Flex Academy Policies

• Emergency Response
• Emergency Drills Policy
• Emergency in General Community Locations
• Other Situations that may be Encountered
• Violent Threat Risk Assessment (VTRA)
• Emergency Drills Steps for Hold, Secure, & Lockdown
• Flex Academy Codes of Conduct
• Athletics Code of Conduct
• Flex Academy Code of Conduct
• Foundations (K-5) Behaviour Management
• Innovations (Gr. 6-12) Behaviour Management
• Grad Program
• Course Challenge and Equivalency Policy
• Dual Credit Policy
• School Completion (Evergreen) Certificate Policy
• Safety
• Anaphylaxis Policy
• Bus & Transportation Safety Policy
• Child Abuse and Neglect Policy
• Communicable Disease Prevention Protocols
• First Aid Policy
• Harassment and Bullying Prevention Policy
• Safety Hazard Reporting
• Water Testing Policy
• Academic Integrity Policy
• Attendance & Academic Support Policy
• Acceleration and Retention Policy
• Administration Performance Evaluation Policy
• Assignment Grading Policy
• Cash Payment Policy
• Communication Policy
• Conflict Resolution and Appeal Policy
• Course Withdrawal Policy
• Discrimination Protection Policy
• Education Resource Policy
• Electronic Supervision and Online Session Recording
• Esport Discord Use Policy
• External Credits Policy
• Field Trip Policy
• Flex Academy Computer Leases
• Grade Promotion and Benchmarks Policy
• Homestay Policy
• Inclusive Education - Programs, Admission & Delivery Policies
• Independent Directed Studies Policy
• International Student Graduation Credit Policy
• International Student Policy
• Parent and Student Role Policy
• Personal Digital Device Usage Policy
• Personal Information Privacy Policy for Employees and Volunteers
• Procedural Fairness Policy
• Professional Development Policy
• Sexual and Reproductive Health Alternative Delivery Policy
• Student Discipline Policy
• Student Record Policy
• Student Records Requirements and Best Practices Policy
• Student Supervision
• Substance Use Policy
• Teacher Education Delivery and Services Evaluation Policy
• WiFi and Computer Use Agreement
• Work Resubmission Policy

Emergency Response

Emergency Drills Policy

At Flex Academy, we value the safety of staff and students. We practice fire, earthquake and lockdown procedures each year to help keep us prepared in the case of an emergency. 

Drill Type and Frequency:

• Earthquake Drills - 1x per year  (See document ShakeOut BC)
  
• Fire drills - 6x per year
• Lockdown Drills - 2x per year 
• Hold/Secure Drills - 2x per year 
  

Earthquake Safety

DROP, COVER, HOLD ON

• When an earthquake occurs, your first warning may be a swaying sensation if you’re in a building, a sudden noise or roar. Next, vibration, quickly followed by rolling up, down, sideways, or rotating. It may last a few seconds or could go on for a few minutes. Be prepared for aftershocks as well.
• We can’t prevent an earthquake, but we can:
  • Be prepared to minimize injury
  • Be prepared to minimize damage to your home
  • Be prepared to survive afterwards for at least 72 hours without help
• Flex participates in the Shakeout safety drill once per school year. During these drills, students learn about safe and dangerous places to go during an earthquake:
  • Safe: under heavy tables or desks, inside hallways, corners of rooms or archways
  • Dangerous: near windows or mirrors, under any objects that can fall, the kitchen – where the stove, refrigerator or contents of cupboards may move violently, and doorways – because the shaking may slam the door on you.
• When Flex participates in the Earthquake Drills we practice the following steps: 
  1. Drop 
  2. Cover - Students/staff to go under a table or desk 
  3. Hold On - Students/staff to hold on to an item and cover the back of their head/neck and count to 60 

Family Resources

ShakeOut BC Resources
Video: Making a Family Emergency Plan
BC Hydro 72 Hour Emergency Kit Tips
BC Government Prepare Your Home Tips 

Fire Safety

Flex Academy is equipped with fire safety equipment as a first line of defence if a fire should occur on campus. Fire equipment includes equipment to both warn you in the event of a fire and helps you extinguish a fire. These include the following:

1. Smoke alarms
2. Fire extinguishers
3. Carbon monoxide alarms
4. Sprinklers

Flex Staff and Admin will follow the Flex Academy Fire Drill procedures for the Elementary and Middle/High School buildings.

During a Fire Drill:

• Calm Exit

• Doors Closed and Unlocked

• Lights Out

• Safety Locations 

• Calling Names

• Fire Slips

Fire Drill Responsibilities

• Basement  - J’aimee & Melannie - Downstairs Sweep 
• Gym Building  - Joe - Gym and Upstairs Sweep 
• Admin helps with sweeps depending on what building they are in
  

Family Resources

Canadian Red Cross: Planning for and dealing with house fires
National Fire Protection Association
Resources for kids: Sparky the Fire Dog
Office of the Fire Commissioner Links

Hold, Secure & Full Lockdown Procedures/Drills

Student and teacher preparedness in case of an emergency. Reminder to:

1. Front-load information to all involved prior to a drill to help prepare and keep everyone calm.
2. Restrict all student cell phone use to keep communication lines clear between you, teachers, and admin/directors as necessary. It is important for students not to utilize their cell phones for calls or for text messaging and to put their personal phones in “silent mode” during a lockdown situation.

 Hold -  Internal/Localized Situation (Ex. Altercation in the Hallway)

1. Retrieve students from the area
2. Local doors closed and locked but open for a knock
3. Business as usual in class
4. No changing classrooms until 'All Clear' on Zoom

 Secure - External Threat or Situation (Threat outside the buildings or close to the property)

1. Retrieve students from halls/outside and bring them into classrooms 
2. Take attendance and report to the office on Zoom who is missing
3. External and internal doors locked
4. No one in or out of classrooms
5. No moving classrooms for classes
6. Do not evacuate if the fire alarm goes off. Wait for instructions.
7. Business as usual - no need to be quiet in class
8. Ends when first responders or admin dismiss in person or over Zoom
9. Admin/managers to escort students to the bathroom

Hold and Secure Communication

1. Staff Communication
   1. Zoom Call (will ring) 
   2. Zoom alert message
2. Student Communication: 
   1. Keep things running normal in class
   2. Minimal and calm communication 
   3. Attendance sent to office
3. Staff to Await updates via Zoom 

Hold and Secure Responsibilities

1. Basement
   1. Shawna - Manage Zoom alerts & questions
   2. J’aimee Lock the Upstairs door by Kindy Playground 
   3. Theresa/James Lock Main KCCS Doors
   4. Melannie - Cover the Village Room and lock those doors
   5. Bri Sweep JrK, K, and Gr. 1 Rooms 

2. Gym & Upstairs

   1. Joe - Lock Gym Entrance Doors and Monitor 

   2. Joe - Sweep downstairs bathrooms

   3. Danita - Lock the Rear Entrance Doors

   4. Justin - Sweep of Upstairs Hall and Mezz and Gym, sending students to classes

       

       

Full Lockdown Procedures

Internal Threat - Locks, Lights, Out of Sight

1. Retrieve Students from hallways or outside 
2. If not in the classroom - staff to collect students and go behind the closest locking door
3. Silence and out of sight
4. Attendance and Zoom who you have with you and where you are 
5. Doors don’t open for anyone
6. Don’t cover windows/door
7. