N June 1, 2015 [HAY LAKES SCHOOL HANDBOOK] - … Our School/HandBook... · Students wishing to buy lunches or add to their lunches may use the school canteen. ... to the operation

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June 1, 2015 [HAY LAKES SCHOOL HANDBOOK]

INFORMATION IN SCHOOL CALENDAR

A school calendar is published every September and a copy sent home to each household. In that calendar are important

dates such as Christmas and Easter breaks. Included on the backside of each month is important information such as:

Personal Information Update - It is important that the school have current contact information for parents and

guardians of ALL students. This includes accurate phone numbers for parents/guardians during the school day. Also,

please inform the school if there are any address or phone number changes during the school year.

Birthday Parties - Parents are urged to refrain from sending birthday party invitations with their children to be

distributed at school unless all the girls or all the boys or the entire class is invited. Remember feeling left out? If you are

only inviting a select few students, please use another form of communication

Indoor Shoes - All students are expected to have a pair of non-marking indoor shoes that they will change into when they

enter the school. This includes the junior and senior high students.

Noon Break/Lunches (Elementary) - When weather permits, students are encouraged to become involved in outdoor

activities as much as possible. Supervisors are on duty at all times both indoors and outdoors and should be consulted as

soon as a student encounters a problem. Students are assigned a homeroom in which to eat their lunch. Students wishing

to buy lunches or add to their lunches may use the school canteen.

Noon Break/Lunches (Secondary) – Students are not assigned a homeroom in which to eat their lunch and may eat their

lunch in whichever room they choose. Supervisors are on duty at all times. Students may leave the school at lunch.

Students wishing to buy lunches or add to their lunches may use the school canteen.

Medical Alert/ Medicines

It is important that the school be aware of all allergies, severe reactions, medical conditions, asthma, etc. Please supply

the office with your child’s medical information. School staff members WILL NOT administer non-prescription

medication. As per AP 316 Administering Medication to Students (which is found on the BRSD website), if your child

needs to take prescription medication during school hours, please follow these steps to ensure that school personnel will

be able to provide this service to your child:

Obtain an Authorization of Medication by School Personnel’ form from the office or download it from the Hay

Lakes School website and print it out.

This form must be completed and signed by the parent/guardian and the doctor before any medications can be

administered. We cannot administer the medication without the form.

This form also has to be signed by the parent or guardian. Please make sure that all areas of this form are

completed.

When making a doctor’s appointment please keep this form in mind.

If there is a change in dosage or duration of taking this medication, a new form must be completed and signed by

parent/guardian and doctor.

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SCHOOL COUNCIL

Our school council is a collective association of parents, teachers, administrators, staff, and community representatives.

This Council works together to promote the well-being and effectiveness of the entire school community. Meetings are

held regularly and the meeting dates are communicated via the newsletter and the school website.

The role of the school council is to advise the principal on matters related to the operation of the school. Our school

council works together to help provide a positive learning environment for the students it serves. The school council can

also offer support and encouragement in the achievements of our school community. School council meetings can be a

place to share ideas and concerns about our school community and to create common goals together.

STUDENT SUPPORT PROGRAM

The philosophy of Hay Lakes School is to provide each student with the best possible education in a safe and caring

environment. Our mandate is to ensure that all students learn the skills and knowledge to be self reliant, responsible,

caring and contributing members of society. Our goals not only address the academic success but also educating students

about the rights and responsibilities of citizenship. We wish to provide each student with guidance and counselling

focusing on their educational, personal, social and career planning needs. In providing comprehensive school guidance

and counselling program, it is necessary to draw on all available resources; from our staff, support staff, the parent

community, our school division and community and provincial services agencies. We strive to utilize these numerous

resources in the most effective manner possible.

In all instances when personal or social counselling is provided to students by teachers or support staff of Hay Lakes

School, should the person offering the counselling feel that they do not have the expertise or training to confidently

counsel the student, they will immediately inform the administration of the school, who will in turn access our Family-

School Liaison Worker or other division personnel.

If there is ever evidence of a student being abused or indication that a student is at risk of being abused, the teacher or

support staff are obligated to report it.

HAY LAKES STUDENT BEHAVIOR AND CONDUCT POLICY

Each staff member and student are expected to respect the rights of others in the school, and the administration will

supervise the school in a positive manner, thus minimizing the posting of numerous rules. Rather, each teacher will

promote in their classes a consistent set of behavioural expectations that include, but are not limited to the following:

Students have the right to learn in all classrooms. It is the students' responsibility to listen to instructions,

work quietly at their desk, and to raise a hand if they have a question or concern.

Students have the right to hear and be heard. It is the students' responsibility to respect other people and.

students will not act in a manner that hurts someone else-either mentally or physically.

Students have the right to be safe at school. It is the students' responsibility not to threaten or physically

harm any person.

Students have the right to privacy and to their own personal space. It is the students' responsibility to

respect the personal property of others and accept their right to privacy.

When any student exercises his/her rights, he/she must realize that each right is balanced by a responsibility. The balance

of rights and responsibilities MUST be a part of ALL school activities, including sporting events and bus behaviour.

Should a student not abide by these basic guidelines of behaviour, there will be consequences to his/her actions applied by

the school administration.

As it is impossible to list all the possible infractions and the related consequence, our policy is divided into minor and

major infractions and the possible consequences of each. Also, where Battle River Regional Division #31 policy and

students rights conflict, the BRRD #31 policy will be enforced.

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The need for disciplinary action will be categorized as follows:

Minor Infraction (Examples)

Throwing snowballs

Late to class (see Late Policy)

Rough behaviour on the playground

Disrespectful attitude towards others

Disrespectful behavior

Violating Dress Code

Not following classroom rules

Possible Consequences

Verbal reminder/conversation

Student removed from situation or activity

Student placed in “No Play” zone outside to observe

appropriate behaviours

Community service specific to the infraction

Recess or noon hour detention

Confiscation of property for a period of time

Child phones home and/or note in agenda

Parent(s) notified

Others

Major Infraction (Examples)

Consistent repetition of behaviors considered to be

minor infractions

Behaviors that compromise the safety of others and

/or self

Defiant behavior toward a staff member

Vandalism/theft

Threats, repetitive verbal and/or physical abuse that

would constitute bullying

Inappropriate language

Any bus behavior that is submitted on a Bus

Misconduct Report

Possible Consequences

Administrative involvement

Parents informed

Detentions

Suspension out-of-school or in-school

Loss of privileges

Police involvement if needed

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BRSD STUDENT ASSESSMENT POLICY

Administrative Procedure 360

STUDENT ASSESSMENT

This document was developed by BRSD teachers, with the support of trustees and Division instructional leaders. It is

based on the premise that we are a learning organization and an organization that learns. This necessitates the acceptance

of risk-taking, ongoing professional growth, and commitment to continuous improvement.

1. Purposes of Assessment and Teacher Professional Judgment 1.1 Background

1.1.1 Collection of Evidence

a. The collection of evidence related to a student’s learning is known as assessment. It consists of

teacher professional judgment in the form of observations, conversations, products, and student

reflection on progress.

b. The primary purpose of student assessment, both formative and summative, is to support and improve

learning and teaching.

c. Effective classroom assessment is broad-based (i.e. includes a variety of evidence gathered over time

using varied assessment methods).

Assessment of learning (i.e. summative assessment) aligns, visibly and verifiably, with

learner outcomes from the Program of Studies and counts towards student grades.

Assessment or learning (i.e. formative assessment) is used to coach students into deeper

understanding and higher achievement of learner outcomes. Formative evidence is often

recorded, but is not calculated in student grades.

