About Galbraith School
Galbraith Elementary School is the oldest school in Lethbridge School District No. 51. It is situated in North Lethbridge and is surrounded by small, older single and multiple family dwellings, subsidized housing complexes and middle class homes. Students from some parts of Uplands are bussed to Galbraith. Historically, Galbraith has served the mining and labor communities and has always welcomed new Canadian children. The students at Galbraith represent a wide range of socioeconomic backgrounds and diverse cultures. The members of staff are committed to the students and the parent community is supportive of the school.
Galbraith Elementary School is guided by the following:
Under the auspices of Alberta Education and Lethbridge School District No. 51, Galbraith Elementary School provides academic, cultural, recreational, social and community support programs for the entire family.
A holistic education is provided to all children from Early Education Programming through Grade 5, in partnership with our multicultural community, and through collaborative decision-making.
Galbraith Care Hare
Care Hare holds in his paw everything that Galbraith stands for and represents:
- He is flexible by adapting to this ever-changing environment through camouflage. Changing colours represents aspects of multi-culturalism, sensitive to individual differences.
- Note Care Hare's ears. He has an outstanding ear for details and is a good listener. He is a strong role model through sensitivity in problem-solving on the playground and in the classroom.
- Care Hare is a survivor and a creative problem-solver. He literally stands up on his hind legs for what he believes.
- Care Hare models the Green Zone, which means he has strategies to regulate himself.
- Care Hare has a history at Galbraith with dreams and aspirations to continue his promise to represent the School Mission and Motto.
- Care Hare represents the caring nature in all of us.
Empowering learners to succeed as caring, responsible and contributing global citizens.
Galbraith Elementary School is an inclusive learning community that develops engaged, ethical and innovative learners.
- children will develop into responsible, caring life long learners, in a safe, inclusive and positive learning environment;
- the understanding that co-regulation within the community as a whole promotes positive self esteem which therefore fosters considerate and responsible citizens;
- in restorative practices and in "re-do's" which provide opportunities to learn and grow from mistakes;
- parents, as the first teachers, should be actively involved in a home and school partnership;
- all student, staff and parent should feel safe and equally valued for their contributions to the community as a whole.
Galbraith staff and students will continue to be hard working progressive risk-takers embracing new ideas while valuing the uniqueness of all individuals.
BELL TIMES for Early Education Program (EEP)
8:15 a.m. A.M. CLASSES BEGIN
11:30 a.m. A.M. CLASSES DISMISSED
12:10 p.m. P.M. CLASSES BEGIN
3:25 p.m. P.M. CLASSES DISMISSED
BELL TIMES for Kindergarten (Monday – Thursday)
8:30 a.m. A.M. CLASSES BEGIN
11:45 a.m. A.M. CLASSES DISMISSED
12:35 p.m. P.M. CLASSES BEGIN
3:30 p.m. P.M.CLASSES DISMISSED
BELL TIMES for Grades 1 - 5: (Monday - Thursday)
8:10 a.m. Teacher Supervision
8:25 a.m. CLASSES BEGIN
10:00 to 10:15 a.m. ** RECESS **
11:45 a.m.–12:30 p.m. ** LUNCH ** (Students eat in home room)
2:10 to 2:25 p.m. ** RECESS **
3:35 p.m. END OF SCHOOL DAY
3:40 p.m. Buses leave
Bell Times for Grades 1 – 5: (Friday)
8:10 a.m. Teacher Supervision
8:25 a.m. CLASSES BEGIN
10:00 to 10:15 a.m. ** RECESS **
11:45 a.m. Dismissal for Gr. 1-5 (Friday only)
Students are not to arrive to school before 8:15 in the morning and are to leave school no later than 15 minutes at the end of the day unless they are working with a staff member. THIS IS FOR THE SAFETY AND PROTECTION OF THE CHILDREN AS THERE IS NO SUPERVISION PROVIDED UNLESS YOUR CHILD IS REGISTERED IN THE B.L.A.S.T. PROGRAM.
PLEASE NOTE: Bell times are changed in response to COVID-19. Please see our COVID-19 Parent Pages for the 2020-2021 school year bell schedule.
Expectations at Galbraith School
We work at making our school a pleasant place for everyone to work and play. Students are to be thoughtful and considerate when interacting with other people. As children grow and learn they begin to accept more responsibility for their own behavior. Fighting, rough play, or unacceptable language may result in loss of privileges or suspension.
