FHB 2026 2027 (7)

FAMILY HANDBOOK 2026-2027

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.

Table of Contents 01

About Foothills Academy

02

About Learning Disabilities/ ADHD

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How is Foothills Academy Different from other schools?

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Welcome from your Executive coDirectors

08

Research

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Why is self-determination important?

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Family Testimonials

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Elementary, Junior, and Senior High

36 Safety and Emergency 38 School Communications 39 School Inquiries 40 School Concerns 41

Safe, Caring, Welcoming and Respectful Environment

The 5 C’s of Foothills Culture

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A Foothills Student

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Education Plan and Annual Results Report

46 Expectations

14

Executive Co-Directors

15

Foothills Academy Staff and Administration

17

Leadership Team

18

Board of Governors

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Foothills Academy Parents’ Association (FAPA)

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Intervention

23

Estelle Siebens Community Services

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Career & Post-Secondary Planning

30

Elementary, Junior, and Senior High

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Supporting Student

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This Classroom Community Embraces

Student 49 Supporting Expectations

53

Attendance

55

Bus Policy

57

Safe Parking and Traffic Policy

59

Technology

61

The Library/ Learning Commons

62

Physical Education & Extracurricular Programs

Elementary Schedule

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Did you know?

JR & Senior High Schedule

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2026/2027 Academic School Calendar

i l l h s t A o o c a F d t e my u o b A MISSION “The mission of Foothills Academy is to facilitate learning in persons, primarily youth and children, identif ied 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 other professionals, and assistance to individuals with Learning Disabilities and/or ADHD (such as intensive individual remediation instruction, psychological services, and recreation programming).

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Learning Disabilities About About Learning Disabilities Learning Disabilities (LD) Learning Disabilities are neurodevelopmental disorders which result f rom impairments in one or more processes related to perceiving, thinking, remembering or learning.

Psychologists can diagnose Learning Disabilities with one of two def initions: The Learning Disabilities Association of Canada (LDAC) has a def inition of Learning Disabilities Off icial LDAC def inition of Learning Disabilities The Diagnostic and Statistical Manual (DSM-5) provides a def inition of the Specif ic Learning Disorders What is a Specif ic Learning Disorder

About ADHD Attention Def icit Hyperactivity Disorder (ADHD) Attention Def icit Hyperactivity Disorder is a neurodevelopmental disorder that signif icantly 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., diff iculty staying focused on boring tasks, forgetfulness, and struggles staying organized.

Hyperactive-Impulsive: e.g., often moving or f idgeting, 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 signif icantly reduced.

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

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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 and build relationships.

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

Teachers work beyond academics, supporting students to develop executive functioning skills to successfully and independently organize, plan, and study, as well as ensuring that students build confidence and become strong self-advocates.

Transitions to postsecondary education is a major focus. All students are expected to have the opportunity for post-secondary education and career success after graduation.

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

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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 f ield, done by our experienced and expert Best Practices Committee

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WELCOME FROM YOUR EXECUTIVE CO-DIRECTORS We are delighted that you are part of the Foothills Academy community. Together, we share a common purpose: helping every student discover their strengths, overcome challenges to believe in themselves, and reach their full potential. In essence: Find Understanding, Build Conf idence, Maximize Potential.

As you know, Learning Disabilities can create signif icant barriers for many children and adolescents. At Foothills Academy, however, students are surrounded by caring, skilled, and dedicated professionals who are deeply committed to making a meaningful difference in their lives. Every member of staff works to support student growth and learning while fostering strong relationships, f riendships, belonging, and enjoyment at school. Through this collective commitment, Foothills Academy continues to provide an environment where students can thrive, flourish, and grow into the remarkable young people we know them to be.

As parents, guardians, and family members, you play an essential role in your child's success. The most powerful outcomes occur when students experience a strong partnership between home and school. We value open communication, trust, and shared commitment as we work together to support each student’s academic, social, and emotional development. Foothills staff bring expertise, experience, and evidence-based practices to guide the growth and development of each student, and equally important are the insights, encouragement, and advocacy provided by each family. Together, we can help students build the skills and conf idence to succeed in school, and beyond.

Family involvement also strengthens our broader school community. Foothills Academy Parent Association (FAPA) plays an imperative role in supporting and enriching the school community for all students and families. Whether through volunteering, fundraising, providing feedback, supporting events, or helping strengthen connections among families, family engagement contributes signif icantly to the success of the Foothills school community.