1.1.2 Basis of Assessment

a. While student learning is measured in relation to learner outcomes from the Alberta Program of

Studies, some students’ programs are adapted or modified in one or more subjects to meet their

individual learning needs.

b. Adapted programs, which require a PLP, are based on learner outcomes from the Alberta Program of

Studies. Adjustments to the instructional process, such as aiming for learner outcomes that are above

or below a students’ enrolled grade level, are provided to address a student’s special education needs.

c. Modified programs, which require a PLP are based on learning outcomes that are significantly

different from the Alberta Program of Studies, are not graded in the same way as the regular or

adapted program and are specifically selected to meet a student’s special education needs.

d. Accommodations are specific supports provided to individual students working from the Alberta

Program of Studies.

e. Fair and accurate assessment, centered on an outcome-aligned body of evidence, is inherently

connected to teacher professional judgment.

f. Within the realm of teacher professional judgment, teachers are responsible for:

aligning instruction with curricular learner outcomes;

using outcome-aligned assessments to measure learning at the diagnostic, formative and

summative stages;

sharing learner outcomes and criteria with students throughout the learning process;

openly communicating information about learning with students and parents/guardians;

actively involving students in their learning and assessment;

adapting and modifying programs based on students’ Individual Program Plans;

creating opportunities for ongoing descriptive feedback that moves student learning forward;

designing learning experiences and assessments with real-world connections for students;

creating opportunities for student input and choice in learning;

deriving evidence of student learning from a variety of sources and types of assessment;

distinguishing between, and documenting, formative and summative evidence;

assessing each student’s individual achievement within the context of partner or group work;

differentiating the evidence that best reflects each student’s level of understanding and

achievement (i.e. may not be the same evidence for every student);

incorporating student learning preferences and learning styles;

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1.2 Procedures – Collection of Evidence and Basis of Assessment

a. Learning focused on higher levels of cognition (i.e. upper levels of Bloom’s Taxonomy) should be

emphasized over lower levels of cognition and rote learning.

b. Evidence of learning, formative and summative, is recorded on a regular basis using a meaningful

system of data (e.g. symbols, numbers, colours, categories, etc.).

c. Summative assessment weightings are determined by teacher professional judgment and clearly

communicated to students.

d. Grades are to be calculated cumulatively (i.e. each report card represents a cumulative calculation

from the beginning of the course to the end of the current reporting period, with teacher professional

judgment used to determine and adjust item weightings). When more consistent and/or convincing

evidence of learning is demonstrated by a student, teachers de-emphasize (i.e. reduce the weighting

of) or replace prior evidence of learning with more recent, more consistent, or more convincing

evidence.

e. Where evidence of learning is related to non-achievement factors (e.g. attendance, behavior, effort,

participation, attitude, homework completion, etc.), it is collected, recorded, and communicated

separately from achievement-based evidence.

f. Subsequent opportunities to demonstrate learning may be necessary or beneficial for students. The

subsequent assessment may take a similar or varied form.

g. Prior to a re-assessment, it is recommended that students participate in specified learning activities to

increase the likelihood of success (e.g. study session, learning contract, previous assignment

completion, and conference with teacher, etc.).

h. Grading practices must ensure the accurate measurement of learning. Assessment practices that

distort the accuracy of measurement include:

awarding extra credit or bonus points

giving all members of a group a single grade for a demonstration of learning

deducting marks for student work submitted after the due date

deducting marks for student lates or absences

applying a grade of zero as a punishment

assigning zeros for academic dishonesty

assigning zeros for missing evidence of learning

i. Teachers, under the leadership of the principal, will establish consistent, student success-driven

processes to support and ensure completion of student work, and to develop and implement

alternatives to zeros. Each school with a Grade 7-9 or 10-12 program will develop a school-based

policy outlining proactive and responsive steps to be taken in situations where evidence of student

learning is missing. These policies will include parameters for when and how a zero may be assigned

in relation to a student’s performance.

j. Academic dishonesty and incomplete evidence of learning will be dealt with on a case-by-case basis.

1.3 Culminating Assessments

1.3.1 Background

a. Culminating assessments are the teacher-developed, outcome-aligned, summative experiences near

the end of the learning process (e.g. unit, course, etc.) where students demonstrate their understanding

of learner outcomes through application, analysis, synthesis and/or evaluation.

b. Culminating assessments may take the form of presentations, performance tasks, conferences,

projects, practical demonstrations of learning, and/or tests. Broadening the collection of evidence

increases the validity.

c. Culminating assessments may be differentiated to meet the individualized learning needs of a student.

1.3.2 Procedures – Culminating Assessments

a. In collaboration with the school community and under the leadership of the principal, teachers will

explore a variety of culminating assessment strategies. Teachers determine and communicate to

students, in advance, information related to the expectations, criteria and weighting of culminating

assessments.

b. If there is a culminating assessment at the end of a course in grades 1 to 9, it shall be weighted at a

maximum of 20% of a student’s grade in the course.

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c. The decision of whether to use Provincial Achievement Test results as summative evidence is part of

teacher professional judgment, and may be part of a collective staff or teaching team’s decision.

d. If there is a culminating assessment at the end of a course in grades 10 to 12, it shall be weighted at a

maximum of 25% of a student’s grade in the course.

e. In Diploma Exam courses, classroom-based culminating assessments are to be weighted at a

maximum of 20% of the school-awarded mark (i.e. 10% of a student’s total final mark).

2. Feedback and Communication 2.1 Background

a. Rich, descriptive feedback is critical to improving learning, and is one of the most important skills

developed and used within the school community.

b. Feedback from self, peers, teachers and parents is used to build understanding, and is followed by

opportunities to demonstrate understanding and growth.

c. Effective feedback describes strengths and challenges related to the learner outcome(s), and gives

specific strategies or advice about how to improve.

d. The primary purpose of communicating student learning is to provide students and parents / guardians

with ongoing, accurate information about student progress so they can be involved in and support

learning.

2.1.1 Procedures – Feedback and Communication

a. Under the leadership of the principal, teachers will ensure that feedback, communication and

reporting of student learning are consistent with the Alberta School Act, Guide to Education, school

division calendar, and this administrative procedure.

b. Feedback occurs in regular, accessible and timely ways through a combination of:

Verbal feedback (e.g. conversations, coaching, phone calls, etc.)

Written feedback (e.g. student reflections, assignments and assessment tools, critical evidence

folders, report cards, agendas, newsletters, etc.)

Electronic feedback (e.g. e-portfolios, web pages, email, web-based grading platform, etc.)

c. Teachers will provide ongoing information to students and parents about units of study, learner

outcomes and assessment.

d. Within the first five instructional days of a course, students and parents/guardians will receive written

communication about the purpose (i.e. Program of Studies front matter), key learner outcomes, topics,

and general assessment methods in the course.

e. Communication about learning is criterion–referenced evidence (i.e. evidence aligned with learner

outcomes). Norm-referenced information such as class or course averages (i.e. where students are

measured in relation to peers) will not be communicated reported or published.

f. All teachers will use the grade book component of the Student Information System.

g. By Fall 2012, the parent portal of the Student Information System will be activated in all BRSD

schools, except Hutterite colonies, and utilize by all teachers to communicate information related to

achievement and learning on a regular and ongoing basis.

h. Beginning in 2012-13, all items/evidence will be recorded by outcome or key concept, not by

assessment type.

i. Upon request, teachers of junior or senior high students will provide a percentage that indicates the

student’s overall progress in the course to date.

2.1.2 Procedures - Reporting

a. At a minimum of three times per year, or twice per semester, schools will formally report the

following to students and parents:

b. Achievement in relation to curricular learner outcomes, for each course a student takes, using the

following levels:

In Kindergarten – reporting on the seven learning areas identified in the Kindergarten Program

Statement.

In Kindergarten, all evidence/items will be recorded and reported using three alphabetic levels,

with a denominator of 100 for all items, and with no added ranges of + or -.

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Beginning

BEG

Skill / learner outcome is emerging with direct support.

Demonstrates a beginning level of understanding.

Developing

DEV

Skill / learner outcome is emerging with minimal support. Demonstrates a

basic level of understanding.

Achieving

ACH

Demonstrates skill / learner outcome independently and consistently.

Demonstrates a solid level of understanding.

Not Yet Assessed

NYA

Skill / learner outcome has not yet been introduced and/or assessed.

In Grades 1 to 9, evidence will be recorded and reported using four alphabetic levels, with a

denominator of 100 for all items, and with no added ranges of + or -.

Level of

Achievement

Description

Beginning

BEG

The evidence of learning indicates a beginning understanding of the grade

level learner outcomes. Evidence reveals misunderstanding or

misapplication of concepts. The evidence does not yet meet the standards

for the grade level.

Developing

DEV

The evidence indicates a basic, developing understanding of the learner

outcomes. Evidence includes correct information, but full understanding is

not yet demonstrated. The evidence meets the acceptable standards for the

grade level.

Achieving

ACH

The evidence of learning indicates a solid understanding of the learner

outcomes. Evidence is accurate and credible without being simplistic. The

evidence capably demonstrates acceptable standards for the grade level.

Excelling

EXC

The evidence of learning indicates a convincing, in-depth, sophisticated

understanding of the learner outcomes. Perceptive understandings and

subtle distinctions are applied in varied situations. The evidence skillfully

demonstrates acceptable grade level standards.

