Cover Page Art Credits: Febe-Mari de Lange, Kirsten Lindquist, Lukas Sadownyk
SPRINGBANK COMMUNITY HIGH SCHOOL
2015 - 2019 School Education Plan
May, 2015
Year One
MESSAGE FROM SCHOOL PRINCIPAL
We live in exciting and challenging times. To best educate our students to take an active and positive
role in today’s society, our task of preparing them to be literate and numerate could seem daunting.
However, with today’s ubiquitous access to information, the ability to meaningfully and purposefully
connect through digital and social means and our understanding of how students learn, we, as staff, have
the amazing privilege of meeting this mandate in engaging and significant ways. At Springbank
Community High School, we welcome the obligation of creating an inspirational learning environment that
challenges our students to be their best. While attending to their development as contributing local and
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global citizens of the 21 century, our staff, parents and community are committed to providing a rigorous
and relevant exploration of curriculum that will facilitate students’ successful transition into their postsecondary endeavors. Our work will support the Rocky View Schools’ vision to ensure students are
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literate and numerate and are building 21 century competencies.
As our school has experienced substantial transition in terms of staff for the past two years, it is important
that our stakeholders construct the foundations from which we will work. Garnering clarity regarding the
understanding of ‘why’ we do what we do, from all members of our learning community is essential to our
work. We will collaborate to create structures for sustainability, clarity of purpose, and alignment of
initiatives. Two of those key structures for the 2015-2016 school year are Focus time and a restructured
Advisory time. Many members of our staff are currently involved in one of our High School Redesign,
Advisory or Learning Commons’ committees. Through focus groups and feedback loops, students, staff
and parents have provided insights into work of these committees that has been foundational to the
development of this School Education Plan. Students will continue to provide direction in terms of
identifying their learning needs that can be met through Advisory, Focus time and Student Leadership
with guidance, support, direction and opportunity. Parents from our School Council are actively involved
in helping to shape spirit and culture within the school, and eagerly welcome learning opportunities that
will assist them in their parenting role which we will broker for them. Additionally, their voice is crucial in
ensuring understanding and support for any new initiatives that will be successfully incorporated into our
practices. Utilization of parents as partners is going to remain a priority area as they are eager to
contribute to the school and possess both the expertise and dedication to make a positive difference at
Springbank Community High School.
Our ongoing curriculum exploration through inquiry and project based learning, built upon a solid
foundation of literacy and numeracy, will ensure our students will be well prepared for their next
challenges, whether they are moving from one grade to the next or exiting the school and pursuing postsecondary endeavors. Our historical academic emphasis on literacy and numeracy will underpin our
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‘real-world’ exploration and development of 21 century competencies as we prepare students for their
future. Our ongoing evolution of universal learning environments within Springbank Community High
School will complement the curricular work and skill development necessary in today’s world. It was the
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futurist Alvin Toffler who stated, “The illiterate of the 21 century will not be those who cannot read and
write. It will be those who cannot learn, unlearn and relearn.” With the deluge of information through
which our students filter daily, our mandate to ensure they are literate and numerate, intellectually agile,
possessing the ability to think critically and creatively while being resilient, is vital, now more than ever.
P. Davidson
Principal
1
SCHOOL PROFILE
School Name:
Principal:
Address:
Phone:
Fax:
Email:
Website:
Springbank Community High School
Pam Davidson
32226 Springbank Road, Calgary, Alberta T3Z 2L9
403-246-4771
403-240-0088
springcm@rockyview.ab.ca
http://springhs.rockyview.ab.ca
School Profile:
Grade Configuration:
Student Population:
No. of Teachers:
No. of Support Staff:
Grade 9 to 12, English and French Immersion Programs
644
29.55
8.5
Unique Features of our school include:
§ Academically rigorous and focused program
§ Robust extra curricular program including athletics, drama, music, student leadership
§ Active parent partnerships
§ Dual Credit Programming with Mount Royal University
§ Sport Academy in golf, soccer and hockey –partnered with Global Sport Academy
Quotes from Parent Advocates
“Springbank Community High School provides an exemplary template for the innovative
educating of our students that not only provides excellent instruction of the high school
curriculum but prepares them for the next phase of their lives. The use of 21Century tools and
encouraging the students to advocate and participate in their own development and learning
enables these young people to be confident and self-aware members of the community. As a
parent I am grateful to the astute and dedicated administrative leadership, caring and supportive
teachers that focus not only on core education but give so much of their time to provide
extracurricular opportunities to the students for fine and liberal arts, leadership, sports,
philanthropy and global environmental awareness.”