Our school theme this year is Mattering: Valuing Each Person and Their Unique Contributions.

The science of mattering centers on two important human needs: feeling valued and knowing that we add value. Mattering is closely connected to our foundational focus on Self-Determination Theory. We are more likely to feel that we matter when we experience meaningful relationships, develop competence, and have opportunities for autonomy and choice. At Foothills Academy, every student, family member, staff member, volunteer, and supporter matters. Together, we create a community where individuals are encouraged to contribute, connect, and grow.

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WELCOME FROM YOUR EXECUTIVE CO-DIRECTORS Foothills Academy continues to be recognized as a leader in the f ield of learning disabilities. Demand for our programs remains strong as we focus on best practices in literacy and numeracy intervention, individualized support, and evidence-based teaching approaches. In addition, our wraparound services, community-based supports, and socialemotional programming enable us to address the diverse and often complex needs of our students, helping them succeed both inside and outside the classroom.

Many children and families would not be able to access the essential support provided by the school and Community Services without the assistance of the Foothills Academy bursary program. For this reason, fundraising remains an important part of our FAPA community's commitment. Our fall gala, the Crystal Ball, will be held at the Fairmont Palliser on November 14, 2026, and the Annual Gordon Hoff man Golf Charity Classic will once again take place next summer. Through the generosity of our donors, volunteers, sponsors, and families, lives are changed every year. We hope you will join us in supporting these events and celebrating the impact they make possible.

The

Crystal Ball

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

As the school year progresses, ongoing communication between families and school remains critical to student success. If you have questions or concerns, your child's homeroom teacher should be your f irst point of contact. We also encourage you to review the communication process outlined on page 41 of this handbook.

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WELCOME FROM YOUR EXECUTIVE CO-DIRECTORS Throughout the year, teachers and administrators will connect with families through Family Information Night, IPP meetings, parent-teacher conferences, General Meetings, and other opportunities for engagement. We value your feedback and perspectives and encourage you to participate in these important conversations. Our Annual Education Results Report and Education Plan are shared at General Meetings, and we welcome your input as we continue to ref ine and strengthen our programs.

We are proud that Foothills Academy has once again been recognized by the wider community, having been voted one of Calgary's favourite Charter/Private Schools in the Calgary Herald Readers' Choice Awards for the sixth consecutive year. We are grateful for the trust and support of our families and remain inspired by the achievements, perseverance, and growth of our students.

Thank you for being a valued member of the Foothills Academy community. We look forward to partnering with you throughout the year as we support every student in reaching their potential.

You matter.

Warm regards,

&

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

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Dr. Karen MacMillan, R. Psych Executive Co-Director (Director of Community Services) Foothills Academy Society

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RESEARCH In 2010 researchers f rom 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 f rom students, parents, and school staff to identify the specif ic factors that contribute to the success of the school. The researchers identif ied six key f indings:

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 benef icial 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 diff iculty in documenting assigned homework Family Handbook (2026-2027)

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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 f its 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 benef its 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 f indings that were identif ied 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

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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.

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

RELATEDNESS Find Understanding

Strong knowledge of LD, and related disorders such as ADHD Strong empathy for individual’s experience Unconditional positive regard establishing 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)

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COMPETENCE Build Confidence

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

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AUTONOMY Maximize Potential

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

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I can’t thank the teachers, staff, and administrators at Foothills Academy enough for everything they do. Their dedication, patience, and genuine care have made such a positive difference in the lives of their students and families. What stands out most is how they take the time to understand each child’s unique strengths and challenges, helping them build conf idence and believe in themselves. They create an environment where kids feel supported, encouraged, and empowered to grow.

Foothills Academy truly lives its mission of helping students f ind understanding, build conf idence, and maximize their potential. We are incredibly grateful for the impact they have had on our child’s journey.