Missing Evidence

MEV

The evidence of learning is insufficient and/or highly incomplete.

Evaluation is not yet possible due to lack of evidence.

In Grades 10-12, overall achievement is reported twice per semester using both a level of

achievement (without + or – ranges) and a percentage.

Effective September 2014, Grades 10-12 marks will be first derived and recorded numerically.

c. Inclusive Education: Information about a student’s IPP (PLP) or special programming, where

applicable, will be mentioned in the report card comment box of each subject for which the student’s

program is adapted or modified.

d. Progress on four “Characteristics of Successful Learning” such as, but not limited to, work habits,

respect, independence, cooperation, etc. Schools determine the four non-achievement variables on

which all teachers will report. Although recorded and reported separately from achievement,

“Characteristics of Successful Learning” are also criteria-based and evidence-based.

1 The student occasionally demonstrates this characteristic

2 The student usually demonstrates this characteristic

3 The student consistently demonstrates this characteristic

In Kindergarten through Grade 6, a student’s progress on the four Characteristics of Successful

Learning will be reported once overall at each reporting period. In Grade 7 through 12, progress on

the four Characteristics of Successful Learning will be reported in each subject area.

e. The dates and sequence of report cards and conferences about learning are determined by the

principal and staff, and communicated to students and parents.

f. In addition to reporting, and at least twice per school year, schools will arrange and extend invitations

for school-based conversations, showcases, or conferences about learning. Ideally, these are student-

involved or led.

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3. Promotion and Retention of Students 1.1 Background

a. Promotion means that a student proceeds to the next grade level in the subsequent school year.

Acceleration means that a student misses or skips one or more grade levels. Grade retention means

that a student is required to repeat the same grade due to lack of achievement.

b. Overall, research strongly favours alternatives to grade retention, such as adapting or modifying

programming where necessary at the next level of learning. Many studies reveal long-term negative

impacts of retention, such as increased high school dropout rates for students who have been

retained. The research also outlines the difficulty of predicting which students would benefit from

retention.

1.1.1 Procedures – Promotion and Retention

a. In the commitment to ongoing, transparent communication, parents/guardians will be contacted by

the teacher by February 1 if retention is being considered.

b. By March 1, a learning team (e.g. teacher(s); principal or vice principal; counselor; learning

facilitator; EA, where applicable; and parent/guardian) will be assembled to consider

promotion/retention for the coming school year.

c. The Promotion/Retention Checklist will be completed, based on evidence, as a discerning step in the

promotion or retention of a student.

d. When there is a recommendation of retention, the Superintendent or designate will be consulted by

May 15.

e. The Superintendent or designate will then determine the school division’s recommendation of

promotion or retention. Parents retain the right to make the final decision about the promotion or

retention of their child.

f. A completed and signed copy of the Promotion/Retention Checklist will be placed in the student’s

cumulative file.

4. Appeals 4.1 Procedures

a. The following process applies when a student wishes to appeal a final course grade:

b. Within five days of receipt of the grade, the appeal shall be made in writing to the principal and co-

signed by the parent(s)/guardian(s). Reason(s) for the appeal shall be included.

c. The Principal shall initiate whatever steps he/she deems necessary to review the basis for the grade,

including the following:

Consultation with the teacher(s) involved

A check of the records

An investigation of the assessment procedures followed

d. Within five days of receipt of the letter of appeal, the principal shall share his/her findings with the

student and parent(s)/guardian(s).

e. In the event the student is not satisfied with the principal’s findings, he or she may appeal in writing

to the Superintendent within five days of receipt of the appeal. The decision of the Superintendent is

considered final.

f. Marks appealed after the end of the June term will be dealt with prior to the commencement of the

fall term.

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APPENDIX A: LEVELS OF ACHIEVEMENT CHART

BRSD –

Levels Of

Achievement

(Gr. 1-12)

4 Level

Range

(Gr. 1-9)

Alberta

Education’s

Provincial Exam

Standards

(Grades 3, 6, 9 &

12)

Alberta

Education’s Grade

Level of

Achievement

Reporting

(GLA)

(Grades 1-9)

Approximate

% Ranges

Grades 10-12

Only

Senior High

Approximate

% Correlations

Grade 10-12

Only

BEGINNING

(BEG)

1-1.4

Below Acceptable

Standard

(0-49%)

Below

Grade Level

0-49 1.0= 0-10%

1.1 = 11-19%

1.2 = 20-29%

1.3 = 30-39%

1.4 = 40-49%

DEVELOPIN

G

(DEV)

1.5-2.4

Acceptable

Standard

(50-79%)

At

Grade Level

50-66 1.5 = 50-51%

1.6 = 52-53%

1.7 = 53-54%

1.8 = 55-56%

1.9 = 57-58%

2.0 = 59-60%

2.1 = 61-62%

2.2 = 63-64%

2.3 = 64-65%

2.4 = 65-66%

ACHIEVING

(ACH)

2.5-3.4 67-83 2.5 = 67-68%

2.6 = 68-69%

2.7 = 69-70%

2.8 = 71-72%

2.9 = 73-74%

3.0 = 75-76%

3.1 = 77-78%

3.2 = 79-80%

3.3 = 81-82%

3.4 = 82-83%

EXCELLING

(EXC)

3.5-4.0 Standard of

Excellence

(80-100%)

84-100 3.5 = 84-87%

3.6 = 88-90%

3.7 = 91-93%

3.8 = 94-96%

3.9 = 97-99%

4.0 = 100%

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About the Correlation Chart:

The correlation chart is a framework to inform, but not restrict, professional judgment. Anytime a calculation is

used to determine an overall grade, a teacher must check the calculated grade against his or her professional

judgment of a student’s achievement. A body of curriculum‐aligned evidence—observations, conversations and

products—informs professional judgment.

This appendix will be used primarily in K‐9 for correlation. In Grades 10‐12, it will be used to correlate overall

percentages to levels of achievement on the mid‐term and final report cards.

This correlation chart may be used as a guideline in grades 7‐9 when an overall percentage is requested. The

correlations chart is not intended for the conversion of traditional percentage grades to levels of achievement on

individual assignments.

The % ranges are not imported to lower grade levels (K‐6).

Two‐letter abbreviations are used for senior high (i.e. BG, DV, AC, EX).

Kindergarten does not use the level Excelling. Amended May 2014

APPENDIX B: THE PROMOTION/RETENTION CHECKLIST The following checklist is designed to help in making the important decision about whether or not retention will be of

benefit to a child. The more checks in the “True” column, the more likely that retention will benefit the child. Numerous

checks in the “False” column suggest that retention is likely to NOT be beneficial in the long term.

VARIABLE TRUE FALSE

LEARNING ABILITY/INTELLIGENCE The child has average to above average ability

AGE The child is at the younger end of his/her grade placement.

MATURITY The child is socially immature compared to others in class.

BEHAVIOR/EMOTIONAL NEEDS Low skills are NOT the result of behavioural/emotional problems.

SPECIAL EDUCATION NEEDS The child does NOT manifest a learning disability or other special needs.

GRADE IN SCHOOL The child is in the early grades (ECS or Grade One)

PARENTAL INVOLVEMENT Parents/guardians are strongly committed and involved in their child’s education and

will work cooperatively with the school.

SIBLING(s) If held back a year, conflicts will NOT occur with other siblings’ grade placements.

(i.e. siblings winding up in same grade).

ACADEMIC SKILLS The child is significantly lagging behind others in skill development

SELF CONFIDENCE/SELF CONCEPT The child appears very frustrated and dislikes school because of difficulty keeping up.

PHYSICAL SIZE Size will not make the child stand out significantly.

Recommendation:

School: ___________________________ Parent/Guardian:________________________

Principal’s Signature: ________________________ Date: ________________________

Where retention is recommended, contact Superintendent’s designate.

Division Recommendation: _______________ Designate’s Signature: __________________

Final Decision:_______________________________________________________________

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NO EVIDENCE OF LEARNING POLICY

Students are accountable for their work and as such, Hay Lakes School students, parents/guardians, teachers and school

administrators will continue to ensure that evidence of student learning is demonstrated by students to their teachers for all

required learner outcomes in each course.