Jodie C.
“When I send my children to SCHS I believe they are surrounded by teachers, administrators
and staff who truly care about them as individuals regardless of their academic, athletic, artistic
and/ or extra curricular talents. When they graduate from SCHS I believe they will be well
prepared academically and socially for the next stage in their lives.”
Brenda T.
2
RECENT ACHIEVEMENTS
Communication with the Community
This year we undertook a number of initiatives to
better communicate and partner with our
community. One of our School Education Plan
goals was to increase and enhance partnerships
and we made gains in regard to this. We
revisited the idea that students’ good work
should be shared and that their curriculum
exploration
should
be
highlighted
and
celebrated. In a variety of ways, this was
achieved with very positive feedback from our
students and parents. One way we improved
internal communication was with the support of
the School Council; we were able to purchase
some BrightSigns to share information with
students in the school. With three different
screens, photos of students’ ‘school life’ are
shared as well as daily announcements and our
Twitter feed. With the screens located in our
front foyer, in our cafeteria and by our Learning
Commons’ entrance, we have been able to
capture students’ and visitors’ attention.
Another way we have increased our external
communication is through our newsletters. On a
monthly basis our Academic Leaders have been
sharing the goings on in their classrooms; this
representation has included photos of students
in action and their work. The provision of
deeper information regarding day-to-day work at
the school has been most welcome by our
parents. They have stated, “I have learned
more in these last few months than I did in the
past three years.” This speaks to our obligation
to be more explicit about what and why we do
what we do. In addition to the newsletters, our
Academic Leaders made presentations at our
monthly School Council meetings.
Each
Academic Leader provided in-depth explanation
regarding his/her respective curricular area.
These were followed by question and answer
sessions. A fourth thing done this year was
students doing the daily announcements over
the public address system.
Five different
students shared in this duty and it was a novel
approach to sharing information that will be
revisited for the next year. Our Celebration of
Learning, hosted in the spring in conjunction
with our Grade 8 Orientation Evening, was a
very successful way to communicate and
engage our community. Our School Council
was invited to create a display and participate in
the evening to raise their profile with the entire
learning community. Another way we engaged
the parent and student community was through
our Meet the Staff event and our Open House
Office Hours evening. In both cases we had
very favorable turn out and feedback.
Continuing to work together to share our
learning and work will remain a focus for our
community.
Lukas Sadownyk
Recalibrating Redesign
After a year of substantial transition for the
learning community in terms of leadership it was
time to pause, reflect and recalibrate as an
organization to collectively focus on the future.
For three years, SCHS has been part of the
High School Flexibility project which has been
absorbed provincially by High School Redesign.
Many successful initiatives were undertaken and
implemented in the school over the past three
years. With the change in leadership it was a
natural time to take stock of successes and to
analyze areas for realignment. To garner the
most depth and breadth of insight into this,
students, staff and parents got involved in
feedback groups and working committees. In
particular, the Advisory structure and content
was revisited, the redesign of the provision of
supports through Flexibility and Redesign
occurred and the Learning Commons review, as
part of the pursuit of Universal Learning
Environments became work in progress. The
conclusions and recommendations from these
three major committees will shape the future
practice at SCHS. It is our hope and belief that
the number of people involved in this work is
going to bode well for creating increased
capacity and investment in the forthcoming
changes.
Students, staff and parents all
engaged in the process and have seen and will
continue to see their ideas come to life within the
walls of SCHS next year.
3
PRIORITY AREAS OF FOCUS
Interestingly, the areas where we saw
achievements this year will continue to be
priority areas of focus for 2015-2016.