Family Testimonials

Foothills Ac a d e my has provid environm e d a n e xc ent for m eptional y s o n to t an d socia hrive a ca lly. Th e c d e a mically r in g tea ch a p p ro a c h ers, in div , and sup id ualized por tive c h elped h ommunit im grow y h a ve in m eanin g conf iden ce, develo ful f rien d ships, an potential. p d rea c h h We are tr is full uly grate impa c t F ful for th oothills A e positive c a d e my has had o n our fam ily.

for our ch a n g e r ' e m a 'g a mic has been his a ca de in n w Foothills ro g s ionally r child ha lly - emot a n o family. Ou s r e p ood s well as d a ve r y g e p lo e abilities, a v e d els h e lly. He has an d h e fe , ls il an d socia h t o o work at F social n et 'belon gs'.

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Bein g a t fo m ore co othills makes o u nf ident in dream r child fa cin g t in g an d he futu re .

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THE 5 'C'S OF FOOTHILLS CULTURE CHILDREN Children and families must always come first.

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 belonging it takes a village.

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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 Foothills Academy may be claimed in your annual tax f ilings as a medical expense. This comes under the title of Care and Training in a School, and requires an appropriately qualif ied 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 suff icient documentation to submit to the CRA with your tuition receipts when f iling 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 f rom 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.

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EXECUTIVE CO-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 staff ing areas in the Society; School Program, Community Services, and the Business Off ice.

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.

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FOOTHILLS ACADEMY STAFF AND ADMINISTRATION EXECUTIVE DIRECTORS cont’d To manage the f iscal resources of the Society and ensure the f inancial 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 f ields relating to Learning Disabilities and ADHD as per the Mission Statement, and being leaders in the community.

BOARD OF GOVERNORS Executive Co-Directors

Karen MacMillan & Simon Williams

Community Services

School Program

Four separate departments serving members of the public struggling with learning and/or attention issues

Approximately 300 students in grades 3-12 with a diagnosed Learning Disability

Director of Business Management David Bolink Back office, reception staff, and custodial staff

Principal

Ashley Barber

Manager of Psychological Services & Programs

Manager of Read/Write & Math Intervention

Manager of Professional Development & Community Education

Manager of Amicus Camp & Recreation

Melanie Reader

Jenny Davidson

Bani Puri

Luke MacKinnon

Vice Principal Team Three

Ashley Rewcastle

Vice Principal Team Two

Sean Horton

Vice Principal Team One

Kathleen Phelan

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FOOTHILLS ACADEMY STAFF AND ADMINISTRATION

SCHOOL PROGRAM Principal Ashley Barber

Vice Principal Team One Kathleen Phelan

Teachers

Educational Assistants

Vice Principal Team Two Sean Horton

Literacy & Numeracy Strategist

Lindsey Bingley

Library Specialist

Tanya Pare

Vice Principal Team Three Ashley Rewcastle

Assistive Technology Specialist

Dianne Eberhardt

OT & SLP

Administrative Assistant

Contractors and Kelly Thiessen (assistant)

School Admissions & Data Coordinator

Kristie Clements

Melissa Byrnes

SCHOOL ADMINISTRATION Day-to-day school operations are led by the administrative team: Ashley Barber (Principal) and; Kathleen Phelan (Vice Principal Team One) Sean Horton (Vice Principal Team Two) Ashley Rewcastle (Vice Principal Team Three)

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LEADERSHIP TEAM EXECUTIVE DIRECTORS Simon Williams and Karen MacMillan SCHOOL ADMINISTRATION Principal Ashley Barber Team 1 Vice Principal Kathleen Phelan Team 2 Vice Principal Sean Horton Team 3 Vice Principal Ashley Rewcastle BUSINESS OFFICE David Bolink Alexandra Watson Justin Fagan Brianna Gare CUSTODIAL Elaine Whalen

Director, Business Management Manager, Communications & Marketing Manager, Information Technology Services Manager, Community & Alumni Engagement

Facility Manager

COMMUNITY SERVICES Melanie Reader Manager, Psychological Services & Programs Jenny Davidson Manager, Read/Write & Math Intervention Bani Puri Manager, Professional Development & Community Education Luke MacKinnon Manager, Amicus Camps & Recreation Carola Tiltman Manager, Learning Disabilities & ADHD Network

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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, f inancial 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 – f rom 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

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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 f inancial statements.

FAPA also holds monthly board meetings on the second Wednesday of the month f rom 7:00 - 9:00 pm at the school. Board meetings are open to all parents to attend and include an update f rom 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 Hoff man 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 f inancial 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.

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FOOTHILLS ACADEMY PARENTS’ ASSOCIATION (FAPA) 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 f riends who share the common bond of having children with learning disabilities. For more information or any questions email fapa@foothillsacademy.org.

