departments:

DEPARTMENT SERVICES MANAGER

Psychological Services & Programs

Read/Write & Math Intervention

Amicus Camps & Recreation

Professional Development & Community Education

A large Psychology Training Centre, which offers: psychoeducational assessments; individual and family counselling; and group psychology programs

Individual and small group remedial instruction (weekly or intensives)

Day and overnight camps for young people with LD and/or ADHD, as well as year-round recreation programs

In-person workshops and online courses on Learning Disabilities, ADHD, and associated issues

Melanie Reader

Jenny Davidson

Luke MacKinnon

Bani Puri

Each department provides services to the wider community, however, two of the departments (Read/Write & Math Intervention and Psychological Services & Programs) provide extensive services to Foothills Academy school students. Like other professional services offered to our students (such as occupational therapy and speechlanguage therapy), these services are provided during the school day at no additional cost to families, and the resources are allocated to students based on need, as determined by the School administrators.

ESTELLE SIEBENS COMMUNITY SERVICES

THE ROLE OF COMMUNITY SERVICES WITHIN THE SCHOOL PROGRAM

Read/Write & Math Intervention in Skills Class

The Read/Write & Math Intervention department of Community Services provides individual and small-group intensive remedial interventions in literacy and in numeracy. These services are provided to Foothills students based on need, as determined by School administrators (according to assessment data).

SKILLS CLASSES

Foothills’ Skills program is the foundation of our academic intervention for students with learning disabilities Students in Grades 3-9 attend Skills classes four times a week (Monday through Thursday) for one period As we know, the most common learning disability is dyslexia, and a learning disability in reading also affects the acquisition of mathematical knowledge and skills. As such, each student in Grades 3-9 is provided with remedial learning in both literacy and numeracy.

In addition to providing remedial learning to help fill gaps that have been identified as a result of students’ individual Learning Disabilities and school experiences, teachers also provide explicit instruction and practice in executive functioning skills that affect academic performance, such as task initiation, planning, problem solving, and organization.

Our students are given assessments in decoding, reading fluency, reading comprehension, functional writing, story writing, encoding/spelling, and mathematical strands three times per year Based on these assessments, in addition to teacher observations and consultations, students are grouped according to their area of highest need In Grades 3-6, the broad areas of numeracy and literacy are taught in response to common gaps such as phonological awareness, spelling rules, or place value In Grades 79, these are parsed out slightly and students are given lessons according to their areas of need in reading, writing, and math. Our goal is to ensure that all students in Grades 7-9 receive remediation in all three areas, however, some students may need to repeat topics for greater understanding and repeated practice.

In conjunction with the Skills classes, some students participate in additional small group literacy or numeracy intervention. This is led by our Read/Write & Math program. Read/Write & Math is part of our Community Services, and in partnership, we are able to provide a number of students with small group intervention each term. This is explicit, direct instruction and repeated practice.

Although Read/Write & Math instructors may be involved, please note that all communications about the Skills program and interventions will be through Lindsey Bingley our Literacy & Numeracy Strategist (lbingley@foothillsacademy org)

ESTELLE SIEBENS COMMUNITY SERVICES

Our Literacy Framework

Foothills Academy School serves individuals diagnosed with Learning Disabilities (LD) Dyslexia is the most prevalent LD; therefore it is vital that we provide evidence-based instruction so that all of our students are supported and given the opportunity to become proficient readers. The current Science of Reading guides instructional practices and evidence-based interventions through a “Structured Literacy” approach. Structured Literacy focuses upon the explicit and systematic instruction of foundational skills such as decoding and spelling, and higher-level skills such as reading comprehension and written expression (International Dyslexia Association, 2023).

In 2020, Foothills Academy adopted the Wilson Reading System which is a Structured Literacy program (specifically based upon the Orton-Gillingham approach), which is effective for all students and essential for students with Dyslexia. We ensure that staff receive specific training so that they are equipped to provide best practice and effective instruction so that all students can maximize their potential

Orton-Gillingham is a Structured Literacy approach to teaching literacy that is direct, explicit, multisensory, and sequential It is not a specific program Foothills uses the Wilson Reading System, which are programs based on phonologicalcoding research and Orton-Gillingham principles (WRS - informed by the Science of Reading), and are unique, as they provide tiered resources designed for classrooms, small groups, as well as one-to-one remedial intervention.

The International Dyslexia Association (IDA) identifies the Wilson Reading System as an example of Structured Literacy (page 7 of IDA's Structured Literacy: An introductory guide).

The Wilson programs provide us with a range of programs and resources which are applicable to the three tiers of our MTSS model. Wilson has programs for Tier 1 (classroom), Tier 2 (small group intervention), and Tier 3 (intensive intervention which is provided by our specially trained Read/Write Intervention Instructors).

We do not use levels to indicate reading ability Rather, we will help explain the skills that your child has and is developing

To help children read at home, we encourage home reading in any form This can include reading aloud, listening to audio books, reading while taking turns, reading graphic novels, chapter books, picture books, or even turning on the closed captioning while watching a movie Teachers and instructors may send home short practice readings, or you can engage in games like Boggle, Scrabble, Bananagrams, etc. Lexia is also an easy resource to use at home. The goal is to enjoy reading at home and to leave the remediation and instruction at school.

ESTELLE SIEBENS COMMUNITY SERVICES

PSYCHOLOGY IN THE SCHOOL

The Foothills Academy Community Services include a large Psychology Training Centre, which is staffed by Registered Psychologists, Registered Provisional Psychologists, and graduate students in Psychology who are under the Clinical Supervision of Registered Psychologists. The staff group is composed of an Assessment Team and a Counselling Team. This Psychology department operates as an independent clinic, operating under the standards of the College of Alberta Psychologists (CAP). There are three main ways in which psychological services are offered to the school:

A. CONSULTING TO THE SCHOOL STAFF:

The Psychology teams (Assessment and Counselling) will provide general training and consultations to the school staff, which may include: provision of training sessions for teachers and educational assistants assisting teachers in understanding student learning profiles (based on previous psycho-educational assessment reports on the student’s file) consulting with school staff about appropriate mental health counselling referrals supporting the development of student IPP goals collaborating with teachers to ensure evidence-based strategies, programming, and assessments are being offered in the classroom (such as the implementation of socialskills coaching or Executive Function programming for an entire class)

As these services will be offered as a general part of the school programming, we will not require your formal consent. However, we do want to ensure you understand that these services will be based on the following guidelines:

Psychology team members will access your child’s school file (which includes report cards and previous psycho-educational assessment reports) as required Psychology team members will consult with school staff, as required, about needs and strategies for entire classrooms and/or specific students This may involve observations within the classroom by psychology staff. In the event that further, direct services might be recommended, parents/legal guardians will be contacted and included in such discussions. Formal consent from parents/guardians will be required as well.