When a student is involved in a serious problem or when there are a number of incidents, a meeting will be set up with the parents and appropriate school staff. The purpose will be to work together to help the child recognize that a serious behavior has occurred, to have the child understand that there are a number of alternative options, to identify a consequence appropriate to the behavior and to develop a plan to improve behaviors. Parents are central to improving student behavior.
Every September, and when necessary during the year, teachers go over behavior expectations with all children. This proactive approach sets ground rules and lets students know what is expected of them. We find that helping students understand what is right and wrong helps to create a positive school climate.
Footwear – What footwear is necessary?
Students are expected to have two sets of footwear. Wet and muddy shoes must be removed and placed on the boot racks. This helps to keep the school clean and safe for students and staff. We don’t want anyone to slip on wet floors.
Students are expected to:
- remove wet or muddy shoes and boots upon entering the school
- place their wet shoes on the boot racks. This may mean carrying the wet footwear to their boot racks.
- care for others and always try, in order to keep the school clean and safe for everyone.
Where can you play? Where can’t you play, at recess and at lunch?
When you go outside to play, move to the side you are going to play on as quickly as you can, using the south side of the school. For safety reasons students, don’t stop to play on the front steps, or dawdle along the way. You must stay on the playground behind the yellow lines.
You may only use the south side of the school to move from playground to playground. As soon as you finish locking up your bike move onto the playground. It is never safe to walk on top of the bike racks.
The yellow lines painted on each side near the playground will tell you where the playground starts
Before and After School
Supervision on the school playground begins fifteen minutes prior to school starting in the morning. Students are not to arrive at school prior to 8:15 am.
At the end of the school day students are expected to go directly home. Supervision is provided for bus and patrols to ensure safe dismissal and dispersal of students. Students are not to remain on the school grounds to wait or play as there is no general playground supervision at this time.
The district policy of student supervision can be found at: http://www.lethsd.ab.ca/documents/general/5044%20Supervision%20of%20Students.pdf
Supporting Positive Behavior
Conflict between students is usually dealt with by the classroom teacher or the supervising teachers. When appropriate, administration is involved in the conflict.
We believe that all adults are responsible for addressing unexpected behaviors and problem solving with students through Kelso's Choices and restorative practices. Restorative practices are NOT an “instead of”. They work hand in hand with trauma-informed practices and with social emotional learning. Restorative practices are also not about letting students “get away” with things. Student accountability, responsibility and consequences are still present, but shame and punitive punishment are not.
Galbraith staff have an understanding of trauma, trauma and the brain, and trauma-informed practice. Our school staff choose strategies that demonstrate empathy, and help to create a safe environment where all students can learn in healthy ways to handle their emotions and regulating others. Through trauma-informed practices, we strive to create a school environment that supports social-emotional learning practices that are important to student growth, learning and healing. By providing a compassionate and supportive environment that is trauma-sensitive, we continue to work with students to help them to succeed in academics and in social life.
Safe and Caring School Policy
The School Act mandates that the principal must maintain order and discipline in the school, on school grounds and during activities sponsored by or approved by the Board.
The staff of Galbraith School believes that an effective Safe and Caring School Policy contributes to a safe, positive environment for all members of the school community. The staff further believes that although the majority of students are co-operative and well behaved, some students display behaviour which has a negative effect on the school climate and interferes with the learning process. The staff recognizes the need for appropriate intervention and response in order to maintain good order and discipline and a safe and caring environment. The staff also recognizes the need to reinforce appropriate behaviour through the use of positive behavior programs.
The staff expects all members of the school community to conduct themselves in a manner that demonstrates a respect for the rights of others and to resolve conflict in a non-violent, responsible manner. The staff has therefore agreed to follow the district regulations, expectations and consequences in order to ensure a safe and caring environment for all members of the school community.
Consequences arising out of unacceptable student behaviour shall be consistent with district policy and appropriate to the nature of the offence and the circumstances.
A code of Ethics and Conduct for student activities policy can be found at the following link: https://www.lethsd.ab.ca/download/187435
District Policies can be found at https://www.lethsd.ab.ca/our-district/policies2
Student Code of Conduct
In order to establish and maintain a welcoming, caring, respectful, and safe learning environment, this Code of Conduct establishes expectations and consequences for student behaviour while at school, at school sponsored activities, or while engaging in other non-school activities that have a direct influence on maintaining a welcoming, caring, respectful, and safe learning environment in the school.
The Code of Conduct is intended to establish and maintain an appropriate balance between individual and collective rights, freedoms, and responsibilities in the school community.
The Code of Conduct is also intended to help students learn how to address issues of dispute, develop empathy, and become good citizens within and outside the school community.
1. Bullying: The School Act defines bullying as “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.”
2. Discrimination: The denial of individual rights and freedoms in a manner which contravenes the Canadian Charter of Rights and Freedoms and/or the Alberta Human Rights Act (AHRA). Discrimination on the basis of race, religious beliefs, colour, gender, physical disability, mental disability, age, ancestry, place of origin, marital status, source of income, family status, creed, sexual orientation, and citizenship is prohibited.
3. Harassment: Any behavior that in effect or intent disparages, humiliates, or harms another person or class of persons. It is behaviour that denies dignity and respect, and is demeaning and/or humiliating to another person or class of persons. Harassment may include, but is not limited to, references related to age, national or ethnic origin, religion, gender, sexual orientation, disability, race and/or sources of income or family status. Sexual harassment is any unwelcome behavior that is sexual in nature. Such behavior may directly or indirectly affect or threaten to affect in an adverse manner a student’s well-being and/or learning environment. The behavior does not need to be intended as harassing to be considered as personal harassment. It is sufficient that one knows, or ought reasonably to know, that his/her behaviour is offensive and unwelcome. Harassment is not a relationship of mutual consent. It is any action including, but not limited to, verbal, physical, written and cyber messaging that is unwelcome or intimidating and denies individual dignity and respect.
1. The District and schools’ Student Codes of Conduct, and their enforcement through consequences, shall apply to students
1.1. in school;
1.2. on the school grounds;
1.3. during any recess or lunch periods on or off school property;
1.4. at school sponsored or authorized activities;
1.5. on school busses or other forms of approved transportation; or
1.6. when the student’s conduct detrimentally affects the welfare of individual students or the governance, climate, or efficiency of the school(s) regardless of where that conduct occurs.
2. Any form of bullying, discrimination or harassment as defined above is unacceptable.
3. The Board encourages compliance with the following behavioural expectation examples, realizing this is not an exhaustive list:
3.1. respect yourself and the rights of others in the school;
3.2. make sure your conduct contributes to a welcoming, caring, respectful, and safe learning environment in the school that respects yourself, the rights of others, diversity, and fosters a sense of belonging for others in your school;
3.3. refrain from, report, and refuse to tolerate bullying or bullying behaviour, even if it happens outside of the school or school hours, or digitally;
3.4. inform an adult you trust in a timely manner of incidents of bullying, harassment, intimidation, or other safety concerns in the school;
3.5. act in ways that honour and appropriately represent you and your school;
3.6. attend school regularly and punctually;
3.7. be ready to learn and actively engage in, and diligently pursue, your education;
3.8. know and comply with the rules of your school;
3.9. cooperate fully with everyone authorized by the Board to provide education programs and services;
3.10. be accountable for your behaviour to your teachers and other staff;
3.11. contribute positively to your school and community; and
3.12. be responsible digital citizens.
4. Examples of unacceptable behaviours include, but are not limited to:
4.1. behaviours that interfere with the learning of others and/or the school environment, or that create unsafe conditions;
4.2. acts of bullying, harassment, discrimination, coercion, or intimidation;
4.3. physical violence;
4.4. retribution against any person in the school who has intervened to prevent or report bullying or any other incident of safety concern;
4.5. illegal activity such as:
4.5.1. possession, use or distribution of illegal or restricted substances;
4.5.2. possession or use of weapons;
4.5.3. theft or damage to property;
4.6. contravention of District policies and regulations;
4.7. willful disobedience and/or open opposition to authority;
4.8. use or display of improper or profane language;
4.9. interfering with the orderly conduct of class(es) or the school;
4.10. contravention of the Code of Conduct as set out in the School Act, Section 12;
4.11. Contravention of the provisions of Section 27 of the School Act related to trespassing, loitering, and causing a disturbance;
4.12. Use of technology such as computers, cameras, cell phones, and other digital equipment for purposes that are illegal, unethical, immoral, or inappropriate.
5. Rules governing student conduct while being transported on school busses or other approved transport, shall be developed by the District in consultation with the school administration and/or transit provider.
6. The following consequences of unacceptable behaviour shall apply taking into account the severity and magnitude of the incident(s) and the student’s age, maturity, and individual circumstances:
6.1. consequences as outlined in the school’s Code of Conduct;
6.4. involvement of police authorities.