Additionally, the Foothills Academy Parents’ Association (FAPA) meets monthly at the school, and a school administrator is always in attendance, so feel f ree 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.

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 f inancial need. Fundraising is an integral part of the community, and last year we ran our 15th Annual Gordon Hoff man 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 f rom our community so thank you to all who participated or volunteered to make these events happen.

We are excited for this coming year to be continuing with our Fall Fundraising Gala at the Fairmont Palliser on November 14th, 2026. The theme of this year’s Gala is “A Crystal Ball”, so be sure to save the date.

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

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INTERVENTION 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 prof icient 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 (specif ically based upon the Orton-Gillingham approach), which is effective for all students and essential for students with Dyslexia. We ensure that staff receive specif ic 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 specif ic 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) identif ies the Wilson Reading System as an example of Structured Literacy (page 7 of IDA's Structured Literacy: An introductory guide).

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INTERVENTION 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.

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 f ill gaps that have been identif ied 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 Intervention program. Read/Write & Math Intervention 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.

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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

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

Melanie Reader

Read/Write & Math Intervention

Individual and small group remedial instruction (weekly or intensives)

Jenny Davidson

Amicus Camps & Recreation

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

Luke MacKinnon

Professional Development & Community Education

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

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 speech-language 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.

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).

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 School Literacy & Numeracy Strategist (lbingley@foothillsacademy.org) Family Handbook (2026-2027)

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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 prof iles (based on previous psychoeducational assessment reports on the student’s f ile) 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 social-skills 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 f ile (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 specif ic 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 f rom parents/guardians will be required as well.

B. Direct intervention f rom the assessment team: The Assessment Team does provide direct intervention to Foothills Students that would require specif ic consent f rom 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 f ree 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.

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ESTELLE SIEBENS COMMUNITY SERVICES 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 f rom 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 benef it f rom 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 f ile, 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.

The ongoing mental health counselling service for school students is f ree-of-charge and will provide approximately 8 - 12 sessions. Counselling services may be extended beyond this timef rame 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 strict conf identiality in all things related to this capacity.

PROFESSIONAL DEVELOPMENT & COMMUNITY EDUCATION 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.

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CAREER & POST-SECONDARY PLANNING Psycho-Educational Assessments/Requirements For Post Secondary Institutions (fee for service through community services) 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 specif ic 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/modif ications in place to meet a student’s needs and to access available government grants/funding.

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CAREER & POST-SECONDARY PLANNING Estelle Siebens Community Services’ Psychological Services & Programs Team offers 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 $2,475.00, 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 timef rame. 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 f illing out).

The information is on page 2 of the Schedule 4. It says, “if an assessment/medical documentation conf irms 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 upf ront, and are eligible for a reimbursement once an eligible disability is conf irmed. You must supply a receipt showing that you paid for this service along with the assessment. Only assessments/documentation used during disability verif ication 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/

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CAREER & POST-SECONDARY PLANNING Whether students attend post-secondary or join 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. 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 f rom Statistics Canada in 2024 shows that individuals with learning and attention issues are signif icantly less likely than those without LD/ADHD to complete postsecondary 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 selfadvocacy 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 Nathalja Hogervorst (nhogervorst@foothillsacademy.org) for specif ic inquiries about your child’s future aspirations and post-secondary programming.

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CAREER & POST-SECONDARY PLANNING 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 f ree 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.

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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 specif ic teachers know, as your child may be facing some obstacles that we can support.

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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 Off ice 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 f rom 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 specif ic goals for each student as a result of input f rom 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 necessary.Ongoing monitoring and evaluation continues.

JUNE Final IPP evaluation is documented and shared with students and parents/guardians.Recommendations are made for next year’s IPP.

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ELEMENTARY, JUNIOR, AND SENIOR HIGH There is a parent/guardian-teacher-student meeting at the end of September for IPP development. The f irst 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 f inal evaluations and recommendations at the school year-end. The IPP becomes part of the student’s permanent record.

PROGRESS REPORTS Specif ic 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.

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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 f rom 8:30 am until 12:40 pm, giving teachers time for administrative planning and professional development.

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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 f rom 8:30 am until 12:40 pm, giving teachers time for administrative planning and professional development.

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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 notif ied.