ESTELLE SIEBENS COMMUNITY SERVICES

B. DIRECT INTERVENTION FROM THE ASSESSMENT TEAM:

The Assessment Team does provide direct intervention to Foothills Students that would require specific consent from parents/guardians, including:

Small group Executive Function interventions, based on an evidence-based curriculum

Small group interventions, based on an evidence-based curriculum such as Unstuck and Coping Cat

Grade 12 Transition Portfolio Program - a free opportunity for each grade 12 student to meet with a member of the Psychology Team twice to review their psychoeducational assessment for greater self-knowledge, and to practice self-advocacy for future education and/or employment success.

If you have any questions or concerns regarding these services, you are welcome to contact the Manager of Psychological Services & Programs, Melanie Reader, by email (mreader@foothillsacademy org) or phone (403-270-9400 ext 239)

C. DIRECT INTERVENTION FROM THE COUNSELLING TEAM:

The Counselling Team offers mental health counselling to Foothills Academy students and families during the school year, based on the following guidelines: If a teacher, student, and/or parent believes that a young person would benefit from ongoing mental health counselling, the student can be formally referred to the Counselling Team. Classroom teachers have the initial referral form and the application requires the support of both the teacher and at least one parent/guardian. The Counselling Team tries to accommodate as many students as possible, however, priority is given to issues which directly impact the student’s presentation in the school. Depending on the availability of Counselling Team staff, there may be a wait-list. Once a spot is available, a member of the Counselling Team will speak with the student’s teachers, review the student’s school file, as well as contact the relevant parents/guardians directly to set up a meeting (to gather background information; set goals; and discuss informed consent) prior to beginning counselling with the student The only exception is if a student is referred for a one-time session by a school administrator due to a crisis or an imminent safety concern Mental health counselling works best when the student, and the people they live with, are in agreement about the issues of concern and are all willing to make efforts to affect change. Without a family commitment we are unable to support the student to the best of our abilities, and we may need to discontinue services.

ESTELLE SIEBENS COMMUNITY SERVICES

C. DIRECT INTERVENTION FROM THE COUNSELLING TEAM: (CONTINUED)

The ongoing mental health counselling service for school students is free-of-charge and will provide approximately 8 - 12 sessions. Counselling services may be extended beyond this timeframe based on progress and need for services.

Meetings with parents/guardians may occur in-person, or online via Doxy.me

Psycho-Educational Assessments/Requirements For Post Secondary Institutions

Students enrolling in post secondary education are eligible for a variety of accommodations if they have a diagnosed Learning Disability (or another disability). Some of the more common accommodations include:

Assistive Technology – computer, text to voice software, tape/digital recorders (or SmartPens)

Note takers – scribe, provision of hand-outs

Extra time for assignments and tests

Academic Strategist – assists with course planning, time management, study skills, organization

Tutor – in any subject specific area

To be eligible for accommodations, a student needs a recent psycho-educational assessment completed within the last three years. This assessment assists educators, parents and students in understanding areas of strength and weakness; to develop learning strategies; and to put accommodations/modifications in place to meet a student’s needs and to access available government grants/funding.

ESTELLE SIEBENS COMMUNITY SERVICES

C. DIRECT INTERVENTION FROM THE COUNSELLING TEAM: (CONTINUED)

The ongoing mental health counselling service for school students is free-of-charge and will provide approximately 8 - 12 sessions. Counselling services may be extended beyond this timeframe based on progress and need for services.

Meetings with parents/guardians may occur in-person, or online via Doxy.me

If you have any questions about the Counselling Team services, please contact the Clinical Supervisor, Dr. Karen MacMillan (Registered Psychologist #2789), by email (kmacmillan@foothillsacademy.org) or phone (403-270-9400 ext 238).

PLEASE NOTE: Dr. MacMillan is also an Executive co-Director at Foothills Academy, whose primary role is to oversee all Community Services departments However, her work as a Clinical Supervisor to the Counselling Team requires her to maintain confidentiality in all things related to this capacity

Psycho-Educational Assessments/Requirements For Post Secondary Institutions

Students enrolling in post secondary education are eligible for a variety of accommodations if they have a diagnosed Learning Disability (or another disability). Some of the more common accommodations include:

Assistive Technology – computer, text to voice software, tape/digital recorders (or SmartPens)

Note takers – scribe, provision of hand-outs

Extra time for assignments and tests

Academic Strategist – assists with course planning, time management, study skills, organization

Tutor – in any subject specific area

To be eligible for accommodations, a student needs a recent psycho-educational assessment completed within the last three years This assessment assists educators, parents and students in understanding areas of strength and weakness; to develop learning strategies; and to put accommodations/modifications in place to meet a student’s needs and to access available government grants/funding.

ESTELLE SIEBENS COMMUNITY SERVICES

Estelle Siebens Community Services’ Psychological Services & Programs Team is offering this service if you wish to have an updated assessment completed for your son or daughter The assessment process is as follows: a one hour intake interview with the parents and/or student (dependent on whether 18 years of age) review of cumulative school information discussion with the classroom teacher, as required four to six assessment hours divided into two to three sessions to examine cognitive ability, current levels of academic functioning in reading, writing and mathematics and social/emotional functioning (e.g. anxiety, attention weakness). interpretation and report writing a feedback session (typically, 60 – 90 minutes in length)

Assessments are $2,250 00, ($2,475 00 as of Jan 2026) which may be paid in full or in installments You may qualify for reimbursement through your health insurance

If you are interested, please visit our website for more information and to complete the assessment intake form: https://www foothillsacademy org/communityservices/psychological-services-programs/assessment As it is best to meet with your son’s/daughter’s chosen post-secondary education institution in the spring/early summer, it is recommended that you set up this assessment prior to that time.

With that mind, please note that a portion of the assessment can be covered if it is completed within a certain timeframe. The funding is accessed through completing the paperwork involved in accessing the grants to cover supports and accommodations for individuals with disabilities (this is what the Accessibility/Disability Services at the College/University will assist the student in filling out).

The information is on page 2 of the Schedule 4. It says, “if an assessment/medical documentation confirms you have a permanent or persistent/prolonged disability, you may be reimbursed the cost of this service (up to a maximum of $3,500 Students are required to pay upfront, and are eligible for a reimbursement once an eligible disability is confirmed You must supply a receipt showing that you paid for this service along with the assessment Only assessments/documentation used during disability verification are eligible and are not reimbursable retroactively outside of six months prior to your study period start date ” To access this funding, then, we would not be able to start the assessments before March 1, 2025 for students to qualify. See here for more information: https://studentaid.alberta.ca/student-aid-funding-guide/loans-and-grants-fundingguide/students-with-disabilities/students-with-disabilities-and-required-documentation/

ESTELLE SIEBENS COMMUNITY SERVICES

Empowering Families Understanding of Learning Disabilities: Our Department of Professional Development & Community Education provides ongoing parent/guardian and professional workshops throughout the year. These online courses are an accessible way to learn more about current understandings and practices to support Learning Disabilities & ADHD More information can be found on our website or by clicking here

CAREER PLANNING & POST-SECONDARY TRANSITIONS

Whether the student attends post-secondary or joins the workforce, it is important to have up-to-date information about their cognitive strengths and weaknesses, as well as a clear grasp of what accommodations are most effective. This self-knowledge is necessary for the young adult to advocate for themselves and maximize their effectiveness in either the school or work environment.