As we are progressing through a course, students are frequently given assignments that have specific due dates that assist

with student learning. Many outcomes in the Program of Studies are foundational in nature. Many times a particular

outcome must be met and assessed before the next can be fully understood. If a student does not demonstrate learning in

summative assessments that serve a foundational purpose, they may struggle to learn future outcomes. As well, in order to

provide timely descriptive feedback, students need to complete their summative assessments on time so teachers can assist

the student to build on success.

Furthermore, students need to be accountable for their work and it is important that the teacher is accurate in assessing

the student’s progress through the learning process. Due dates are necessary for both of these to happen. Students need to

hand summative assessments into the teacher in a timely fashion in order for the teacher to progress with instruction of

further outcomes and to ensure that students complete the assignment before it is reviewed in class with the students.

There are many practices that teachers put in place to hold students accountable. Examples of this include but are not

limited to:

Discussion with the student

Phone call/email home to parents

Assigned detentions to work on material

Assigning students noon hour study hall time

Removing students from extracurricular activities

When the end of a unit arrives, and the student has still not demonstrated learning in a specific outcome by providing the

required summative assessment(s), a temporary mark of zero will replace the MEV in the mark book. When, after

extended deadlines (mutually agreed upon by student, parent/guardian and teacher), ADLC deadlines, Alberta Education

deadlines, etc. for mark submission, no evidence of learning is demonstrated by a student on a particular learner outcome

in a course, this zero will become permanent.

FINAL EXAMS

Final exams are written at the end of each semester by the grade 11 and grade 12 students. Grade 10 students are not

semestered and write their finals in June. Students in grades 6 and 9 write provincial achievement tests in june. These

exams count as their finals. The grade 12 students write diploma exams. As of September 2015, thes diploma exams

count 30% toward their final mark in the course. All other secondary students write final exams created by their teachers.

Government exams are written in a classroom, as are the grade 11 exams at the end of semester 1, while all other June

finals are written in the gym during the last few weeks of school.

FINAL EXAM EXEMPTIONS IN GRADES 7 AND 8

Students in grades 7 and 8 have an option to exempt a final exam in a course if they have a course mark of Excelling when

their course work for the year has been completed. Students are allowed to exempt a maximum of two exams – so they

must write at least two final exams. Students will be informed of their mark in a course prior to finals (or they can go on

the portal and look themselves) and they will have to inform their teacher if they are choosing to exempt a final in a

certain course.

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HAY LAKS SCHOOL GRADUATION POLICY

Graduation is held at the end of May – usually the Friday after the May Long Weekend. Students will only be placed on

the grad list if they are enrolled in the necessary courses and credits to fulfill graduation requirements by the end of June.

Failure to meet these requirements may result in the removal of the student from the grad list and he/she may not be

allowed to participate in the graduation exercises. Students who do not meet the above criteria may discuss their situation

with school administration. Upon hearing the student’s appeal and discussing the matter with the teachers, the principal

will make the final decision. Decisions will be made on a case-by-case basis.

PARENT PORTAL

All student marks are on a secure internet site. Teachers will update these student marks every few weeks. If parents wish

to access this secure site, please give Mrs. Val Bieber (Administrative Assistant) a call and she will provide you with

everything you need for site access.

ALBERTA HIGH SCHOOL DIPLOMA

Students receive the Alberta High School Diploma upon completion of the following graduation requirements:

Earn a minimum of 100 credits

English Language Arts 30-1 or 30-2

Social Studies 30-1 or 30-2

Math 20-1, 20-2 or 20-3

Science 20 Science 24, Biology 20, Chemistry 20 or Physics 20

Note 1: The diploma examination mark for English Language Arts 30-1 or 30-2 or Francais 30 and

Social Studies 30-1 or 30-2, when averaged with the school-awarded mark, must result in a final mark of

50% or greater.

Note 2: For those taking Pure Mathematics 30, Applied Mathematics 30 and 30-level science courses,

when averaged with the school-awarded mark, must result in a final mark of 50% or greater. However, successful

completion of these courses is not a condition of Alberta High School Diploma graduation requirements.

Physical Education 10 (3 credits)

Career and Life Management 20 (CALM) (3 credits)

10 credits, in any combination from:

- Career and Technology Studies (CTS), OR

-Fine Arts, OR

-Second Languages, OR

-Physical Education 20 and/or 30, OR

-Knowledge and Employability Courses, OR

-Registered Apprenticeship Program, OR

-Locally developed/acquired and locally authorized courses in CTS, fine arts, second languages, knowledge and

employability occupational courses.

and 10 credits in any 30-level course other than English Language Arts 30-1 or 30-2 and Social Studies 30-1 or

30-2

- 30-level Locally developed/acquired and locally authorized courses, OR

- 3000 Series, Advanced Level in Career and Technology Studies Courses, OR

- 30-level Work Experience, OR

-30-4 level Knowledge and Employability course, OR

-35-level Registered Apprenticeship Program, OR

-30-level Green Certificate Specialization, OR

-Special Projects 30

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ALBERTA CERTIFICATE OF HIGH SCHOOL ACHIEVEMENT

Students earn a Certificate of High School Achievement upon completion of the following requirements.

Earn a minimum of 80 credits

English Language Arts 20-2 or 30-4

Math 10-3 or 20-4

Science 14 or 20-4

Social Studies 10-2 or 20-4

Physical Education 10 (3 credits)

Career and Life Management 20 (CALM) (3 credits)

5 credits in:

-30-level Knowledge and Employability Occupational course, OR

-30-level Career and Technology Studies (CTS), OR

-30-level Locally Developed course with an occupational focus

and 5 credits in:

- 30-level Knowledge and Employability Workplace Practicum course, OR

- 30-level Work Experience course, OR

- 30-level Green Certificate course, OR

- Special Projects 30

HONOURS (Grade 7 to 9)

Honours (Course) A student shall be granted honours in a specific course if he/she has a mark of “Excelling” in the

course on the final report card

Honours (Overall) A student shall be granted overall honours if they have received a mark of “Excelling” in all four core

courses, with no non-core mark below “Achieving.”

HONOURS (Grades 10 to12)

Honours (Course) A student shall be granted honours in a specific course if he/she has a mark of 80% in the course on

the final report card

Hounours (Overall) The criteria used to determine eligibility for the Alexander Rutherford Scholarships (as

outlined below) will be used to determine the overall average. Note: Averages will not be rounded up for honours

or scholarships (ie. the average must be 80% or higher to qualify).

POST-SECONDARY SCHOLARSHIPS (Examples)

A. Rutherford Scholarship

The Alexander Rutherford Scholarships for High School Achievement recognize and reward exceptional

achievement at the senior high school level and encourage students to continue their studies. The scholarships are

based on scholastic achievement in Grades 10, 11 and 12. Note: Averages will not be rounded up for these

scholarships.

Requirements:

Grade 10 Average of 75% to 79.9% in 5 subjects ($300)/Average of 80% or higher in 5 subjects ($400)

* English 10 -1 or 10-2, or Français 10

* At least two of the following:

- Math 10C or 10-3 (Pure Mathematics 10 or Applied Mathematics 10)

- Science 10

- Social Studies 10-1 or 10-2

- a language other than the one used above at the grade 10 level

(1000 series)

*Any two other subjects with a minimum of three credit value at the grade 10 level (1000 or 4000 series) including

those listed above and combined introductory C.T.S. courses.

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* English 20-1, 20-2, Français 20, or two courses from the Literature and

Communications 20 series


- Math 20-1, 20-2 or 20-3

- Science 20

- Biology 20

- Chemistry 20

- Physics 20


- a language other than the one used above at the grade 11 level (2000 series)

*Any two other subjects with a minimum of three credit value at the grade 11 level (2000 or 5000) series) including

those listed above and combined intermediate C.T.S. courses.


* English 30-1, 30-2 or Français 30


- Math 30-1 or 30-2

- Mathematics 31

- Science 30

- Biology 30

- Chemistry 30

- Physics 30


- a language other than the one used above at the grade 12 level (3000 series)

*Any two other subjects with a minimum of five credit value at the grade 12 level (3000, 6000 or 9000 series)

including those listed above and combined advanced C.T.S. courses.

Eligibility Criteria:

Applicants for the Alexander Rutherford Scholarships for High School Achievement be enrolled full-time in a post-

secondary program of at least one semester in length or be an apprenticeship student. A student DOES NOT need to have

achieved Rutherford standing in all three grades in order to quality for a portion of the scholarship. Students will receive

scholarships even if, for example, they achieved Rutherford standing in grade 10 and not grade 11. Students who qualify

with a 75% -79.9% for all three years receive $1500. Students who qualify with an 80% for all three years receive $2500.