Consolidating hard work and sustainable
teaching and learning practices, while working to
achieve the three jurisdictional goals of learner
success, engagement and support will definitely
be our focus for the upcoming year.
revision as we go. As we have learned through
our research and past experience, for Focus and
Advisory to reach maximum effectiveness, they
have to be valuable and valued, be delivered
with care and enthusiasm and be responsive to
students’ needs and wants. Any supports that
are required for staff development to best be
able to create and engage in Focus and
Advisory will also need to be provided
throughout the school year. If we see a barrier
to successful implementation of any of these
components of the 2015-2016 framework, we
will address it and provide the necessary
structures to guarantee we meet our goals. This
is to ensure that learners, students and staff, are
supported, engaged and successful.
Engagement, Pride and Spirit
Isabelle Kearl
Realignment of Advisory and Redesign
Although much work was started this year in
terms of addressing the effectiveness of our
Advisory program and our flexible access to
supports for students, we concluded that there is
much opportunity remaining in this area as we
move into the next school year. The work of our
Advisory committee will be ongoing as we
implement a new model for delivery of Advisory
content.
Having received input from our
students, staff and parents at the outset of this
school year, we will be examining how to best
provide that requested content to students
through Advisory and Focus sessions. A well
scoped and sequenced matrix of information
and activities, from grades nine through twelve
is currently being developed as we move into a
different structure for next year. The content
that was previously exclusive to Advisory may
be shared and/or reinforced through sessions in
Focus blocks.
The entire framework of Focus will also be new
to the school and will require some careful
shepherding, student and staff flexibility,
ongoing reflection and natural incorporations for
Based on feedback from students, staff and
parents, there is a need for us to continue
working on meaningfully engaging students,
ensuring that there is a consistency in our
school – home communications, program
delivery and assessment, and cultivating school
spirit and pride. As has been the practice for the
past number of years, staff is charged with the
task of finding ways to actively engage our
learners. Primarily, project-based learning has
been an avenue for that.
Next year,
development of department wide, meaningful,
real-world, and possibly, cross-curricular,
projects will continue. Additionally, incorporating
multiple ways for students to find and represent
their learning, using appropriate technologies
will remain a focus. Staff regular use of moodle
and other learning platforms, as a method to
engage learners, and consistency in skill
development will be a focus for next year.
Stakeholders have also identified the need for
greater consistency regarding assessment and
that will have greater prominence in supporting
student learning next year. Aligned with this is a
standardization of best practice with respect to
home-school communication.
Students and
parents appreciate ongoing communication with
staff and we will seek the most effective ways of
accomplishing this. Finally, an area in which we
saw some growth this year will be an ongoing
focus for next year and that is school pride and
spirit. Targeted work with the parent community
and student leadership groups for the upcoming
year will be increased.
Re-visitation and
creation of school traditions and celebrations of
achievement will be a focus in the upcoming
year. Students, staff and parents all concur that
this remains an area for growth as we cultivate
Phoenix pride.
4
GOAL: LEARNERS ARE SUCCESSFUL
Outcome
RVS Performance Measure
Learners are literate
and numerate.
§
§
§
Learners build 21st C
competencies (skills
and knowledge).
§
§
§
Strategies
(AE) Percentage of students/FNMI students in who
achieved the acceptable standard and standard of
excellence on Provincial Achievement Tests (cohort)
and Diploma Exams.
(RVS) Percentage of students, parents, and staff who
agree that students are literate and numerate.
(RVS) Divisional performance measures to be
identified by Literacy/Numeracy Task Group.
(Pending)
§
(AE) Percentage of teachers, parents, and students
who agree that students model the characteristics of
active citizenship.
(AE) Percentage of students/FNMI students who
achieve the acceptable standard and standard of
excellence on provincial Student Learning
Assessments (competency measures). (Pending)
(RVS) Percentage of students, parents, and staff who
st
agree that students are building 21 C competencies.
§
§
§
§
§
§
§
Learners take
ownership of their
learning.
§
§
§
§
§
(RVS) Jurisdictional Measure
(AE) High school completion rate of students/FNMI
self-identified students within three years of entering
Grade 10.
(AE) Annual dropout rate of students/FNMI students
aged 14 to 18.
(AE) Percentage of students/FNMI students eligible
for a Rutherford Scholarship.