We strongly encourage students and families to take advantage of the above opportunities. Data from Statistics Canada in 2012 shows that individuals with learning and attention issues are significantly less likely than those without LD/ADHD to complete post-secondary education. Similarly in the workforce, individuals with LD/ADHD have higher rates of unemployment and underemployment compared to other young adults.

The data also shows that they report mental health issues at more than twice the rate of young people without LD Young adults with LD/ADHD may feel as though the diagnosis(es) no longer apply to them and/or they may be embarrassed to access support services in post- secondary or the workplace Self-knowledge and self-advocacy skills are keys to success whatever path our students choose in adulthood

An informed and up to date specialized career support teacher assists students with career planning, post-secondary options, applications, learning disability transitioning and scholarships. Even though programming concerning these areas are offered to our students, you are invited to contact Laurel Braun (lbraun@foothillsacademy.org) for specific inquiries about your child’s future aspirations and post-secondary programming.

ESTELLE SIEBENS COMMUNITY SERVICES

In addition to the self-determination skills we have embedded into our students’ daily curriculum, we offer students and their parents/guardians a variety of extracurricular opportunities to prepare for their future, including:

Post-secondary information night for parents/guardians

Grade 12 Transition Portfolio Program - a free opportunity for each grade 12 student to meet with a member of the Psychology Team twice to review their psychoeducational assessment and practice self-advocacy

The opportunity to develop valuable life skills with a variety of extracurricular programming, such as Drivers Education

ELEMENTARY, JUNIOR, AND SENIOR HIGH SCHOOL STRUCTURE

Foothills Academy is divided into three teams:

Elementary

Junior High

High School

Each team is a working group for teachers, students, administrators and classroom staff to coordinate in planning, discipline, recognition, organization, activities and academics Expectations regarding responsibilities and independence grows as students move through the teams towards graduation and post-secondary education and careers.

HOMEWORK

Team 1: Students and families are encouraged to participate in daily reading at home which may include math exercises (typically in the form of games or “real world” application). Home reading is an important element in helping students expand their literary, language, comprehension, and communication skills. As elementary students are already receiving Skills and remediation interventions as well as intensive, research based programming, we believe that additional homework would not lead to additional academic gains

Teams 2 & 3: Homework is utilized as an opportunity to review and practice concepts that are taught in class Repetition is highly valuable when acquiring or strengthening new skills Team 2 and 3 students receive direct instruction on the executive functioning necessary for their homework approach via their academic, Skills and Learning Strategies courses. Should you notice your child is taking extensive time (multiple hours a day) completing daily classwork, please let your homeroom and subject specific teachers know, as your child may be facing some obstacles that we can support.

ELEMENTARY, JUNIOR, AND SENIOR HIGH

Team 2: Staff communicate assignment deadlines and lessons through Google Classroom that students can access to track their tasks and topics and resources offered. Families can follow assignment deadlines throughout the year by viewing the Team 2 Homework Board. Updated each day, the site offers information for all Junior High grades and subjects. For students needing additional support, Team 2 has created an Office Hours schedule, found on Homework Board; where students have the opportunity to access direct instructor support during set scheduled times of the week Considerations are made to ensure that students can meet with each of their core subject teachers weekly if needed This is offered from 3:30pm to 4:15pm Monday through Thursdays.

Team 3: Staff communicate assignment deadlines and lessons through Google Classroom that students can access to track their tasks and topics and resources offered. Team 3 provides a Homework Club where students can access teacher support. Students have access to both a humanities and STEM teacher to support or answer questions that the students may have. This club runs until 4:15 Monday through to Thursday.

INDIVIDUAL PROGRAM PLANS (IPP)

Teachers, students, parents and guardians collaborate to develop an Individual Program Plan (IPP) emphasizing areas requiring extra attention in academics, study skills and personal development. The IPP outlines specific goals for each student as a result of input from the student, parent/guardian and teacher.

SEPTEMBER

Students, parents/guardians and teachers, meet to discuss and set IPP goals based on each student’s individual needs.

OCTOBER

IPP goals are confirmed and shared with students and parents/guardians.Ongoing monitoring of each goal is in progress.

JANUARY

IPPs are reviewed and evaluated Goals are updated, revised or renewed where necessaryOngoing monitoring and evaluation continues

JUNE

Final IPP evaluation is documented and shared with students and parents/guardiansRecommendations are made for next year’s IPP

ELEMENTARY, JUNIOR, AND SENIOR HIGH

There is a parent/guardian-teacher-student meeting at the end of September for IPP development. The first IPP is shared with families in October. Teachers formally assess students on a regular basis in our program to provide information on student growth and to determine the success of strategies used in achieving the goals. Teachers evaluate and update each students’ IPP document twice during the school year and then provide final evaluations and recommendations at the school year-end The IPP becomes part of the student’s permanent record

PROGRESS REPORTS

Specific policies regarding evaluation of student progress at Foothills Academy are as follows.

Teachers:

1.Conduct periodic assessments on all students in the school for skill and knowledge competencies found at each grade level in the Alberta program of studies. Standardized evaluations compared with provincial norms are conducted in grades 6, 9, and 12 as achievement tests and diploma exams respectively.

2.Provide regular communication of student achievement to families, with three annual report cards and/or progress reports (depending upon the grade); and ongoing access to student grades in Powerschool.

3 Evaluate, by administering both formative (assessments, assignments, exercises in class) and summative (unit, midterm and end of year assignments and assessments)

PARENT/GUARDIAN/TEACHER/STUDENT INTERVIEW DAYS

Foothills Academy conducts IPP meetings and Parent/Guardian/Teacher/Student interviews in September, November and March. The interviews are held at set times on Thursdays and Fridays. As a result, there are no classes scheduled on those days.

For Parent/Guardian, Student, Teacher conferences, families will be given an access code and can book their appointments online by linking to https://www.schoolinterviews.ca/code.

ELEMENTARY, JUNIOR, AND SENIOR HIGH

SCHEDULE

8:15 - 8:25 am Outdoor supervision begins; Students remain outside

10:15 – 10:30 am Outdoor recess period - Monday to Friday

12:00 – 12:25 pm Lunch - Monday to Thursday

12:25 - 12:50 pm Outdoor recess - Monday to Thursday

3:25 pm Student dismissal - Monday to Thursday

12:40 pm Student dismissal - Friday

Friday Early Dismissal

On Fridays, students attend classes from 8:30 am until 12:40 pm, giving teachers time for administrative planning and professional development.

ELEMENTARY, JUNIOR, AND SENIOR HIGH

SCHEDULE

8:15 am Students can enter building / supervision begins

12:00 – 12:50 pm Lunch - Monday to Thursday

3:25 pm Student dismissal - Monday to Thursday 12:40 pm Student dismissal - Friday

Friday Early Dismissal

On Fridays, students attend classes from 8:30 am until 12:40 pm, giving teachers time for administrative planning and professional development.