NOTE: Averages will not be rounded-up for scholarship purposes. All courses must be completed prior to

commencing post-secondary studies. Deadlines for Applications – May 1st and December 1

st

Application Procedure: Deadlines for Applications – May 1 and December 1

Students should apply by May 1 if they plan to commence post-secondary studies in the fall or by December 1 for studies

commencing in January. Transcripts are not required for courses completed in Alberta. Students will be notified of the

status of their application in late August or January. Scholarship funds are issued after the office of the Alberta Heritage

Scholarship Fund confirms the applicant’s enrolment. The award may be expected by November 1 for May 1 applicants

and March 1 for December 1 applicants.

Students are asked to advise the office of the Alberta Heritage Scholarship Fund of any revisions to their applications

which could affect the receipt of their award – i.e. change of permanent home address, delayed entry into post-secondary

studies or a change in choice of institution.

Mail scholarship applications to:

Alberta Scholarship Programs

4th

Floor

9940 – 106 St.

Box 28000 Station Main

EDMONTON, AB T5J 4R4

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B. ATA Academic Award

This monetary award goes to the Grade 12 with the highest academic average (based on Rutherford Scholarship criteria. )

C. The Alberta Heritage Scholarship Fund

Funded by a $100 million endowment from the Alberta Heritage Savings Trust Fund, the Alberta Heritage Scholarship

Fund is designed to stimulate the pursuit of excellence by rewarding outstanding achievement and assisting Albertans to

achieve their fullest potential. Further information about the scholarship fund or endowment program can be obtained by

contacting:

ALBERTA HERITAGE SCHOLARSHIP FUND

9th

Floor

9940 – 106 St.

Box 28000 Station Main, Edmonton, AB T5J 4R4

Telephone (780) 427-8640

Or on the internet at http://www.alis.gov.ab.ca/scholarships/

D. The W.F.MacDonald Family Fund

There are two $11,000.00 scholarships awarded annually in the fall for students who are entering a recognized program of

full time post secondary education lasting at least two years. One scholarship each year will be for a student pursuing an

academic program and one for a student furthering their education in the technical or trades sector.

Complete the W.F. MacDonald Family Fund Scholarship Application form

and letters of reference by September 30th to:

W.F. MacDonald Family Fund Scholarship Application

c/o Superintendent of Schools

Battle River School Division #31

5402 – 48A Ave.

Camrose, Alberta, T4V 0L3

E. Joanne Huebner Memorial Scholarship This is a scholarship specific to Hay Lakes School. This scholarship is paid to the student showing the greatest

determination to gain entry into a recognized post secondary institution. The recipient is chosen by the teaching staff and

does not require an application.

OTHER AWARDS AND SCHOLARSHIPS

Hay Lakes School is proud of its students and attempts to recognize their efforts through various awards and scholarships.

One of the prime objectives of our school is the pursuit of academic excellence. Dozens of scholarships for outstanding academic

achievement are available from various organizations. Although some of these are listed in the counselor's office, it is

responsibility of the student to search out ones he or she may qualify for and then complete the requirements necessary

for the application. These should be processed early in the year as most require letters of recommendation from teachers

and/or other community members.

Hay Lakes School hosts an annual awards night every October. At this awards ceremony, students are recognized for their

achievements in three broad categories: academic, athletic and character.

http://www.alis.gov.ab.ca/scholarships/

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WITHDRAWAL/COURSE CHANGE PROCEDURE

High school students wishing to withdraw from a course must adhere to the following procedure:

The student must get a withdrawal form from the office

The student must fill out the withdrawal form and have the teacher and parent/guardian sign the form

The student must return the signed form to the office.

*Students need to have administrative approval for any course changes. This approval may be granted after having a

discussion with either the vice principal or principal about how the course change will impact the credits necessary to

graduate.

Deadlines

High school students need to make course changes within the first 5 school days of each semester, to ensure they do not

miss critical instruction in a new course and to ensure they do not end up with a withdrawn on their high school

transcripts. This is also important because of diploma exam registrations, which occur around the quarter mark of each

course. Students need to be mindful of the importance of discussing the deadlines and credit impact with a school

administrator.

BRSD CONDUCT ON BUSES

Administrative Procedure 551

CONDUCT ON BUSES

Background The Division expects students riding on school buses to behave in an exemplary manner ensuring the safety of all

passengers. Students riding on a bus are therefore expected to give the bus driver the same due respect, consideration and

cooperation they give their teachers, always and immediately carrying out all reasonable demands and instructions.

Procedures

1. Students, while traveling on school buses, are under the immediate authority of the school bus driver. The school bus

driver is in full charge of the bus at all times. Passengers must obey the driver promptly and in a courteous manner.

2. Drivers shall report cases of misconduct to the Principal in accordance with this administrative procedure.

3. The Principal shall be responsible for addressing misconduct on school buses.

4. Parents shall be informed of misconduct of students on school buses.

5. The bus driver will speak to the student to resolve the problem.

6. If the problem persists or is deemed to be serious in nature, the driver shall:

6.1 Contact the parent for support in resolving the problem, or

6.2 Refer the student to the Principal to resolve the problem.

7. If the problem is referred to the Principal, the Principal may counsel the student, or, if the misconduct is of such a

serious nature to warrant suspension, the Principal may suspend the student from riding a school bus.

7.1 If suspension from riding the bus is being considered, the Principal must ensure that the parents of the student are

informed of the situation before the suspension is carried out.

8. If any of the above attempts do not resolve the problem, or if the problem is extremely serious, the Principal may

request that the Student Affairs Committee expels the student from riding on the bus.

9. The school bus driver:

9.1 Shall be courteous to the passengers on his/her bus.

9.2 Is in charge of the students on his/her bus.

9.3 May, if he/she wishes, appoint a responsible student as a monitor to assist the driver.

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9.4 Shall assign a seat for which the student shall be held responsible.

9.5 May separate students or groups of students.

9.6 Will stop to pick up all students but will not wait if students are not at the bus stop at the appointed departure

time. In the interests of safety, where a pick up is on a Primary or Secondary highway, drivers will use discretion

as to whether or not to come to a complete stop if they do not see students waiting at the pick up point. (Repeated

tardiness will be recorded on a misconduct form and handled in the usual manner.)

9.7 Shall not leave the school until seven minutes after the closing time, unless the load is complete and/or personnel from

the school have indicated that the school is clear of students to be bused.

9.8 Shall be governed at all times by the Traffic Safety Act and its associated Regulations pertaining to the operation of

school buses. The driver shall operate the bus in accordance with all Federal, Provincial and Municipal laws as well

as the policies and administrative procedures established by the Board of Trustees.

9.9 Shall be in the bus at all times during loading and unloading of passengers.

9.10 Shall operate the bus with headlights illuminated.

9.11 Shall wear a seat belt at all times while operating the bus.

10. The Student:

10.1 Shall obey the bus driver in a prompt and courteous manner.

10.2 Shall, outside of ordinary conversation, observe classroom conduct while riding the school bus.

10.3 Shall observe the directions of the bus driver while embarking/disembarking from the bus. When it is necessary to

cross a road to get on or off the bus, students shall always cross in front of the bus.

10.4 Shall be on time. (It is suggested that students arrive at the bus stop at least 2 minutes ahead of the departure time

indicated by the bus driver. Buses will not wait if students are not at the bus stop at the designated departure time.)

10.5 Shall not engage in unnecessary conversation with the driver.

10.6 Shall not stand on the bus or leave their seats while the bus is in motion.

10.7 Shall not extend any object or arms or head out of the bus windows.

10.8 Shall not throw garbage on the floor of the bus or out of the bus windows.

10.9 Shall observe the rules of the bus driver with respect to eating on the bus.

10.10 Shall refrain from using profane language.

10.11 Shall not operate any radio, tape/CD player or like apparatus capable of producing sound without earphones while

on the bus. (Any apparatus that is operated with the use of earphones shall be operated at a level that ensures that the

sound does not affect other passengers nor interfere with the driver’s ability to communicate with students on the

bus. Any of the aforementioned equipment in the bus shall be under the immediate control of the driver.)

10.12 Shall go directly to their school bus after school closing.

11. The use or possession of intoxicants/other controlled substances by the driver or passengers is prohibited.

12. Smoking/use of tobacco products by drivers or passengers is prohibited.

13. On regular morning or afternoon routes, no persons other than the driver, students, spare drivers and Director of

Transportation or designate shall ride the bus unless specific written approval has been granted by the Director of

Transportation.