Any student leaving the school premises at lunch must have permission and must sign out at the f ront 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 f irst day of school the students receive their class schedule and all their school supplies f rom 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 f ive 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 f rom home or students can acquire Foothills Academy’s gym clothing available for purchase f rom the Physical Education staff.

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SAFETY AND EMERGENCY SCHOOL SAFETY AND EMERGENCY TEAM Foothills Academy has a School Safety and Emergency Team, composed of staff members f rom 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 notif ied 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 inf rastructure 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 notif ied f rom 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 justif ication of the decision by administration to close the school and an estimated timeline for further communication.

Families will receive an email f rom 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 notif ication 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.

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SAFETY AND EMERGENCY 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 f rom 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 notif ied by phone between 6:00am and 7:00am An email will be sent by the school administration conf irming 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 notif ication and have arrived at the school.

If a similar event occurs during school time, the following procedure will take place: Families will be notif ied 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 conf irming 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.

POLICY 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 f ire drills to evaluate the best practices for evacuation in the event of a f ire. 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.

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SCHOOL COMMUNICATIONS Positive, respectful communication between families and staff is essential to supporting student success. We value our partnership with families and are committed to fostering open, collaborative relationships built on mutual trust and respect.

Staff are committed to supporting students and communicating with families in a timely manner, and families can generally expect a response to emails or phone calls within two business days during the school year. Messages received in the evening, on weekends, during holidays, or over school breaks will be addressed once staff have returned to work.

If a matter requires immediate attention or relates to student safety, families should contact the school off ice directly rather than relying on email.

Conversations involving the education and wellbeing of children can sometimes be emotional. We are committed to listening to concerns, answering questions, and working collaboratively to f ind solutions. We ask that all communication with school staff be respectful, courteous, and solution-focused. Our teachers, educational assistants, off ice staff, and administrators are dedicated professionals who care deeply about students and share your goal - the success and safety of your child.

Communication that includes abusive, threatening, discriminatory, or aggressive language or behaviour will not be tolerated. We will reserve the right to end conversations or meetings that become disrespectful and determine an appropriate time and method to continue the discussion.

Families play an essential role in their child’s education. We encourage parents and guardians to share information that may affect their child's learning, behaviour, or emotional wellbeing. This could include things such as: signif icant family changes or life events, health concerns, or social and peer connections Sharing this information allows our staff to respond with understanding, provide appropriate support, and partner with families in meeting each student's needs.

Information shared with the school will be handled respectfully and with appropriate regard for student privacy.

The most successful outcomes occur when families and school staff approach challenges as partners with a shared goal: supporting the wellbeing, growth, and success of every student.

We appreciate your ongoing trust, communication, and collaboration, and thank you for helping us maintain a respectful, caring, and supportive school community.

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SCHOOL INQUIRIES 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 specif ic help.

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

School-related Issue: Speak f irst 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 f irst 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 f rom 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 f rom, please have your child communicate their interest to the homeroom teaching staff for guidance on the possibility of starting a new club.

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SCHOOL CONCERNS If families 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 f ind resolution. Should the matter continue to be unresolved, the Executive CoDirector/Head of School, Simon Williams, 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 Co-Director/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 f inal.

School Visits Foothills Academy welcomes parents/guardians into the school. To ensure that the timing of visits enables positive & productive communication, parents/guardian must: 1. Arrange a mutually agreeable time for your visit with the staff member.

2. Check in at the off ice 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.

Unannounced arrivals and requests to meet with staff cannot always be facilitated.

POLICY Parent Communication Policy: Including Communication with Seperate Homes

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SAFE, CARING, WELCOMING AND RESPECTFUL ENVIRONMENT As per the Education Act (32)(d), a parent, as a partner in education has the responsibility to ensure that the parent’s conduct safeguards & contributes to a safe and caring environment that fosters and maintains respectful and responsible behaviour. As such, 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.

All students and staff have the right to learn and work in an environment f ree 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 and caring environment that fosters and maintains respectufl and responsible behaviours.

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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 safe and caring environment that fosters and maintains respectful and responisble behaviours, 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 f rom 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 f rom 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 f irst 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 notif ication, if any, respecting a voluntary student organization or an activity referred to in the f irst 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 notif ication 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 notif ications 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.