ELEMENTARY, JUNIOR, AND SENIOR HIGH

LUNCHTIME AND AFTER SCHOOL HOURS

Expectations after dismissal for lunch and after school

Lunch is eaten in homeroom classes, unless otherwise directed. If a student is not in the homeroom at lunchtime, the teacher and assistant will be notified.

Any student leaving the school premises at lunch must have permission and must sign out at the front desk. The parking area is out of bounds. Students must place all garbage in waste receptacles. All students must ensure to have clean shoes when entering the school. Any student staying after school must be supervised by a teacher or staff member. Any student waiting for a ride, must wait in the main foyer only Students are not to be in any room without supervision after school

SCHOOL SUPPLIES AND LOCKERS

On the first day of school the students receive their class schedule and all their school supplies from their homeroom teacher. We make every attempt to provide them with everything they will need during the year, including binders, paper, notebooks, textbooks, writing implements and an electronic device. Students are required to request additional supplies as needed through the year.

The homeroom teachers also distribute combination locks and locker numbers to students in grades six to twelve. Each student receives his or her own locker, and he or she is expected to keep it in reasonable order during the year and clean it out by the end of June. Grade six students are also provided a locker to share with a classmate, its use is for the student’s outerwear and change of clothes for gym. Grades three to five students have storage for their learning materials within their homeroom.

Throughout the year, your child’s Physical Education class will be covering a variety of sporting activities In order for students to do their best and be comfortable they need to have the correct clothing For students in grades 3 to 6, gym clothing is optional, while students in grades 7 to 12 need to attend with a change of clothes Gym clothing can come from home or students can acquire Foothills Academy’s gym clothing available for purchase from the Physical Education staff.

2025/2026 Academic School Calendar

For the most current Foothills Academy Calendar, please see our website.

Bell Schedule

Monday - ThursdayStart time 8:30 AM, Dismissal 3:25 FridayStart time 8:30 AM, Dismissal 12:40

Aug 14 - Aug 20 Admin Days Aug 21 - Aug 29 PD/Org Days Aug 28Pancake Breakfast

Sept 1 Labour Day

Sept 2 First day of school

Sept 17 Parent Info Night/AGM

Oct 13 Thanksgiving: No Classes Nov 8 Foothills Academy Gala Nov 10 Non-Instructional day: No Classes Nov 11

Sept 25, 26 IPP meetings: No Classes

Sept 29 Non-Instructional day: No

Classes

Sept 30 National Day of Truth and Reconciliation: No Classes

Dec 19 Last day of classes Dec 20 First day of winter break

Apr 6 First day back from break

Remembrance Day: No Classes Nov 27, 28

Parent/Teacher Interviews: No Classes

Jan 5 First day of classes Jan 30 Professional Development: No Classes Feb 12, 13 Professional Development: No Classes Feb 16 Family Day: No Classes

Mar 12, 13

Parent/Teacher Interviews: No Classes Mar 20 Last day of classes Mar 21 First day of spring break

May 18 Victoria Day: No

Classes May 23, 24 Calgary

Marathon May 29 NonInstructional day: No Classes May 29 Graduation Ceremony

PD Days, Parent Teacher Conferences, Important items & ORG day

June 19 Last day of classes for Team 1 & Team 2 June 24 Last day of classes for Team 3 June 25 - June 29 Non-Instructional days (PD 25 & 26,and Wrap-up 29 & 30)

StatutoryHolidayand Breaks FoothillsEvents First/Lastdaysofclasses

July 1 Canada Day

SCHOOL EXPECTATIONS

SCHOOL SAFETY AND EMERGENCY TEAM

Foothills Academy has a School Safety and Emergency Team, composed of staff members from each of the teams and an Administrator. The team works with the Hour Zero School Emergency Program. The purpose of this team is to develop appropriate safety measures for various situations that may affect our staff and students. Our goal is to be prepared to keep our students and staff safe, whatever the emergency may be. The committee has procedures in place for the following:

Fire drills

Student safety

Lockdowns

Evacuation

School security

Medical emergencies

Should a situation arise with regard to the above issues, families will be notified regarding the nature of the emergency and the procedures being employed to ensure the safety of our students

IN CASE OF EMERGENCY SCHOOL CLOSURE

School closures can occur as a result of extreme weather, vulnerabilities with our school building’s infrastructure or any event that could pose the potential of harm to students or staff. Provincial alerts, media announcements, administrative judgment, and collaboration with other Independent Schools, will be ways in which we determine to close for weather related issues or other emergencies. In the event of a school closure, the following steps will be taken:

Families will be systematically notified from staff members by phone.

School administration will follow up with an email to families and staff outlining the event that occurred/is occurring and a justification of the decision by administration to close the school and an estimated timeline for further communication

Families will receive an email from school administration once a date and time is determined, where students can return to school when it is deemed a safe environment for learning

If deemed safe for staff, school administration will be present at the school to inform any students or families that may not have received notification and have arrived at the school in error.

The most probable cause for a school closure is due to extreme temperatures and a large accumulation of snow during the winter months, making travel treacherous for students waiting at their bus stop and our bus drivers.

SCHOOL EXPECTATIONS

The decision to call a school closure on account of extreme winter weather is a result of one or all of the following factors:

Extreme temperatures including a wind-chill that would cause the potential for students to be unsafe commuting to or from school

A large accumulation of snowfall resulting in road closures

Should this occur in the morning, the following procedure will take place:

Families will be notified by phone between 6:00am and 7:00am

An email will be sent by the school administration confirming the closure and a second will follow identifying a return date and time.

School administration will be present at the school to inform any students or families that may not have received notification and have arrived at the school.

If a similar event occurs during school time, the following procedure will take place: Families will be notified by phone with a time that buses will arrive to transport students home or if alternate transportation is required

An email will be sent by the school administration confirming the closure and a second will follow identifying a return date and time

School administration will be present at the school until students and staff have safely evacuated the building.

Emergency School Closure Policy, Including Providing At-Home Learning Without InPerson Option (August 2025).

LOCKDOWN

The school has also developed a lockdown procedure in case of an emergency, where students should be kept in their classrooms for their own protection. While we do not anticipate that a lockdown will be necessary during school hours, we feel it is wise to prepare for such an event. Therefore, we practice this procedure with the students on a regular basis.

FIRE

Foothills Academy has regular fire drills to evaluate the best practices for evacuation in the event of a fire. Different evacuation scenarios are tested during different drills, and the expediency of students and staff leaving the building is measured for future improvement and most effective and safe practice.

SCHOOL COMMUNICATIONS

PARENTAL INQUIRIES AND CONCERNS

Every staff member at Foothills Academy is here to assist you. At times, parents or guardians may require pertinent information or advice, and we want you to have access to the staff who will best be able to offer support. We have broken down a list of some of the key areas and staff where you may feel the need to seek out specific help.