7. Parents and guardians play a vital role in developing student behavior and conduct. It is the District’s expectation that a parent or guardian has the responsibility:
7.1. to take an active role in the student’s educational success, including assisting the student in complying with Regulation 3 of this policy;
7.2. to ensure that the parent or guardian’s conduct contributes to a welcoming, caring, respectful and safe learning environment;
7.3. to co-operate and collaborate with school staff to support the delivery of specialized supports and services to the student;
7.4. to encourage, foster and advance collaborative, positive and respectful relationships with students, teachers, principals, other school staff and professionals providing supports and services in the school; and
7.5. to engage in the student’s school community.
8. The school shall provide support for students who are impacted by inappropriate behaviour. Schools may consult with the Division of Instructional Services for determining support mechanisms.
9. Procedures for lodging a complaint or concern.
9.1. Should a student be subject to or witness of: bullying, harassment, discrimination, unwanted behaviors as described in procedure 4, or conduct that interferes with maintaining a welcoming, caring, respectful, and safe learning environment in the school, that student should contact a classroom teacher, their advisor, school counsellor, or any other staff member with whom they feel comfortable. A parent or guardian may make contact regarding a complaint or concern.
9.2. Students and parents will follow the communication process outlined in Policy 1003.1 Channels of Communication and Disputes Resolution.
9.3. A complaint or concern may be communicated informally through oral communication or formally in writing with a professional staff member or principal. Where possible, the complaint should clearly outline the cause for complaint or issue, as well as a description of the specific incident or incidents, the dates, and names of any witnesses.
9.4. The professional staff member or principal will apply the appropriate consequences as delineated in the school’s Student Code of Conduct.
9.5. The principal will determine whether the level of seriousness requires an investigation and/or police involvement. If the principal determines that the incident(s) requires police involvement, Policy 504.8 Involvement with Authorized Agencies will be followed.
10. Schools will develop a Student Code of Conduct that aligns with the District Student Code of Conduct, is made publicly available, reviewed every year, and provided to all staff, students, and parents. The Student Code of Conduct will include the following elements:
10.1. a statement of purpose that provides a rationale for the Code of Conduct, with a focus on welcoming, caring, respectful and safe learning environments;
10.2. definitions of bullying, discrimination (including reference to the Alberta Human Rights Act), and harassment;
10.3. one or more statements about what is acceptable behaviour and what is unacceptable behaviour, whether or not it occurs within the school building, during the school day, or by electronic means (see Procedures #3 and #4);
10.4. consequences of unacceptable behaviour which take into account the student’s age, maturity, and individual circumstances. On the continuum of consequences, it shall be noted that a student may be suspended or expelled.
Schools are now required to do at least 2 lockdown practices each year, one of which must be in the fall and the other in the spring.
Alcohol, Drugs, Tobacco and Electronic Smoking Products
The following are prohibited on school property and at authorized student activities:
possession and/or use of alcohol; possession and/or use of illicit drugs; use of tobacco and/or electronic smoking products; and inappropriate use of prescription and non-prescription medication.
Persons under the influence of alcohol or drugs are prohibited from being on school property or participating in authorized student activities.
A link to Alberta Education’s site called My Child’s Learning can be found at: http://www.learnalberta.ca/content/mychildslearning/
Students at Galbraith School receive instruction based on the Program of Studies developed and mandated by Alberta Learning. The school strives to provide all of the authorized resources and materials. Teachers use a variety of instructional approaches and strategies to ensure that learning is interesting and meets a wide range of student needs and interests.
Language Arts includes reading, writing, listening, speaking, and spelling but students also incorporate art, drama and technology to explain their understanding of language.
Mathematics instruction incorporates problem solving in all of the math strands, which are numbers, patterns and relations, shape and space, and statistics and probability. The emphasis is on making math relevant to students’ experiences. Parental help is needed to help children develop knowledge of basic facts.
Science uses a hands-on approach where students gain understanding of scientific principles using an inquiry approach. These process skills help students develop skills in using the scientific method.
Social Studies introduces students to knowledge, skills and attitudes about their family, communities, province, country and other nations. Geography skills are integrated into the various units of study.
Fine Arts includes music, art and often drama. Teachers incorporate the fine arts into many other subject areas. School assemblies, concerts and the Music Festival provide opportunities for students to perform.