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

Freedom of conscience, expression and association. Students are f ree to express any perspective or idea at school in a manner that complies with the code of conduct and all applicable legislation.

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.

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

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SAFE, CARING, WELCOMING AND RESPECTFUL ENVIRONMENT Diversity, Equity and Inclusion Foothills Academy is committed to fostering, cultivating and preserving a culture of diversity, equity and inclusion. As an agency that has been advocating for the rights of neurodiverse learners for more than four decades, we see great value in the diversity of our employees, as well as the youth and families we serve. Our human capital is the most valuable asset we have. The collective sum of our individual differences, life experiences, knowledge, inventiveness, innovation, self-expression, unique capabilities and talent represents a signif icant part of not only our culture, but our reputation and accomplishments as well.

We embrace differences in age, color, disability, ethnicity, family or marital status, gender identity or expression, language, national origin, physical and mental ability, political aff iliation, 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.

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A Foothills Student Hats and head coverings can be helpful, especially on bad hair days. There may be times that students are asked to remove their hats for a period of time, such as during a test or during the playing of the national anthem.

Hats can show off favourite teams, bands, or other cultural icons (inappropriate references are not permitted).

Cell phones are an indispensable part of our lives, but they can also interfere with learning and social interaction.

Phones can make it more difficult for us to work together and build positive relationships with each other.

We do not have cell phones with us in the classroom.

We are all individuals who have the right to express ourselves! Our clothing is an important way to show people who we are, and we respect that. Students must ensure that their clothing does not promote violence or discrimination and that underwear is covered.

Be your amazing self!

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SUPPORTING STUDENT EXPECTATIONS 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 f rom 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 Conf idence Maximize Potential We strive to support every child at Foothills, although we cannot always do so at all costs.

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SUPPORTING STUDENT EXPECTATIONS The right to learn

The right to teach

Regulated students have the right to learn in a classroom without disruption, meaning teaching staff must respond to disruption in the best interests of the rest of the class. Students have the right to be in a school with staff who have their best interests at heart (unconditional positive regard)

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.

My daughter thrived socially and academically through Jr High at Foothills. Being in a small school that met her where she was academically and provided remediation rather than only accommodation has helped maintain her conf idence and grow as a learner. ~ Parent of a Foothills Student

Our family has had an incredibly positive experience at Foothills Academy, and we are so grateful to be part of this community. What stands out the most is how supported and understood our children feel each day. They are truly in a place where they belong, and that sense of safety and inclusion has made a tremendous difference. ~ Parent of a Foothills Student

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THIS CLASSROOM COMMUNITY EMBRACES

THE RIGHT TO LEARN & THE RIGHT TO TEACH STUDENT CODE OF CONDUCT

FIND UNDERSTANDING Treat other students with respect.

Treat the staff, volunteers, stakeholders, and the facility with respect.

Show respect for authority, property and differences in ethnicity, race, religion, gender expression, gender identity and sexual orientation.

Recognize that any disruption caused in class impacts a student’s right to learn, and the teacher’s right to teach.

BUILD CONFIDENCE Contribute to being a part of the welcoming, respectful, safe and caring environment.

Support members of the Foothills Academy community who are in need of assistance.

Respect diversity and refrain from demonstrating any form of discrimination.

Refrain from by-standing or participating in, and report immediately to a staff member, any violent or bullying behavior (as defined by the Education Act, and including harassment, discrimination, or violence) directed towards students or staff of the school; whether during school hours or not, on school premises or not, or by any electronic means.

MAXIMIZE POTENTIAL Be punctual, and prepared for daily lessons and procedures.

Be positive members of the Foothills Academy community, making appropriate use of school supports to gain maximum learning potential, both academically and socially, from the program.

Commit to using the supports and strategies provided to support learning and self-regulation.

Work with teachers, educational assistants and administration to protect every student’s right to learn.

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SUPPORTING STUDENT EXPECTATIONS Student Code of Conduct The Student Code of Conduct outlines the expectations for students, to ensure Foothills Academy remains a safe and caring environment that fosters and maintains respectful and responsible behaviours. In keeping with the values of Foothills Academy Society, students shall: Treat all other students with respect and kindness.

Treat all staff, volunteers, stakeholders, the facility and school property with respect.

Respect authority, property and differences in ethnicity, race, religion, gender, gender expression, gender identity and sexual orientation.

Be punctual, and prepared for daily lessons and procedures.