(AE) High school to post-secondary transition rate of
students/FNMI students within six years of entering
Grade 10.
(RVS) Percentage of students, parents, and staff
agreement that students take ownership for their
learning.
(RVS) Percentage of staff that use balanced
assessment practices to support student learning.
(AE) – Alberta Education Measure
§
§
§
§
§
The Learning Commons committee will continue to work
on reimagining the Learning Commons as an evolving
learning space.
Active encouragement of reading for pleasure will be a
part of our Learning Commons’ mandate.
Departments will identify priority literacy and numeracy
competencies for their subjects and work to infuse those
competencies into their courses. A scope and sequence
of skills specific to each course and grade will be created.
Reintroduction of Advisory within the new schedule
framework. Introduction of Focus time for learners.
Through Focus time and Advisory, students will receive
explicit instruction relating to skills and competencies
needed to be successful. i.e. “How to learn”
Students will take a more active role in the Celebration of
Learning.
Students and parents, along with staff will continue to be
invited to be part of the school-based committees driving
the SCHS direction.
Departments will identify priority competencies for their
subjects and work to infuse those competencies into their
st
courses. (including RVS 21 century skills)
Students will have access to Focus time to obtain tutoring
and resources to personalize and individualize their
learning.
Students will use myBlueprint to effectively program for
their high school courses and explore post-secondary
options.
Staff will continue to develop a Universal Learning
Environment within each classroom and throughout the
entire school.
Universal Design for Learning principles will be used to
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enhance the development of 21 century competencies.
Within departments, teachers will continue to develop
consistent assessment tools and standards across all
grades.
GOAL: LEARNERS ARE ENGAGED.
Outcome
RVS Performance Measure
Real-world, hands-on
learning experiences
engage learners.
§
§
§
(RVS) Percentage of students and parents who
believe teachers help students learn through engaging
practices.
(RVS) Percentage of students, parents, and staff who
agree students are engaged in learning.
(RVS) Percentage of staff that understands and use
inquiry and project-based learning.
Strategies
§
§
§
§
Innovative and
effective practices
enrich learning.
•
•
•
Partnerships enhance
and fuel learning.
§
§
(AE) Percentage of teachers, parents and students
indicating that their school and schools in their
jurisdiction have improved or stayed the same the last
three years.
(RVS) Percentage of staff satisfied that professional
learning has positively impacted their instruction
and/or effectiveness.
(RVS) Percentage of students who feel connected,
confident, and resilient (SOSQ data).
§
(AE) Percentage of teachers and parents satisfied
with parental involvement in decisions about their
child’s education.
(RVS) Percentage of staff and parents who agree that
the schools build meaningful relationships with home
and partnership with the community.
§
§
§
§
§
§
§
(RVS) Jurisdictional Measure
Staff will continue to use outside resources i.e. off campus
excursions, guest speakers, to enhance curriculum
exploration
A newly re-visioned Student Leadership model will be
used to provide hands-on and real world learning
opportunities for students. i.e. civic, social, environmental
and spirit activities
Students in grade twelve will continue to create a Legacy
project as part of their graduation activities.
Staff continues to collaborate with Learning Specialists to
develop meaningful inquiry based learning projects. i.e.
cross curricular projects when possible
All teachers will have a robust digital presence for each
course they teach, infusing educational tools as
appropriate. i.e. moodle
Individualized and personalized professional learning will
be accessible and provided to support individual, school
and jurisdictional goals and will be aligned through
Professional Growth Plans.
Advisory and Focus will provide enriched learning
opportunities for students.
Communication between students, parents and the school
will be reinforced through the systematic and regular use
of PowerSchool.
Partner with external agencies and providers to provide
‘real-world’ initiatives for enhancement of curriculum
delivery. i.e. Dual Credit initiative
Provide educational opportunities for parents to enhance
their understanding of the school context. i.e. curriculum
presentations, social emotional presentations
Utilize parental and other external expertise to provide
real learning opportunities through Focus and Advisory
time as appropriate. i.e. Career Exploration, Wellness
Week
Invite School Council to actively be part of Awards
Ceremonies, New Student Orientation and Celebration of
Learning events and Graduation.