School Work: If it is a general question, approach your child’s homeroom teacher or educational assistant If it is about a specific course, approach your child’s subject teacher

School-related Issue: Speak first with your child’s homeroom teacher, and they will help; they may also involve the Team Vice Principal. This could lead to a discussion about additional services, such as arranging a referral to psychological services for your child to see a counselor, occupational therapist, or speech language pathologist.

Student-related Issue: Speak first with your child’s homeroom teacher, and they will help. They may also involve the Team Vice Principal. Out of School Issue: Speak with your child’s homeroom teacher or Team Vice Principal.

Assistive Technology: Speak with your homeroom or subject teacher about assistive technologies offered in class. They will arrange for your child to meet with our Assistive Technology Specialist if more support is needed with the technology which your child requires

Teams and Clubs: Clubs begin early in the school year, and we continue to add more throughout the year Information will be provided from your child’s homeroom teacher as the start date approaches If your child has a passion that is not reflected in the list of clubs provided to choose from, please have your child communicate their interest to the homeroom teaching staff for guidance on the possibility of starting a new club.

SCHOOL COMMUNICATIONS

Communicating Concerns Regarding Staff Foothills Academy staff make student programming and support a top priority. In cases where families may have concerns or questions regarding one of their child’s classes, the following process below will occur:

1.Parent/Guardian meets with the staff member who they have the concern or question with for an initial discussion. Depending on the circumstances, this could be in the form of an email exchange, a phone call or an in person meeting

2 If requested by either party, or by administrative decision, a Vice Principal will take on a mediation role

3 The staff member will be informed of any further meetings with a parent/guardian that concerns the staff member, and they will be invited to attend

4 The Vice Principal will be involved in the carrying out or monitoring of any decisions made.

If the concern remains following the above procedure, the Principal will become involved to find resolution. Should the matter continue to be unresolved, the Executive Co-Director/Head of School may become involved. This can be at the request of any party.

If the concern remains following a meeting with the Executive Co-Director/Head of School, the issue/concern should be summarized in writing and the issue will be referred to the Board of Governors for their review in a timely fashion. The parent/guardian and/or the staff member(s) may be invited by the Executive CoDirector/Head of School to attend a special Board of Governors meeting if deemed necessary A written decision will be provided by the Board of Governors to the concerned party following a review of the concerns The Decision of the Board of Governors of Foothills Academy Society will be binding and final

COMMUNICATION WITH PARENTS AND GUARDIANS

Please review the Parent Communication Policy. It covers: Communication with Separate Homes

Parental Consent or Notification for Preferred Names and Pronouns

Parental Opt-In Consent for Classes Involving Human Sexuality, Sexual Orientation, or Gender Identity

COMMUNICATION WITH PARENTS AND GUARDIANS

School Visits

Foothills Academy welcomes parents/guardians into the school To ensure that the timing of visits enables positive & productive communication, parents/guardians should follow this procedure if they wish to visit the teacher or a classroom:

1 Phone ahead to arrange a mutually agreeable time for your visit with the teacher

2 Check in at the office when you arrive at the school

3.The receptionist will contact the teacher and let them know you are here. You will be required to sign in and may be asked to wear a visitor’s badge.

4.The staff member will come down to meet you and accompany you to the classroom to meet.

Following this procedure will ensure that staff provide their full attention to your children during instructional time, and their full attention to you through a prearranged meeting time. We thank you for your support on this.

Parents and Guardians in Separate Homes:

In cases where the parents/guardians of a student at Foothills Academy are divorced or separated, the staff will adhere to the following procedure:

School administration and staff will follow any court ordered procedure, or in the absence of a court ordered procedure, any written legal agreement between the parents for communication with either/both of the child’s parents In the case of parental disagreement or uncertainty, the school administration will follow any court ordered procedure.

In the absence of court ordered documentation, and in the case where the parents are in disagreement, it is up to the parents to resolve the differences outside of the school and to communicate their joint position to the school in a written agreement.

In the case of continued parental disagreement as to disclosure, the school will consider the welfare of the child and school policy and procedures to guide its decisions

COMMUNICATION WITH PARENTS AND GUARDIANS

School policy and procedures state that:

Either parent may provide the necessary court ordered procedure, to be placed in the child’s cumulative file.

School staff is not responsible for communicating or divulging to either parent the other parent’s requests or communication, unless otherwise stipulated in legal agreements or court orders.

Parents who wish to discuss procedures for communication or updated documentation should contact school administration.

Any contentious correspondence or communication directed to any staff will be forwarded to school administration for review

SAFE, CARING, WELCOMING AND RESPECTFUL ENVIRONMENT

Foothills Academy Society is committed to providing a safe, caring, respectful, equitable, and welcoming learning and working environment that respects diversity and fosters a sense of belonging. We wish to foster positive attitudes and behaviours that meet the individual needs of students, develop self-esteem and create a school community which is safe, caring, welcoming and respectful.

Foothills Academy will establish a code of conduct in order to communicate school expectations concerning student conduct, and the possible consequence of serious or repeated misconduct.

The Board of Governors will cooperate with the efforts made by government and community agencies to address societal conditions which impact the safety and security of schools.

All students and staff have the right to learn and work in an environment free of discrimination, prejudice, and harassment This right is guaranteed under:

The Canadian Charter of Rights and Freedoms;

The Alberta Human Rights Act, including the right not to be discriminated against by reason of race, national origin, colour, religion, or gender identity or gender expression; and

The Education Act, which ensures that students and staff have a safe, caring, welcoming and respectful learning environment fostering belonging and respect for diversity.

Students are bound by the school code of conduct, which must be reviewed annually and is communicated to staff, students, parents/guardians and stakeholders.

SAFE, CARING, WELCOMING

AND RESPECTFUL ENVIRONMENT

If one or more students attending a school operated by a board requests a staff member employed by the board for support to establish a voluntary student organization, or to lead an activity intended to promote a welcoming, caring, respectful and safe learning environment that respects diversity and fosters a sense of belonging, the principal of the school shall:

immediately grant permission for the establishment of the student organization or the holding of the activity at the school, and subject to the fourth point within a reasonable time from the date that the principal receives the request designate a staff member to serve as the staff liaison to facilitate the establishment, and the ongoing operation, of the student organization or to assist in organizing the activity.

The students may select a respectful and inclusive name for the organization or activity.

For greater certainty, the principal shall not prohibit or discourage students from choosing a name that includes “gay-straight alliance” or “queer-straight alliance”.

The principal shall immediately inform the board and the Minister if no staff member is available to serve as a staff liaison referred to in the first point and if so informed, the Minister shall appoint a responsible adult to work with the requesting students in organizing the activity or to facilitate the establishment, and the ongoing operation, of the student organization at the school.

The principal is responsible for ensuring that notification, if any, respecting a voluntary student organization or an activity referred to in the first point is limited to the fact of the establishment of the organization or the holding of the activity

The school administrators are responsible for ensuring that any notification respecting the student organization or activity referred to in section 16 1(1) of the Education Act is limited to the fact of the establishment of the organization or the holding of the activity, and is otherwise consistent with the usual practices relating to notifications of other student organizations and activities.