Make appropriate use of school supports to gain maximum learning potential, both academically and socially.

Ref rain f rom engaging, participating or by-standing in violence, bullying or discrimination of any kind of any kind; whether during school hours or not, on school premises or not, or by any electronic means.

Report immediately to a staff member any witnessed violence, bullying or discrimination directed towards students or staff of the school; whether during school hours or not, on school premises or not, or by any electronic means.

Bullying, def ined by the Education Act 1(1)(d) is, “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.” Such behaviour is unacceptable whether it occurs within the school building, at home, during the school day, evening, weekend, or by electronic means.

Assist in the prevention of any violence by reporting concerns, and cooperating with the intervention efforts of school staff.

Be prohibited f rom engaging in other unacceptable behaviours including theft, intimidation, harassment, discrimination, criminal activity, endangering selves or others, or encouraging unacceptable conduct.

Ref rain f rom being in possession of, or under the influence of, any alcohol, drugs or associated paraphernalia whilst on school grounds or during any school hours or related school event, will be subject to discipline, up to and including expulsion.

Ref rain f rom the use of improper or abusive language, physical altercations interfering with the orderly conduct of classes and other wilful disobedience or def iance.

Act in a safe, mature manner in school and on the school bus.

Follow safety procedures as outlined by school staff, administration, bus drivers and other stakeholders.

Support members of the Foothills Academy community who are in need of assistance.

Abide by the student code of conduct, and “The Right to Learn & The Right to Teach”, as posted in every classroom and around the school.

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SUPPORTING STUDENT EXPECTATIONS When expectations are breached, the responses may be as follows: Consequences of unacceptable behaviour will consider the student’s age, maturity and individual circumstances, and ensure that support is provided for students who are impacted by inappropriate behaviour, as well as for students who engage in inappropriate behaviour.

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.

Students can be removed f rom a lesson with a Blue Form and sent to administration.

They must resolve the matter with the teacher before re-entry into the class.

In circumstances requiring a short term separation f rom 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.

Escalated circumstances will require a meeting with a Team designated Vice Principal, who will liaise with the student, parents/guardians and staff member to resolve the situation, and provide natural consequences as a part of the resolution process.

Students in a signif icant 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 Co-Director/Head of School, and then the Board of Governors.

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

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 f rom 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

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

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SUPPORTING STUDENT EXPECTATIONS Communication of Code of Conduct Staff will all uniformly apply the policy, so consequences are fair and consistent.

The policy will be communicated to staff by administration.

The policy will be communicated to all students by staff.

The policy will be communicated to all parents via the family handbook.

POLICY Parental Concerns, Inquiries and Right to Appeal 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 notif ied accordingly If school deems that circumstances warrant it, Calgary police services or other community services will be notif ied.

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 def ined 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 notif ied and required to pick up the student f rom 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.

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SUPPORTING STUDENT EXPECTATIONS Suspension (continued) Teachers will be immediately notif ied 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.

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

The school administration may re-instate a student within f ive (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 notif ication of the expulsion.

The parents will be notif ied, 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 f inal 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 f inal, 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 f rom attending the school and all school related activities and privileges.

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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 f rom an extended break.

What to Say when kids with a learning and thinking difference don't want to go to school: This resource f rom Understood.org offers phrases you can use based on the circumstances presented by your child for reasons they are having diff iculty 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 notif ication, 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.

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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.

POLICY Student Attendance & Extended Treatment Leave

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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 f rom 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.

Additional Bussing Information: Students should be at the bus stop f ive minutes before pickup time, and please ensure that your student is waiting at the bus stop, not inside personal vehicles.

Students are to board and exit the bus only at their assigned stop, and will not be permitted to get off at another stop along the route without prior authorization.

Absences If you know your student will not be on the bus in the morning, please call Southland dispatch at 403-873-7268.

If your student is in grades 3-6, please communicate with their homeroom teacher if they will be getting picked up instead of taking the bus home. If your student is in grades 7-12, we do not need to be informed if your student will not be taking the bus in the afternoon.

MyBusStop The MyBusStop app enables you to track your bus as it makes its way through the route, and it is a reliable way to see delays in your route.

For the school code for the MyBusStop app, email: bus_routes@foothillsacademy.org Register and select routes on the desktop website (www.mybusstop.ca) f irst before accessing the app.