(AE) – Alberta Education Measure
6
GOAL: LEARNERS ARE SUPPORTED.
Outcome
RVS Performance Measure
Learners feel well,
safe, valued, and
respected.
§
§
(AE) Percentage of teachers, parents, and students
who agree that students are safe at school, learning
the importance of caring for others, learning respect
for others and are treated fairly at school.
(RVS) Percentage of students, parents, and staff who
agree that learning environments are caring, safe, and
respectful and promote wellness.
Strategies
§
§
§
§
§
§
§
§
Learning is
accessible,
individualized, and
challenging.
§
§
§
Student-centered
decisions propel
achievement.
(RVS) Jurisdictional Measure
§
(AE) Percentage of teachers, parents, and students
satisfied with the overall quality of basic education.
(RVS) Percentage of students and staffs who agree
that they have appropriate technical and learning
supports to meet student needs.
(RVS) Percentage of parents and staff who agree that
students with special needs are meeting their learning
goals.
§
(RVS) Percentage of students, parents, and staff who
agree schools have a student-centered focus.
§
§
§
§
Increased capacity of all staff to support students through
re-visioned Advisory program.
Specific and deliberate induction activities will be provided
to each grade level.
Provision of additional training for staff in the area of
social and emotional wellness support.
Increase support for students through guest speakers,
presentations and specific Advisory and Focus lessons.
Continue to find ways to showcase student work i.e.
Celebrations of Learning, digital repository, school front
display case
The learning community will continue to support student
led/driven causes and spirit activities.
Continue to consciously maintain a welcome environment
i.e. comfortable furnishings and friendliness
Reinforce with positive messaging, student choice and
responsibility in navigating their high school experience.
Redesign and retrofit of the Learning Commons along
with development of philosophy and creation of guidelines
for use will attend to personal learning needs.
Provision of Focus time for student directed access to
academic and social/emotional supports.
Continue to explore technologies that help create the
Universal Learning Environment i.e. Read Write for
Google
Student self-directed choice is provided through Focus
times where they can access resources specific to their
individualized needs.
Student led initiatives will be encouraged and supported.
(AE) – Alberta Education Measure
7
BUDGET HIGHLIGHTS
Certificated Staff
Support Staff
Services & Supplies
Other
Contingency
TOTAL EXPENDITURES
2013/14
$3,248,135
$557,509
$214,663
2014/15
$3,305,064
$584,499
$206,972
2015/16
$3,290,516
$520,303
$235,687
$82,265
$4,102,572
($144,012)
$3,952,523
$000
$4,046,506
SCHOOL FEES
2015-2016
Purpose
$145.00
Materials preparation, photocopying,
textbook acquisition, technology
infusion and upgrades
$50.00
Advanced Acting 15/25/35
Cost of arts and crafts supplies for
costuming, props, sets, performance
rights and photocopying of scripts,
make up
$200.00
AP Art (exam & supplies)
Cost of supplies to create works of
art and to submit portfolio for
adjudication to the Advanced
Placement College Board and have
it adjudicated
$100.00
Cost to sit the Advanced Placement
College Board math exam and have
it scored
$35.00
Materials including paper, acrylic
paint, paste, pencils, colored pencils,
ink, canvas, markers
$70.00
Materials including clay, lino block,
ink, markers, canvas, paper,
brushes, frames, acrylic paints
$50.00
Cost of purchase of music,
maintenance and upgrade of musical
equipment, subs for performances
during the day
$10.00
Arts and crafts supplies for
production of props, copying of
scripts
Board Established Instructional Resource Fees
Instructional Resource Fee
Student Established Optional Course Fees
AP Math (exam fee)
Art 9 (equivalent of 3 credit block)
Art 10 – 20 – 30 (equivalent of 5 credit block)
Band 9
Drama 9 (equivalent of 3 credit block)
$25.00
Drama 10 – 20 – 30 (equivalent of 5 credit block)
$40.00
Environmental Science – Dual Credit with MRU