The disclosure of personal information by Foothills Academy Society is governed by, and in accordance with, the Personal Information Protection Act.

SAFE, CARING, WELCOMING AND RESPECTFUL ENVIRONMENT

Foothills Academy will not tolerate harassment, bullying, intimidation, or discrimination directed toward any student, family member of a student or staff member of Foothills Academy, including any discrimination on the basis of a person’s actual or perceived differences, sexual orientation, gender identity or gender expression All staff, students, parents/guardians, volunteers, governors and stakeholders share responsibility for upholding the rights of all, and will be expected to embrace this policy.

All Students have the right to:

Be treated fairly, equitably, with dignity and respect

Have their confidentiality protected and respected, by maintaining school records in a way that respects privacy and confidentiality Only legal names can be used on SIS and PASI systems

Freedom of conscience, expression and association

A dress code that is respectful and inclusive of the gender identities and gender expressions of all members of the school community.

Have access to supports that respond to a student’s individual needs.

Have avenues of recourse (without fear or reprisal) available to them when they are victims of harassment, prejudice, discrimination, intimidation, bullying and/or violence.

Meaningful, safe and equitable learning experiences in curricular and extracurricular activities that include appropriate instructional supports and are welcoming and inclusive, regardless of gender, gender identity, gender expression, sexual orientation or any other factor.

Safe access to all places within the school property, through appropriate supervision and monitoring of the school and grounds.

Work with staff who have the skills, knowledge and capacity to understand and support diverse sexual orientations, gender identities and gender expressions

A whole-school approach to promotion of healthy relationships and prevention and response to bullying behaviour

Have access to a staff person at any reasonable time to discuss needs, interests and concerns

Contribute to the welcoming, caring, respectful and safe learning environment that respects diversity and which nurtures a sense of belonging, and positive sense of self; as per section 12(g) of the Education Act.

Be part of a school community which ensures all families and stakeholders are welcomed and supported as valued members of the school community.

SAFE, CARING, WELCOMING AND RESPECTFUL ENVIRONMENT

Diversity Equity and Inclusion

ommitted to fostering, cultivating and preserving a culture of clusion. As an agency that has been advocating for the rights of or more than four decades, we see great value in the diversity of as the youth and families we serve. Our human capital is the have. The collective sum of our individual differences, life e, inventiveness, innovation, self-expression, unique capabilities significant part of not only our culture, but our reputation and ell

We embrace differences in age, color, disability, ethnicity, family or marital status, gender identity or expression, language, national origin, physical and mental ability, political affiliation, race, religion, body size, sexual orientation, socio-economic status, veteran status, and other characteristics that make our community unique

Each member of the Foothills Academy community has a responsibility to treat others with dignity and respect at all times.

A Foothills Student

We want to see your face! Removing hats means we can check in and make sure students are feeling safe and connected.

This means we don’t wear hats except on casual Fridays.

Cell phones can be amazing! They can also make it more difficult for us to work together and build positive relationships with each other.

This means that we do not have cell phones with us in the classroom, only at lunch.

We are all individuals who ha to express ourselves! Our clot important way to show peop are, and we respect that. Stu ensure that their clothing do promote violence or discrimi that nder ear is co ered.

SUPPORTING STUDENT

Behaviour, Discipline, Code of Conduct

Whenever possible we support student learning in the moment, and apply strategies to support future of growth. We the focus on student growth and development, and help students be motivated and engaged learners, and contributing members of society Natural consequences for students are deployed, rather than punishments Staff create appropriate and relevant consequences, to support student development and increase the chances of future success Punishments do not help students build skills, whereas natural consequences give students an opportunity to reflect, resolve and repair the situation

Behaviour and Discipline Philosophy:

Our behavioural policies balance the developmental needs of our students in becoming more skillful, as well as the need to ensure an atmosphere which has clear expectations and is safeguarded from behaviours which are persistently distracting and/or perceived as unsafe We take an approach of assertive discipline which provides clear expectations, consistent consequences and a positive learning environment.

Our philosophy falls under the pillars of self-determination:

Find Understanding Build Confidence Maximize Potential

We strive to support every child at Foothills, although we cannot always do so at all costs.

SUPPORTING STUDENT EXPECTATIONS: Behaviour, Discipline, Code of Conduct

The right to learn The right to teach

Re e right to learn disruption, m ust respond to di ests of the rest of the right to be in ave their best in tional positive

Teachers have the right to work in a peaceful environment. Disruption undermines this peace. Students are accountable for their disruptions and administration, parents and other stakeholders are obligated to support teaching staff to maintain peace.

Steps of Student Discipline (including policies for suspension & expulsion, social media, and welcoming, respectful, safe and caring learning environment).

Administrator Involvement:

If the student is a threat or danger to themselves, other students, or staff (physically, emotionally, socially), and the incident is so severe the student is sent directly to a Vice Principal / Principal

The Vice Principal / Principal works with the student regarding the matter Parents/Guardians are automatically involved at this stage

A decision will be made upon the individual circumstances of the situation. Based upon the severity this could result in an in-school suspension, out of school suspension or expulsion from the school site.

The resolution will be clearly documented and shared with the student’s Team staff. The Principal will determine further action, as per policy regarding in-school suspension, external suspension or expulsion

Behaviour, Discipline, Code of Conduct

When expectations are breached, the responses may be as follows:

The teacher, educational assistant or staff member will take every opportunity to support the student in measures such as coaching while discreetly providing feedback in the moment, explicitly stating the expectation breached to allow for effective correction and problem solving support.

Support is provided for students who are impacted by the inappropriate behaviour, as well as for students who engage in inappropriate behaviour.

In circumstances requiring a short term separation from the class to help regulate and or conference with the student, a Problem Solving Plan may be required

Families will be contacted when a Problem Solving Plan is conducted

Any consequences of unacceptable behaviour will take into account the student’s age, context, perspective of those involved, individual circumstances and need Escalated circumstances will require a meeting with a Team designated Vice Principal, who will liaise with the student, parents/guardians and teacher to resolve the situation, and provide consequences as a part of the resolution process. Students in a significant breach of expectations can directly meet with a school administrator for resolution. External support, suspension or expulsion can be recommended. Parents/Guardians are able to appeal to the Executive CoDirector/Head of School, and then the Board of Governors. Reference Suspension and Expulsion.

School administration reserves the right to involve the police in situations which are deemed necessary.

Communication of Code of Conduct

Staff will all uniformly apply the policy so it isn’t undermined and is consistent. The policy will be clearly communicated to staff by administration. The policy will be clearly communicated to all students by staff, and “The Right to Learn & The Right to Teach” will be posted in every classroom. The policy will be clearly communicated to all parents/guardians via the family handbook, and “The Right to Learn & The Right to Teach” will be posted throughout the school and shared at the General Meeting

Follow through will be consistent and consequences will be fair

Behaviour, Discipline, Code of Conduct

GENERAL

Teachers are expected to deal with any concerns in the classroom on a day-to-day basis.