14. On educational/athletic trips, only the driver and persons authorized by the Principal or designate may ride on the bus.

Reference: Section 45, 51, 52, 60, 61, 113, 117, School Act,

Traffic Safety Act, School Bus Operation Regulation

Student Transportation Regulation 250/98 (amended AR 197/2000)

Is there a problem on your child’s bus?

There are times when your child gets home and tells you something about what happened on the bus. You have a number

of questions but don’t know what to do or who to call. The first step is to call the bus driver and see whether they can

shed some light on the issue. It is their bus and they take great pride in making sure things run smoothly so they will be

very grateful that you called and talked with them. If the bus driver is unable to assist you, then call the principal.

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BRSD ATTENDANCE POLICY (Administrative Procedure 330)

Background Regular school attendance contributes significantly to academic success; consequently, monitoring of attendance is vital

and must represent a cooperative endeavor of the students, parents, teachers, counselors and school administrators.

In general, the responsibility for the supervision of student attendance shall rest with administrative personnel at each

school and it shall form part of the school policy. School policy relative to attendance shall be filed with the

Superintendent. Any changes to the school policy must be forwarded to the Superintendent within two weeks of the

amendments being adopted by the school.

Procedures 1. Pursuant to section 8, regular attendance of students under the age of sixteen is compulsory. The attendance of

students over this age must comply with the guidelines and procedures established by the Principal and approved

by the Superintendent.

2. Attendance data will be included on each student’s report card and included in his/her permanent cumulative file.

3. School policies and procedures will conform with legislative and regulatory requirements and be consistent with

procedures outlined in 4.1 to 4.5 below.

4. Responsibilities for student attendance will be shared by the following parties:

4.1 Students

4.1.1 Students will maintain regular class attendance; and

4.1.2 In the event of an absence, students will be required to provide an explanation of the reason for the

absence.

4.2 Parents or Guardians

4.2.1 Parents will be expected to encourage their children to maintain regular school attendance.

4.2.2 In the event of an absence, the parents will be responsible for providing an explanation for the child’s

absence.

4.3 Teachers

Teacher responsibilities for student attendance will require:

4.3.1 Maintenance of accurate student attendance records;

4.3.2 Communication with parents;

4.3.3 Regular reporting to school administrators of student absences both explained and unexplained;

4.3.4 Reporting to school administrators any suspected cases of students involved in truancy while on field

trip(s) or extracurricular activities; such notification to be supplied as required in school policy.

4.4 School Administrators

Administrative responsibilities for student attendance will include:

4.4.1 The development of a school student attendance policy as outlined in this administrative procedure.

4.4.2 The distribution, collection, and record keeping of attendance forms.

4.4.3 Expediting, as necessary, referrals to the school counsellors and/or the Division’s Attendance Officer.

4.4.4 The establishment and execution of appropriate communications (verbal and written) between the

school and the home regarding attendance and attendance problems.

4.5 Counsellors

School administrators will make referral of students to counsellors when it is deemed that the absences from

school suggest personal, social or emotional problems.

4.6 Attendance Officer

The Attendance Officer shall, after notification by school administrators of a concern with respect to student

attendance:

4.6.1 Take the action he/she deems appropriate, notifying the parent/student of the action/concern.

4.6.2 Advise the Board with respect to referring problem situations to the Provincial Attendance Board.

Reference: Section 1, 12, 13, 14, 15, 60, 61, 126 School Act

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HAY LAKES ATTENDANCE PROCEDURES

Teachers will discuss attendance expectations with students at the beginning of the year or semester. Some of the issues

that will be discussed include:

Attendance will be taken in the morning and afternoon for students in grades 1 to 6 and block by block for

students in grades 7 to 12

Parents/guardians are expected to call the school to let school personel know why the student is away. If a student

is away and no reason has been provided by the parent/guardian, the absence is considered “unexcusable”.

Unexcused absences will be reported to parents.

Attendence in school is mandatory for students 16 and younger. If attendance becomes a problem, the student,

parent and administration will work together to improve attendance. Please keep in mind that attendance at school

is directly tied to priveleges, such as participation in extracurricular activitie.

Students must sign out at the office for all appointments that would have them leaving the school during the

instructional day. A student should never be leaving the school, during a time when they have been assigned to

class, without approval from the office. (Medical appointments, illness, counselling appointments, etc.)

HAY LAKES LATE POLICY

Students that arrive late disrupt the learning of all other students. They do so by holding up the beginning of a lesson or

causing an interruption of a lesson that is already in progress. Furthermore, part of our mandate is to prepare students for

future jobs, and most employers hold timeliness as an important virtue.

Students that are late need to be held accountable for their behavior.

The following procedures are to be used for all students arriving late to class:

Procedures:

1. As students arrive late for class, the teacher will mark them as such in the attendance roster, as well as in

electronic attendance.

2. If a student arrives late three times for any class, they will be assigned a half hour detention by the teacher of that

class, to be served in a location and time where the teacher can monitor the student. The teacher will call the

parents/guardians of this student to make sure that the home and school are working together on the issue.

3. If the student has served two detentions for being late to the same class, administration will be notified. If the

student does not serve this first detention, the teacher will again call home to inform the parents/guardians that

this has occurred and the student will be serving an additional detention supervised by the teacher and, if the

student does not attend the second detention, administration will be notified.

4. Should the student fail to serve these two detentions, he/she will be assigned an in-school suspension, by the

principal, to be served in a space designated by the administration. A letter will be sent home by administration,

outlining the situation.

5. If a student is perpetually late to class, administration will become involved in the communication with the

parent/guardian.

6. Concequences for perpetual violation of this policy may include pre or post school detentions, removal from

extracurricular activities, suspensions, or other consequences deemed effective by the parents and administration.

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SUPERVISION

Hay Lakes staff members supervise inside and outside the school every time the students are not in class. Elementary

students are allowed to access their classrooms no earlier than 8:30, 13 minutes before the start of the school day.

Students should not arrive at school before 8:30 as there is no supervision prior to 8:30. Students are supervised at recess

and lunch breaks and students who encounter any problems should seek assistance from the staff member on supervision.

There is no supervision at the school after the buses leave at the end of the day, approximately 3:30.

ACCIDENTS AND ILLNESS AT SCHOOL

When a student become ill, he/she should notify the classroom teacher. If the student is too ill to remain in class, the

teacher will send the student to the sick room and inform the office. Parents will be contacted and asked to come pick up

their child. Or, if the student is of driving age, the student will be allowed to go home, as arranged by phone with the

parent/guardian. If a child is too sick to remain in class, they are too ill to remain at school. Parents who are working at a

job where they are unable to pick up their children should make alternate arrangements with a friend or relative to pick up

their child if they become sick.

Minor abrasions or cuts will be cared for at the school. If the accident is of a serious nature, the parent/guardian will be

notified immediately. To aid us in the protection of your child’s health/safety, we ask parents to complete an information

form indicating the special health considerations for your child. These forms are sent home with each student in

September. Optional accident insurance forms are also sent home with the students at the beginning of the term.

Please inform the school of any new developments regarding your child’s health.

HAY LAKES STUDENT DRESS CODE

Students go to school to get an education so whe they leave grade 12 they will have a variety of job options. However,

there is more to academics and students must learn how to dress in a respectful manner in order to prepare for that career

after grade 12. As part of the expectation of courtesy and respect, all students are required to adhere to reasonable and

respectable standards in attite for a focused working and learning environment. Clothes that students wear to school

should be modest and appropriate for the school setting.

We ask parents to go over these guidelines with their child and determine which pieces of clothing are appropriate for

school. If a student is wearing clothing that is considered by school personnel to be inappropriate for a school setting,

he/she will be warned by school staff that the clothing is inappropriate and asked to refrain from wearing the clothing to

school. Depending on the situation, the student may be asked to change into their gym clothes and parents will be notified.

Guidelines:

Undergarments should not be visible.

No strapless shirts and shirts must cover the midriff – both back and front. (i.e. no croptops or backless

garments)

Necklines must be modest

The length of shorts, skorts and skirts should be modest in nature. As a guideline, shorts should be at the mid-

point between the bottom of the buttocks and the knee.

T-shirts with offensive/suggestive comments or cartoons (advertising beer, drugs, violence, etc.) are not

appropriate at school.

Sunglasses, ball caps, hats or other similar head coverings shall not be worn inside the school.