Once you are signed up for the MyBusStop app you can allow Push Notif ications that will allow you to get an alert on your phone when your students' route is delayed.

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BUS POLICY Going to a Friend's After School?

If your student has been invited to a f riend's house and will need to get off at a different stop or ride a different Southland bus home, arrangements can be made if: an email is sent to bus_routes@foothillsacademy.org and schoolreception@foothillsacademy.org indicating the f riend your student will be riding along with and the date of activity. This will be given to the bus driver by the bus supervisor. or the student brings a written permission note to school with them and the note is stamped by our school receptionist in the main off ice. The stamped note is shown to the bus driver as the student gets on the bus.

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 f rom 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.

If students are having continued challenges on the bus: The driver will talk to the student to f ind a solution.

Should the problem persist, Southland will notify the school who will pursue a solution with the student and family.

To ensure the safety of students for the duration of their travel time and for insurance purposes, cameras will be recording the interior of the bus each day. This information will only be collected should an incident arise.

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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).

Traff ic Safety Procedures The f ront parking lot is congested before and after school with busses, students driving, and families droppig off/ picking up.

Do not pass another vehicle in the parking lot. Please be patient and wait for students to get out of the vehicle ahead of you and proceed forward in an orderly fashion.

Do not stop on the crosswalk when dropping off a student.

Blocking the crosswalk creates a safety hazard for those trying to use it.

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SAFE PARKING AND TRAFFIC POLICY School buses park on the north side of the lot adjacent to the playground and the f ront 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 f rom the lot. Repeat offenders will lose the privilege of parking in the school parking lot.

The area immediately in f ront 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 f rom between parked vehicles, especially the buses.

Using the designated crosswalk.

Outlining the conditions that permit the use of the f ield 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 traff ic flow

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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 f irst 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

POLICY 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 gratif ication provided by these platforms diverts students' attention away f rom 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 ref raining f rom 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 off ice or homeroom teacher to share a message or coordinate a phone conversation away f rom the classroom.

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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 f iltering 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 diff iculties) 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.

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THE LIBRARY / LEARNING COMMONS The Library / Learning Commons at Foothills Academy is at the foref ront of engaging students in literacy and collaborative learning. We have one library technician to support students. The library is open f rom 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 f ree 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 f iction 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

POLICY Policy for the Selection, Availability and Access of School Literary Materials

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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 f itness, 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 aff inity 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 f ield. 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 f ields 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 specif ic Vice Principal.

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2026/2027 Academic School Calendar For the most current Foothills Academy Calendar, please see our website.

Bell Schedule Monday - Thursday Start time 8:30 AM, Dismissal 3:25 Friday Start time 8:30 AM, Dismissal 12:40

Aug 20 - Aug 28 School Staff Organizational Days Aug 27 - Pancake Breakfast Aug 31 - First day of classes

Dec 18 Last Day of Classes before break

Oct 12 Thanksgiving: No Classes Sept 7 Labour Day Sept 9 Parent Info Night Sept 17, 18 IPP meetings: No Classes Sept 25 Non-Instructional day: No Classes Sept 30 National Day of Truth and Reconciliation: No Classes

Jan 4 Classes resume Jan 29 Non-Instructional day: No Classes

Feb 11, 12 Non-Instructional day: No Classes Feb 15 Family Day: School closed

Nov 11 Remembrance Day: No Classes Nov 14 Foothills Academy Gala Nov 19, 20 Parent/Teacher Interviews: No Classes

March 11, 12 Parent/Teacher Interviews: No Classes March 19 Last Day of Classes before Spring Break

Apr 5 First day back from break

May 22, 23 Calgary Marathon (Tentative) May 24 Victoria Day: No Classes May 28 Graduation Ceremony & Non-Instructional Day: No Classes (Tentative)

Statutory Holiday and Breaks Foothills Events

June 18 Last day of classes for Teams 1&2 June 21 Indigenous People’s Day June 22 Last day of classes for Team 3 (busses run until June 22) June 23 - June 25 Diploma Exams Non-Instructional days (PD 28 & 29) June 25 Last day for school staff

July 1 Canada Day

First/Last days of classes

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

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Foothills Academy Society 745 - 37 Street NW Calgary, Alberta T2N 4T1 (403) 270 - 9400 www.foothillsacademy.org