Film Study 9
$10.00
Film rental fees, representation of
learning materials
$60.00
Food, small kitchen equipment
upkeep and dishes and cutlery
upkeep
$120.00
Food, small kitchen equipment
upkeep and dishes and cutlery
upkeep
$20.00
Experiment and investigation
supplies, project supplies, guest
Foods 9 (equivalent of 3 credit block)
Foods 10 – 20 – 30 (equivalent of 5 credit block)
Forensic Science 20 - 30
Cost of arts and crafts supplies for
costuming, props, sets and
photocopying of scripts
MRU Orientation / Student card/
research skills trip
Course Supplies (poster paper, felts,
tri-boards)
Project supplies and printing
8
speakers,
$20.00
French 9
Craft and project supplies, markers,
poster papers, tri-folds, prizes and
incentives, language specific novels
for the classroom, films and teaching
aids, reference materials such as
dictionaries
$25.00
French 10 – 20
Craft and project supplies, markers,
poster papers, tri-folds, prizes and
incentives, language specific novels
for the classroom, films and teaching
aids, reference materials such as
dictionaries
$30.00
French 30
Craft and project supplies, markers,
poster papers, tri-folds, prizes and
incentives, language specific novels
for the classroom, films and teaching
aids, reference materials such as
dictionaries
$25.00
French Immersion 9 – 10 – 20 -30
Craft and project supplies, markers,
poster papers, tri-folds, prizes and
incentives, language specific novels
for the classroom, films and teaching
aids, reference materials such as
dictionaries
$25.00
Purchase of music, digital
applications, sound and recording
equipment for musical production
$25.00
Purchase of music, digital
applications, sound and recording
equipment for musical production
$50.00
Instrumental Music 10-20-30 (Performance Band)
Purchase of music, digital
applications, sound and recording
equipment for musical production
$20.00
Leadership 9
Project supplies such as poster and
presentation paper and displays,
printer ink, markers, small prizes for
activities, guest speakers, reference
resource acquisition
Guitar 9
Guitar 10-20-30
$25.00
Leadership 10-20-30
$50.00
Media Arts 9 (equivalent of 3 credit block)
$100.00
Media Arts 10 – 20 – 30 (equivalent of 5 credit block)
Project supplies such as poster and
presentation paper and displays,
printer ink, markers, banners,
elastics, string, cups, plates, cutlery,
small prizes for activities, guest
speakers, reference resource
acquisition
Repair and replacement of Audio
Visual equipment, computers and
software purchase and upgrades,
purchase of consumables and
supplies for projects such as media
cards, flash drives, props
Repair and replacement of Audio
Visual equipment, computers and
software purchase and upgrades,
purchase of consumables and
supplies for projects such as media
cards, flash drives, props
$50.00
Purchase of music, digital
applications, sound and recording
equipment for musical production
$50.00
Music 10 – 20 – 30
Purchase of music, digital
applications, sound and recording
equipment for musical production
$275.00
Outdoor Education 9
Costs covered include off-campus
trips to various sites which can
include Kananaskis country, the Bow
River, Stronghold –transportation,
entrance to activities, sub, supplies
Music 9
9
for cooking, park entrance
$175.00
Costs covered include off-campus
trips to various sites which can
include Kananaskis country, the Bow
River, Stronghold –transportation,
entrance to activities, sub, supplies
for cooking, park entrance
$10.00
Philosophy 20
Materials for presentations and
displays, updated hard and digital
resources
$135.00
Physical Education 20
Cost of off campus activity fees such
as golf, skiing, bowling, curling,
yoga, dance, guest presenters, cost
of subs and transportation for
activities
$135.00
Physical Education 30
Cost of off campus activity fees such
as golf, skiing, bowling, curling,
yoga, dance, guest presenters, cost
of subs and transportation for
activities
$10.00
Psychology/Sociology 20 – 30
Materials for presentations and
displays, updated hard and digital
resources
$25.00
Spanish 9 –10- 20
Guest speakers, materials for