Note: Accommodations will be made for medical or religious reasons and may be made for special activities (i.e.

Halloween, Theme Days, etc.))

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HAY LAKES MOBILE PHONE/PHOTO-VIDEO IMAGE POLICY

Cell phones are not to be used during classtime unless permission has been granted by a staff member. If students are on a

spare, they may access their cell phone but are asked to make sure they do not interrupt the learning environment. If a

student’s use of a cell phone is disturbing the learning environment, they may have their phone confiscated. Also, any

unauthorized use of a cell phone in school by a student, while classes are in session, will result in confiscation of the cell

phone. Upon entering a classroom, all students are expected to turn their cell phone off and abide by the rule the teacher

has established (eg. Place the phone on the desk, place the phone in a container, leave phone in pocket). Students are not

to leave their cell phones in their lockers. If extenuating circumstances warrant a student needing to keep his cell phone

turned “on” and available throughout the day, permission from a parent must be received by office personnel.

Elementary students will not bring cell phones to school. Again, if there are extenuating circumstances and the parents

feel there is a need for an elementary student to have a phone in school, the child will leave the cell phone with the teacher

for the duration of the day.

Photo-Video Image: Taking of photo-video images, of any kind, are strictly prohibited on school property or on the bus,

with the exception of those taken during advertized, public events. If this rule is violated, Camera / Mobile phone will

be confiscated by staff members and forwarded to school administration and the student’s parent will be required to come

pick up the phone.

If a student breaks the rules:

1st Offence – Phone will be taken by staff member. Student picks up the phone at the end of that class.

2nd

Offence – Phone will be taken by staff member and forwarded to school administration. Student picks up

phone at the end of the school day.

3rd

Offence – Phone will be taken by staff member and forwarded to school administration. Student’s

parent picks up the phone.

Continued violation (See BRSD Administrative Procedure Suspension and Expulsion of Students.)

LOCKERS

Lockers are school property and it is a privilege -not a right - to be granted use of a locker. Lockers are assigned to

students, so that each student has his/her own locker. Locks may be placed on lockers to ensure security. Each student is

responsible for the security and tidiness of his/her locker. Stickers, pictures and other paraphernalia are not to be stuck up

in the lockers because of the mess they leave behind. General locker clean ups are carried out prior to holiday breaks

While every student has the right to bring personal property to school without fear of loss, students are cautioned against

bringing valuables to school. If a student must bring valuables they should be be properly secured in order to avoid theft.

Each student has the responsibility to respect property of other people. Hay Lakes School is not responsible for damages

to personal property or loss of personal property.

WORKBOOKS/TEXTBOOKS

Assigned textbooks become the responsibility of the student. If a book is damaged or lost the student will be assessed the

cost to replace the book.

VANDALISM/DAMAGE/BREAKAGE

If a student vandalizes school property or breaks and/or damages school property, students and/or their parents are

expected to pay for the damage incurred.

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INFORMATION FOR PARENTS OF STUDENTS INVOLVED IN SCHOOL SPORTS

Having a child participate in organized sports at the junior and senior high level is a very rewarding experience for both

the parent and the child. This information sheet was created to make this experience as positive as possible. Hopefully

many of your questions will be answered after reading this document. If you still have questions, please feel free to speak

with your child’s coach.

Parent/Guardian Meeting at the Start of the Season for Volleyball and Basketball

At the start of each sports season, the coaches will send out information letters to explain key points about the season,

gather contact and medical information and facilitate the sharing of parent contact information. When it comes to

volleyball and basketball season, these sports are much more involved than the other sports and the season is also much

longer. At the start of the volleyball and basketball season there will be parent meetings. All parents are required to attend.

This gives you an opportunity to meet the other parents and the coach of your son or daughter’s team. At this meeting you

be able to find answers to all the questions you may have regarding the sports program and you will also be able to hand

in all the paperwork required of you. We expect that all athletes will join their parents at this meeting so everyone gets

the same information.

At this meeting you will be informed about:

• Schedules – practices, games, tournaments (if available)

• Who the coach is and how best can you communicate with the coach

• The “Code of Conduct for parents (i.e. behavior in the stands, 24-hour rule)\

• An overview of what the costs of the program are

• An overview of the registration fees are and what you will be expected to pay throughout the season

• An overview of what future costs may entail if teams play in “away” tournaments and/or advances to playoffs.

At this meeting you will required to:

• Pay registration fees

• Hand in the concession deposit cheque ($200.00)

• Hand in the uniform deposit cheque ($100.00)

• Hand in a completed Student Transportation in Private Vehicle Form (AP559)

• Hand in a completed Contact Information Form

• Hand in a completed Medical Information Form

• Hand in a signed Parent Contract

• Hand in a signed Student Contract

Extracurricular Fees

2014/2015 2015/2016

Curling Self-pay per bonspiel Self-pay per bonspiel

Senior Track & Field $30.00 $30.00

Jr. & Sr. Badminton $30.00 $30.00

Cross Country Running Self-pay per race Self-pay per race

Senior Volleyball $200.00 $200.00

Senior Basketball $250.00 $275.00

Junior Volleyball $125.00 $125.00

Junior Basketball $125.00 $150.00

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Sports Fees

Your registration fees are very low compared to many other community sports. The fee covers a portion of the

transportation and referee costs. Athletes must pay fees before they play their first game. If they do not pay, your son or

daughter cannot play. Parents will be asked to pay these fees at the parent meeting. If there is a need to pay the fee in

three equal installments, simply give Mr. Horbay a call and ask him how that may be arranged.

Contact and Medical Information Forms

In order to make sure there is good communication between parents, players and the coach on a team, you will be asked to

provide contact information such as email addresses and cell numbers. Please understand that this information will be

shared with the other parents and the coach so the lack of information does not pose a barrier to communication. Please

be aware that this contact information will be shared with the concession coordinator.

Medical information is necessary to help keep your child safe. This information will only be shared with the coach. It will

not be provided to other parents. We will ask you to provide information to the coach that you believe the coach would

need in order to support your son or daughter if they were to get hurt while participating. We will also ask for emergency

contact information on this form.

Transportation in Private Vehicles (Student Transportation in Private Vehicle Form)

It is an awesome experience driving students to sporting events and being a part of your child’s sports experience!

Transportation to and from athletic events is a major component of our sports program because our transportation

expenses are a large piece of our budget. Typically, teams will take a bus to league games and parents will transport the

students to tournaments. Often times, parents are expected to drive their son or daughter to tournaments on the weekend.

In order to help parents out, the school will coordinate drivers so every parent does not have to drive to every tournament

(this is extremely helpful as many tournaments will begin on a Friday afternoon).

Please keep in mind that transporting the athletes to tournaments in private vehicles reduces the sports fees substantially.

In order to better accommodate this practice of parent drivers, it is important to have plenty of parents who are able to

drive. If you are going to transport a child, other than your own, to a school event, BRSD requires you to fill in the

Student Transportation in Private Vehicle Form (AP559) which stipulates that you have two million dollars liability on

your auto insurance and you have notified your insurance company.

If you do not obtain this insurance and fill in the Student Transportation in Private Vehicle Form, you are not allowed to

drive any student to and from any game or tournament unless he/she is your own son/daughter. Please fill in this form and

hand it in and get approved as a driver – it will solve a lot of potential issues moving forward. These forms must be filled

out on a yearly basis.

Lastly, a student who drives is not allowed to transport other students to sporting events. The exception to this rule is that

siblings are allowed to transport each other. So, while your child will be able to drive himself/herself to a sporting

competition, they may not transport their teammates at any time. As well, if the school is providing transportation but you

want to allow your son or daughter to drive to a sporting event instead of using the school-provided transportation then

you need to fill out a Parent Declined Transportation Form.

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Parent Contract

When your son or daughter plays organized sports at Hay Lakes School, you are required to follow a parent code of

conduct. This code addresses, among other things, expectations for your behavior while cheering on your son or daughter

from the stands, and what is expected of you when it comes to communicating with the coach (i.e. 24-hour rule).

Secondly, this contract outlines expectations when it comes to things like picking up your son or daughter after games and

practices or volunteering at the concession.

Student Athlete Contract

Any student who represents Hay Lakes School in the sports program is required to sign a contract. This contract is

essentially a player code of conduct that outlines the behavior expected from our athletes as well as the academic

expectations required of our athletes. Also outlined are expectations for volunteerism. It is an expectation that students

help out in the concession if needed, operate the score clock or do lines for volleyball games. This contract also lays out

the consequences a student athlete may face if certain expectations are not met.