Health and Physical Education teaches students about choices for a healthy lifestyle. In addition to developing skills in a variety of sports and games, children learn to be good sports and are taught about safety in physical pursuits. Students in grades 4 and 5 study basic life cycles and physical changes that occur in the early adolescent years. In grades 2 and 5, children are presented with a series of lessons to help them deal with issues of personal safety and abuse. Parents will be advised when these classes will take place and are welcome to attend the classes with advance notice. If desired, parents may write a letter requesting their child(ren) not participate in these lessons.
The Daily Physical Activity initiative is implemented in Alberta schools to increase student physical activity levels. This includes a minimum of 30 minutes of physical activity, linked to the acquisition of the knowledge, skills and attitudes of the current physical education program.
Core French gives students in grades 4 and 5 the opportunity to learn conversational French and explore another culture.
Information and Communications Technology objectives are not taught in isolation but are taught using meaningful projects, which are integrated into the other subjects.
The main purpose of Kindergarten is to strengthen the sense of dignity and self-worth within the young child and their family and to prepare the children for Grade One. The kindergarten program provides a 'child centered' environment where youngsters can work and play individually or in small groups at learning centers. Large group activities such as gym and music are also provided. Parental involvement is essential in a Kindergarten program. Parents are asked to serve as volunteer assistants, drivers on field trips, sub-committee members, and members of the School Council. In addition, involvement of people and agencies in the community are emphasized. Field trips to various places in the city will be taken throughout the year. An activity fee will be charged.
Field trips are planned by teachers to enhance the curriculum and work done in the classroom. When out in the community, students represent their families and Galbraith, and expected behaviours are required. Field trips are only taken when the staff can ensure adequate supervision. Parents are welcome to participate on field trips.
Students may check out two (2) books at a time from the library with a one (1) week limit if previous books are returned. Special arrangements for additional books for research purposes can be made with the library technician. Students will be assessed for lost or damaged books. Fines must be paid before other books are loaned. Reference books, charts, etc. may not be removed from the school. They may be checked out and used in the classroom for research purposes.
Assessment, Evaluation and Testing
Teachers are continually assessing student work, providing feedback, evaluating the results and then reporting to parents and students.
Galbraith teachers use a variety of authentic, targeted and sustainable assessment tools and strategies to assess students on-going progress. Regular two-way communication between parents and teachers helps to ensure continued student growth and progress.
If a student is having considerable difficulty in completing course objectives, it may be necessary to modify their program. This is done only in consultation with the parent/guardian, administration, and other teachers who also work with the student.
Students on modified programs will be assessed according to their Individual Student Plan (ISP) using the marking legend in the Report Card.
Please refer to the current school year calendar for reporting period dates and timelines.
If you have any questions or concerns regarding your child’s progress during the school year, please do not hesitate to contact the classroom teacher.
Inclusive Education Programs and Services
All children have the potential to learn and succeed. Children learn in different ways and at different rates. In order to accommodate this wide range of learners, Galbraith teachers and support staff provide a variety of in-class programs, strategies and supports to all students.
Learning Support Teacher
The Learning Support Teacher (LST) works collaboratively with classroom teachers to provide Universal and Inclusive strategies for academic and behavioural support. The LST also co-ordinates Student Assistance Team (SAT) meetings, which consists of the parent(s), teacher(s), the LST, and administration. On some occasions, the meetings may include other individuals who support the student such as the teacher counsellor, division psychologist or other outside agencies.
The School Division Psychologist works closely with parents, teachers, the LST and administration to support our students who, after multiple responses to intervention and instruction (RTI2), are continuing to experience difficulty.
Speech and Language Assistance
Galbraith has access to the services of a Speech/Language Pathologist or assistant to work with children who have delays and/or disorders in grammar, fluency, pronunciation or voice quality. Treatment may consist of individual or group sessions at school, home programs, parent-child evening groups, and consultation to the school and/or parent.
Early Literacy Program
Galbraith School has an Early Intervention Reading Program to help students in grades one or two who are not yet ready to read. This is based on the belief that helping these children early in their schooling prevents many problems later on.
English as a Second Language Program
Students who are new to Canada receive some support to learn English as quickly as possible.
The counselling program is multi-faceted to reach many children and their families.
Our full-time Teacher Counsellor works with whole classes, small groups, and at times with individual students to provide universal and targeted supports. Referrals may be made through the counsellor to community agencies.
The Elementary Teacher of Indigenous Education assists Division schools to be responsive to the needs of Indigenous students in an effort to develop positive relationships and understanding of cultural heritage. The teacher supports students and teachers in the regular classroom setting and communicates with parents as necessary.