Teachers as well as administrators will act on suspensions in a timely manner. In cases where the safety of students or staff is in question then emergency procedures will be instated and the staff notified accordingly

If school deems that circumstances warrant it, Calgary police services or other community services will be notified.

The teachers and school administration shall determine what constitutes behaviour requiring suspension or expulsion:

Open opposition to authority,

Physical, emotional or psychological harm to others,

Bullying

Willful disobedience,

Habitual neglect of duty,

The use of improper or profane language, Behaviour seriously in breach of school expectations, including possession or use of weapons, alcohol, drugs or similar harmful article. The possession or use of drugs is an expellable offence.

Bullying, as defined by the Education Act 1(1)(d) refers to, “repeated and hostile or demeaning behaviour by an individual in the school community where the behaviour is intended to cause harm, fear or distress to one or more other individuals in the school community, including psychological harm or harm to an individual’s reputation.”

Suspension

The principal shall make decisions to suspend a student

Parents will be notified and required to pick up the student from school or the school will notify parents of the suspension and the student will not be allowed to return

Students will not be sent home without knowledge of adequate supervision

School administration will conference with counselling psychologists, if the student is on their mental health caseload.

Teachers will be immediately notified of the suspension or of any circumstances that would warrant their vigilance concerning student behaviour.

The terms of the suspension shall be given to the parent/guardian, verbally then followed in writing.

SUPPORTING STUDENT

Behaviour, Discipline, Code of Conduct

Suspension (continued)

A parent and school administration will meet regarding the suspension at either’s request.

The school administration may re-instate a student within five (5) school days of the date of the suspension.

Following a suspension, students may be placed upon probation. The length of the probation shall be determined by the school administration in consultation with teacher(s) and parent/guardian Probation will affect both school and attendance at extracurricular activities

As deemed necessary a student’s continued attendance may be contingent upon psychological counselling, or a behavioural contract or any other contingency felt necessary for the students involved to successfully make restitution or change their behaviour

Suspension refers to a temporary cessation or a temporary deprivation of the right to attend class or school, to travel on a school bus, attend extracurricular functions or school related events or on a bus chartered by the school.

Expulsion

School administration may recommend expulsion of a student to the Executive Director when such an action is warranted.

School administration must notify the Executive Director(s), in writing, of the student expulsion

School administration shall notify parents in writing about the reasons for the expulsion

A parent and student may appeal an expulsion, in writing, to the Executive Director(s) within ten (10) school days of notification of the expulsion

The parents will be notified, in writing, of the decision on the expulsion within ten (10) school days of the hearing by the Executive Director(s).

Any appeal conducted by the Executive Director(s) shall be based on fairness for all parties involved.

A final appeal can be made to the Executive Director(s) who will take the appeal to the Board of Governors and present the situation. The decision made by the Board of Governors is final, and Foothills Academy recognizes the requirement to continue programming, after September 30th, for any student for the remainder of the school year, should another suitable school placement not be found

Expulsion means a permanent discharge of a student from attending the school and all school related activities and privileges.

ATTENDANCE

Attendance is vital to the success of our students.The intensiveness of daily instruction, classroom support and remediation provided during the school day at Foothills Academy sets our students up with the best opportunity for academic, social & emotional growth. While brief short term absences due to illness or other circumstances during the school year are to be expected, it's crucial that the school and home maintain regular communication to ensure attendance doesn’t impede a student’s opportunity to maximize their learning Booking appointments outside of school hours and following the school designated vacation times for booking holidays are proactive measures that greatly help to accomplish this Other ways families can support include:

Supporting a positive return to school

Setting the stage to return to school: This Article offers strategies to support a positive return from an extended break.

What to Say when kids with a learning and thinking difference don't want to go to school: This resource from Understood.org offers phrases you can use based on the circumstances presented by your child for reasons they are having difficulty attending classes.

Appointments

If your child has an unavoidable appointment during school hours, families are encouraged to communicate directly with your child’s homeroom teacher prior to the appointment This allows us to follow up with your child proactively with anything that may have been missed during their time away

Short notice Absences or Lates

If your child will unexpectedly be away or late to school, families can notify their teachers by completing the school absence form. If we do not receive any notification, the school will take steps to reach out to the family to gather more information to account for the absence.

Student Absences Form

Scheduled Vacations

For any extended absences longer than two days, families are encouraged to provide at least one week's notice to their child’s subject teachers so that they can work together to develop a plan allowing for a successful return with minimal disruptions to the students continuity of programming It is important to note that any support and planning around extended absences cannot guarantee that the student will return with equal understanding of the content that is introduced in the classroom

ATTENDANCE

Chronic Absenteeism

Ongoing records are kept regarding student absences and lates. Frequent absences or tardiness may seriously jeopardize successful completion of courses for the year. If a student has repeated absences or lates within a week or month, our attendance committee will take steps informing and supporting the family and child to identify the challenge and initiate a plan to facilitate a return to regular attendance Because success in our school program is dependent on in class attendance and engagement, if the situation cannot be resolved alternative organizations for programming may be suggested

Chronic Absence Considerations for High School Students

Because our program is accredited, Alberta Education guidelines allow students involved in credit programs to earn one credit for every 25 instructional hours. Since regular attendance is a requirement for earning credits and earning passing grades, student attendance must be consistent. Any absences exceeding 25 accumulated hours may result in a loss of credits for the course.

Chronic Absenteeism and what you need to know: This offers details as to the whys and potential consequences that absenteeism can pose for our students.

BUS POLICY

Please note the following bus rules:

The bus driver is responsible for the safety of the students.

The bus driver may assign a seat to each student. Students are to remain in their assigned seats for the travel duration, unless directed by the bus driver to change seats.

Apart from ordinary conversation, students are expected to observe classroom expectations on the bus.

Students must remain in their seats until the bus has come to a full stop at the school or their drop-off point.

Students must not discard materials of any kind in the bus, on the floor, or out the bus windows

Students must not extend arms or heads out of the bus windows

Bus routes are organized by region, therefore students across many grade levels will be on any given bus route Student communication needs to be considerate for students of all grade levels

Students must observe the directions of the bus driver when leaving the bus They must not cross a road until they have a clear view in both directions.

Students who willfully damage the bus will be expected to pay for repairs.

SAFE PARKING AND TRAFFIC POLICY

Student Parking

Students are to park in the back parking lot on the west side of the school and walk around to enter the school through the Senior School doors (west doors)

Traffic Safety Procedures

The front (south) parking lot is congested before and after school. Students are arriving/ departing by bus, senior students are driving to and from the parking lot on the north side of the school and parents/guardians are dropping off or picking up students before and after school. All of this traffic presents a real safety concern, so it is essential that the school implement some procedures to make the area as safe as possible for all.