Uniform Deposit Cheque

The School Council has recently purchased new uniforms for school teams. These uniforms are loaned to the athletes free

of charge for the season. It is important that these uniforms are washed and cared for properly so they do not get damaged

and have to be replaced. Please read the washing instructions on the uniform carefully so there are no issues. You need to

provide a uniform deposit cheque at the start of the season $100 for volleyball/$200 for basketball). If the uniform is

returned in good condition, your deposit cheque will be destroyed. If your uniform is lost or damaged and needs to be

replaced, your deposit cheque will be cashed. It is very expensive to replace a solitary jersey. Help your son or daughter

take proper care of it! Our Athletic Coordinator will contact you if he/she is considering cashing the deposit cheque.

Parent Concession Participation

One of the responsibilities of parent/guardian of a student-athlete who participates in the Hay Lakes School Sports

Programs is to help by volunteering where it is needed. The primary area where assistance is required is in the concession.

The concession at tournaments is run by the parents of student athletes. The profits of these concessions go directly into a

fund that is used to subsidize travel and accommodations for junior players at Regional competitions and senior teams at

Area, Zone and Provincial competitions.

In order to keep fees low, we ask that parents/guardians perform a number of duties at these concessions. The first and

foremost is to work in the concession at the various tournaments. Another way we ask you to be involved is to purchase

and prepare food for the concessions. Please carefully read the information that follows to gain a sense of what will be

expected of you. The operation of this concession is a huge undertaking and we ask you to participate in two ways –

active service and food preparation. Please read the following expectations carefully:

A) Active Service at Concession

You will be required to work a shift or two at each concession that is put on at Hay Lakes School for each child

you have playing on the sports teams. For example, if you have two children that participate in any of the sports

programs, you are required to work concession time for each child.

It is important that you are on-time for your shift because if you are late it means another parent must work

longer. Furthermore, If you cannot work a scheduled shift, you are responsible to find a replacement (this is not

the job of the concession coordinator!). Please call the concession coordinator and inform the coordinator of any

changes to your work schedule.

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A student/player may be used as a replacement worker for you, however discussion with the concession

coordinator must be made well ahead of the event in order to ensure that there is at least one adult present on that

shift.

You will forfeit your $200.00 deposit cheque if you do not show up for a shift or find a replacement. Please keep

in mind that we need people to work the concession.

There are times when your child will be playing a game and you will have to work the concession. While this

does not happen often, please be prepared for the possibility of having to work the concession while your child is

playing a game.

There may be a time that as a parent/guardian of a junior or senior athlete, you may be requested to work a

shift even if your child is not involved in that particular sport. While this doesn’t happen often, it does happen.

Please remember that any child participating in a Hay Lakes School sports program benefits from the

profits raised by these tournament concessions.

B) Food Preparation

Success for our concession means providing healthy food choices to the competing athletes In order to achieve this, we

will ask you to purchase and prepare food items. For example, one of the items sold at the concession is Taco in a Bag.

Food needs to be prepared in advance for this so you could be asked to purchase and prepare an amount of seasoned

ground beef or shredded lettuce. Or you may be asked to provide baked goods. The concession coordinator will contact

you prior to the event and ask you to purchase and prepare an item or items and have your child bring it to the school.

Please expect this call.

Concession Deposit Cheque

At the beginning of the season you will be asked to provide the school with a deposit cheque for the amount of $200. This

is intended to encourage you to participate in the concession. Please keep in mind that if you don’t show up for your shift,

you are letting everyone down – to be blunt, we need your assistance more than your money so please come help out. If

you prepare the requested food items and work your shift in the concession, this cheque will be destroyed. If you do not

prepare the food, work your shift or do not make arrangements for someone else to cover your shift, this cheque will be

cashed.

Parents of Grade 9 Students

Students in grade 9 are eligible to play on both the senior team as well as the junior team; however, a grade 9 student’s

participation on the senior team is left in the hands on the senior high coaches. There are times when our senior coaches

will invite students in grade 9 to practice and/or play games with the senior team, dependent on the circumstances. Please

note that even though you are only expected to pay junior fees, parents of grade 9 athletes will be expected to assist in the

senior concessions (as well as the junior concessions) and will be expected to volunteer to drive if needed.

Remember that it is a privilege to be invited to play with the senior team and some grade 9 students will be asked while

others will not. As well, if the team advances to playoffs, grade 9 students may or may not be invited to join the team. At

Hay Lakes School we are well aware of the balance that needs to be struck between different activities. As a parent, you

are responsible for governing the amount of time your child commits to school sports and the coaches at Hay lakes School

will respect your decision.

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Most Important - We Are All Volunteers!

Remember that we are all volunteers. Teachers, community members and parents volunteer their time to coach teams.

These coaches put in tremendous effort and generously donate many hours of their time (200+ hours a season) so your son

or daughter will have the opportunity to participate in athletics at Hay Lakes School. The Concession Coordinator is also a

volunteer position, contributing countless hours to make sure each concession runs smoothly. The other people working in

the concession are all volunteers, as are the parents driving your child to tournaments. Students working the score clock or

doing lines at a volleyball game, volunteer their time. There may be a time when you are asked to work an extra shift,

drive to a tournament or make something extra for the concession. There may also come a time when you want to

complain. Keep in mind that everyone is working toward the same goal – to provide your child with a first class

experience!

ATHLETICS RULES AND REGULATIONS STUDENT CONTRACT

Our competitive athletic programs are provided to help student-athletes grow in all areas of their life (athletics, social,

emotional, character-development and academics). The duty of the instructional and coaching staff is to help foster

success in an honest and sportsmanlike manner through a variety of experiences by teaching our student-athletes positive

attitudes and safe and appropriate standards of behavior. All athletes who represent our school are asked to sign this

contract and abide by these guidelines:

1. Athletes at Hay Lakes represent not only themselves, but also their families and our school and community. Athletes

are expected to display appropriate and acceptable standards of sportsmanship and behavior both in and out of school.

2. All school discipline rules and regulations apply to student athletes at all competitions, practices, and during travel to

and from such events. All athletes must abide by all attendance policies. If it is determined by administration that the

student has missed class due to an inexcusable absence, the student will be suspended from the team until the student

has made up the time missed. If a student was absent for any reason during the entire day of a game or practice, they

will not play in the sporting activity that evening.

3. Athletes are responsible for completing any and all school work missed due to early releases, athletic events, or other

athletic activity.

4. Athletes may not depart an away event in a vehicle other than the approved method of transportation without prior

authorization. While it is understood that students may at times leave away games with their parents, prior

authorization must be granted.

6. Academics are the primary goal of Hay Lakes School. If it is deemed that the student’s academic standing is below

expectations as determined by school staff and/or they are lacking the effort required by staff, the student will be

suspended from the team until such a time that administration believe there have been improvements.

7. Any athlete ejected from a game/contest for unsportsmanlike behaviour is suspended from the team roster for at least

one game. A review by the coach and administration will determine the next playing date for the athlete. An athlete

who is suspended from school (In-school or out) will be suspended from the team for a one week period. An athlete

suspended for a second time during their sports season will be removed from the team.

9. Student athletes shall neither consume alcohol nor drugs or smoke nicotine products, nor be under the influence of

drugs or alcohol, during any school-sponsored event. If a student is believed to be under the influence or is believed to

have consumed a banned substance, they will be suspended indefinitely, pending a review by administration.

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10. Any violation of school rules by an athlete may result in the removal of that player from the sports team for a period

of time. It is a privilege to represent the school and students on sports teams won a sports team and if a student breaks

the rules, a consequence An athlete may not engage in an altercation of any kind (verbal or physical, including “trash-

talking) with another team member, opponent, contest official, or spectator during any practice or competition.

12. Disrespect to any adult by a student-athlete is intolerable. This includes all school personnel, coaches and

supervisors. All athletes must understand that they are the leaders of the school and must conduct themselves

accordingly.

13. Parents and guardian who come to watch their son/daughter play school sports represent the school. If parents or

guardians behave disrespectfully in the stands, whether at Hay Lakes School or at away games, they will be asked to

leave and may be permanently banned from watching school sports at Hay Lakes.

Documents

N June 1, 2015 [HAY LAKES SCHOOL HANDBOOK] - … Our School/HandBook... · Students wishing to buy lunches or add to their lunches may use the school canteen. ... to the operation