The A.L.E.R.T. program provides the services of a School Resource Officer (SRO) and a public health nurse at the school. The SRO assists the school in a variety of ways and meets with children who may be involved with some potentially serious activities. The public health nurse consults with school staff on health-related topics.
Administration of medication and personal concerns
The Division expectations and policy surrounding administration of medication at school can (Policy- Procedures Manual for Policy 504.1) can be found at the following link:
School Office Hours:
Monday to Thursday 8:00am to 4:00pm
Friday 8:00am to 1:00pm
Keep in Touch
Communication is imperative for success for your child. Just as teachers contact parents for a variety of reasons, we invite parents to keep teachers and staff informed of their children’s needs and concerns. The best times to call are before or after school. Messages will be taken during class time and teachers will return your call when they are available. The school telephone number is 403-327-3653. There is an answering machine for after-hour messages.
Please phone and leave a message if your child is going to be absent or more than a few minutes late. It saves our office staff a great deal of time trying to locate children who have not arrives for school.
Synervoice will be sent out after morning and afternoon attendance, and throughout the school year to inform parents of upcoming events/notices.
A newsletter will be e-mailed and on the website for each family at the beginning of each month. Please keep the calendar handy. Occasionally a supplemental newsletter will go home during the month. If you require a hard copy of the newsletter, please contact the school office.
Meet the Teacher Night
Teachers will briefly discuss activities, expectations and unique aspects of their classrooms with parents. There will be two twenty-minute sessions offered. Please check the September calendar for date and times.
School Council gives parents and staff the opportunity to meet and to discuss matters of interest relating to the education of our students. Parents are informed of school or District matters, discuss those issues and make recommendations.
Policy 1002.4 School Council https://www.lethsd.ab.ca/download/187801
The Galbraith Society is a fundraising committee which works closely with School Council. Parents on the fundraising committee attend the School Council and fundraising is a joint effort. Funds are used for school projects, such as fieldtrips and new technology.
Please support your School Council. Meetings will be determined in September.
Calling the Office for Absences, Leaving Messages and After School Pickup
Please call 403-327-3653 and excuse your child from school when he or she is ill or has an appointment. It will save the office staff from calling parents to see where your child is. The automated system works great and is available 24 hours a day. Please leave a simple message, clearly stating your child’s full name, date and reason for absence. Thank You!!
Phoning the school to leave messages for students:
Please be aware that the office is extremely busy at the end of the day and phoning to leave a message for your child’s pick up or any other reason may not get to the student. Please make arrangements for pick up or any other items with the student in the morning or have an alternate pick up come to the school. If there is an emergency please do not hesitate to call and we will try to get the message out to the student.
Picking students up after School:
The after school dismissal time for Kindergarten is 3:30pm, Grade 1-5 is 3:35pm. Please have someone to the school 5 minutes before to pick up your children. We are having an issue with students in the school until 4:00pm and this is becoming a safety concern.
There are a wide variety of opportunities for parents to serve as volunteers in the school. Your child’s teacher is always looking for help in the classroom to read with students, help prepare materials, work at Sports Day, etc. Volunteering in the school provides you, as parents, the opportunity to see your children in a different environment and enhances your children’s self-esteem as they see you make a contribution to their school. Please contact either your child’s teacher or the office to indicate your willingness to volunteer. Volunteer forms need to be filled out, so please ask the office for the forms.
For overnight activities volunteers involved in overnight activities require a criminal records check and vulnerable sector check, costs paid by volunteer. Coaches for secondary sports will also require those checks, costs are a responsibility of the school.
Fair Notice of Risk/Threat Assessment
Our School District believes in creating safe and caring environments for students and staff. Any incident where a student engages in behaviour which threatens or appears to threaten the safety of others will be investigated. Administrators can implement a Risk Assessment for behaviours that are worrisome including writing or drawings with violent themes; references to or involvement in violent activity at school; or an increased interest in activities that are deemed as dangerous to the safety of others.
A Threat Assessment is implemented when a student threatens to kill or injure others, brings a weapon to school, or makes direct verbal or written violent threats to others.
F.O.I.P. (Freedom of Information and Protection of Privacy)
FOIP aims to strike a balance between the public’s right to know and the individual’s right to privacy, as those rights relate to information held by public bodies in Alberta.
In a school setting, the personal privacy of students and parents is protected by rules that schools must follow in the collection, use, protection and disclosure of personal information. You will sign forms giving permission for a variety of items. Please return these promptly to our school office.
A direct link to the District Web page FOIP site is:
Channel of Communication