creation of language specific
artifacts, student Spanish books and
references, teaching aids, prizes and
incentives
$30.00
Spanish 30
Guest speakers, materials for
creation of language specific
artifacts, student Spanish books and
references, teaching aids, prizes and
incentives, luncheon
$50.00
Supplies for skills’ practice such as
tape, gauze, ice packs, pro-wrap,
scissors, slings, first aid kit materials,
guest speakers and First Aid training
$25.00
Guest speakers, training logs,
equipment upgrades
Outdoor Education 10
Sports Medicine 10 – 20
Sports Performance 15 - 25 - 35
Sports – Global Sport Academy
See Attachment
Other School Established - Optional Fees
$60.00
Maintenance of current and
purchase of new equipment for
fitness centre
*$45.00
Phoenix clothing for physical
education activity
$180.00
Covers the cost of the facility rental,
cap and gown, folio, certificate and
group photo, flowers, AV for
ceremony, programs, photographic
sitting fee, video production of
ceremony, decorations, graduation
committee thank you tokens
$210.00
Maintenance and replacement of
musical instruments
Fitness Centre
Gym Strip – t-shirt only (* t-shirt and shorts)
Graduation Fees
Instrument Rental
Lock
$8.00
Provision of accessible lock for
student and school security
$30.00
Maintenance and replacement of
percussion instruments and
implements
$17.00
Complementary and optional
workbook for physics courses
$40.00
Cost of production of the yearbook
Percussion Rental
Physics Workbook (optional)
Yearbook
10
User pay structure to include costs
of tournaments, plug-in fees, uniform
rental, equipment upkeep, first aid
supplies, transportation if applicable,
sub costs of coaches, coach
appreciation, exhibition games
Extra-Curricular Fees
Badminton
~$20.00
See above
Basketball – Jr. Girls
~$495.00
See above
Basketball – Jr. Boys
~$400.00
See above
Basketball – Sr. Girls
~$650.00
See above
Basketball – Sr. Boys
~$625.00
See above
Cross Country
~$75.00
See above
Football
~$450.00
See above
Golf
~$90.00
See above
Rugby – Girls
~$225.00
See above
Rugby – Boys
~$225.00
See above
Soccer – Girls
~$125.00
See above
Soccer – Boys
~$110.00
See above
Track & Field
~$75.00
See above
Volleyball – Jr. Girls
~$350.00
See above
Volleyball – Jr. Boys
~$350.00
See above
Volleyball – Sr. Girls
~$600.00
See above
Volleyball – Sr. Boys
~$650.00
See above
User Pay – cost recovery – includes
the cost of a sub if required for the
teacher supervisor(s)
School Trips
Chile
$4,547.50
See above
Eastern Europe
$4,557.00
See above
Attachment
Global Sport Academy Group
Payment Information Schedule
Springbank Sports Academy
Program
Grade 9 Hockey
Grade 9 Golf
Grade 9 Soccer
Gr. 10-12 Male Hockey
Gr. 10-12 Female Hockey
Gr. 10-12 Male and Female
Soccer
Gr. 10-12 Male and Female
Golf
Fee
GST
Total
$3995
$4995
$3895
$4995
$4995
$4895
$199.75
$249.75
$194.75
$249.75
$249.75
$244.75
$4194.75
$5244.75
$4089.75
$5244.75
$5244.75
$5139.79
$6995
$349.75
$7322.75
**All art work presented in the images in this report has been created by SCHS art students in
2014-2015.
11
2015-2019 SCHOOL EDUCATION PLAN (Year One) APPROVAL FORM
Expectation: The plan was made in keeping with system parameters and in consultation with
staff and the advice of School Council.
There has been consultation with:
Yes
Date(s)
School Staff
X
March 16, 18, April 15, 29, May 13, 15, 20*
School Council
X
February 24, March 17, May 19*
I, Pamela Davidson, certify that the proposed School Education Plan was developed in
consultation with staff and with advice from the School Council and according to the other
parameters, guidelines and expectations outlined by Rocky View Schools.
Principal Signature
May 20, 2015
Date
School Council Chair Signature
May 20, 2015
Date
*Revised – July 1, 2015
Subject to monitoring and review, I approve in principle the proposed School Education Plan
based on the certification above.
Digitally signed by Don Hoium
DN: cn=Don Hoium, o=Rocky View
Schools, ou=Superintendent of Schools,
email=dhoium@rockyview.ab.ca, c=CA
Date: 2015.07.07 07:19:13 -07'00'
Superintendent of Schools
July 7, 2015
Date
12