SAFE PARKING AND TRAFFIC POLICY

School buses park on the north side of the lot adjacent to the playground and the front sidewalk, so that students will enter and exit the buses directly onto the playground. Foothills issues a memo explaining this practice to the bus drivers and the carrier each year. And the administration reiterates the policy to the bus drivers at the drivers’ meeting.

Teachers on supervision and the bus “foreman” will monitor compliance to this policy. To assist supervisors, any student driving a vehicle to school is required to complete a form (one time only) advising the school of the following information: vehicle make, colour, year and license plate number

The speed limit in the parking lot is 15 kph Those who do not comply will be suspended from the lot Repeat offenders will lose the privilege of parking in the school parking lot

The area immediately in front of the main doors is designated as a pedestrian crosswalk and shall be kept clear for children and adults to walk across to the far side of the lot. All teachers will review safe practices with their students including:

No running in the parking lot.

Looking both ways before crossing the parking lot.

No running out from between parked vehicles, especially the buses.

Using the designated crosswalk.

Outlining the conditions that permit the use of the field across the parking lot.

Team 3 teachers will review the rules for safe driving in the parking lot, including the speed limit of 15 kph and the direction of traffic flow

TECHNOLOGY

Electronic Device Use

Technology is an integral part of a student’s experience while attending Foothills Academy. A balanced approach of physical and technological tools are available to support their daily learning. Technology provides opportunities for collaboration, research and aids in further development of academic skills.

iPads and Chromebooks

Foothills Academy provides each student with a personal electronic device, assigned to them in the first week of school and collected on the last day in June These devices: Are kept at the school Differ according to grade level (Grades 3 to 6: iPads / Grades 7 to 12: Chromebooks) Come with software intended to provide students a choice in how they interpret and express themselves (Google Workspace for Education / Read & Write) Are intended for use during classes on school grounds

Student Cell Phones and Personal Gaming Devices

School & Personal Device and Social Media Policy

Cell Phones and personal electronic devices have become an integral part of our lives and while they can be useful tools in certain contexts, recent studies have shown that cell phone use can be disruptive and potentially hinder academic progress The instant gratification provided by these platforms diverts students' attention away from their studies, negatively impacting our student population As a result, student personal electronic devices and cellphones are not used during class time

Our primary goal is to create an environment that cultivates an informed and engaged community of learners. By refraining from cell phone use during class time, students are provided the opportunity to fully immerse themselves in these activities enhancing their understanding and skill development. This is accomplished by:

Securing cell phones and personal electronic devices in a designated locked receptacle in each homeroom during class time, with the exception of Grades 7 to 12 being allowed access during the lunch hour. Allowing families that are in need of connecting with their child during the school day to contact the main office or homeroom teacher to share a message or coordinate a phone conversation away from the classroom.

TECHNOLOGY

Social Media and the School Network

Just as appropriate standards are expected of all staff and families, who are representing Foothills Academy, we also want our students to have the appropriate skills and attitudes to responsibly use technology at all levels We do this by informing and promoting an equally safe and caring learning environment within the classroom and emphasize the importance of this transferring to the virtual world of social media as well. All communications, discussions, posts (text or image) must be appropriate and respectful, in line with the expectations on any given school day. Student access to WiFi is limited to school assigned devices that are monitored both in their browsing history and use of their school provided Google Workspace for Education account. Content filtering is in place to ensure a safe learning environment. Students review current guidelines for safe browsing and electronic communication each year. Misuse of school technology may include administrator intervention, parent communication and loss of privileges.

Assistive Technology

Additional technological accommodations to support learning require a prescribed and deliberate approach for success Foothills has a full time Assistive Technology Specialist, Dianne Eberhardt, who works with students and staff to explore options if additional supports are needed beyond what is available on our iPads and Chromebooks These additional supports can be determined by recommendations in the student’s psychoeducational assessment and reviewed with the teaching team and administration These additional supports are ones that are transferable for use in post secondary pursuits. Below are the current tools that can be provided for students whose academic needs may require additional technological support :

Dragon Speech to Text (most effective for students with speech difficulties)

Google Voice Typing

Smart Pen

C-Pen

The proper care of equipment is outlined with the students and families at the start of the year and included in our technology use agreement. It is the responsibility of the student to ensure that all equipment is returned in the same condition as it was issued. If damage occurs to the school equipment, the student is to report this information to their homeroom teacher immediately and decisions will be made should restitution be required for its repair

THE LIBRARY / LEARNING COMMONS

The Library / Learning Commons at Foothills Academy is at the forefront of engaging students in literacy and collaborative learning We have one library technician to support students The library is open from 8:15 AM until 4:00 PM on school days Elementary classes come to the library once a week, where they are encouraged to sign out materials for free reading time or general interest.

E-Book Collection

We have an extensive physical collection as well as an ebook collection. The platform we use for our ebook collection is Overdrive and is extremely easy to use with many features for students with learning disabilities. The ebook program pairs with the Calgary Public Library also, giving the students access to an abundance of titles.

In addition to scheduled classes, teachers book time in the library for their classes to use materials for research projects. Senior School students are not scheduled into the library on a regular weekly basis, but they are encouraged to use the library during class time, and at other times when their teachers have booked periods Our Library / Learning Commons has numerous collaborative spaces for students and staff, as well as a teaching space complete with a Smart Board

Some special services offered by the Foothills Academy Library include:

Obtaining materials requested by students The librarian makes every attempt to source this material, particularly fiction titles that are of interest to individual students.

Conducting reference and material searches.

Assisting parents/guardians who want to obtain reading materials suitable for their child.

Arranging author visits.

Assisting Grade 12 students who plan to attend post-secondary school

PHYSICAL EDUCATION AND EXTRACURRICULAR PROGRAMS

During the P.E. program, students will experience a variety of core individual and team activities and sports where the emphasis is on physical fitness, basic sport skill, social skills, strategies, rules, knowledge and understanding of techniques and safety The course will stress cooperation, sportsmanship, politeness, self- discipline and promptness One of the main aims in P E is to encourage participation and celebrate all student successes, however large or small Foothills Academy’s goal for P E is that students will enjoy participating in P E and, through a wide variety of activities, develop a life-long affinity for sports and physical activities

Interwoven throughout the curriculum are health and wellness issues which we discuss during class time.

TEAMS AND CLUBS

At school, students will have the opportunity to both create and participate on teams and in clubs Throughout the year, various sporting teams are available for students in grades seven through twelve to participate in, such as golf, volleyball, basketball, and track and field. Team size and level of competition will be determined by the number of students interested in participating that year.

Students in grades seven through twelve have also participated in the APEGA Science Olympics, which offers students an opportunity to compete in the STEM fields while also building skills of leadership, innovation, and collaboration.

Lunch clubs are also offered to all students throughout the year. Clubs may last the entire school year or only a term, depending on the nature of the club. Students may suggest the making of a club so long as they have the supervision of a staff member and access to an appropriate space In the past, clubs have including knitting club, Pokemon club, gardening, car club, and many, many more If your child is interested in starting a club, please direct them to talk to their homeroom teacher or specific Vice Principal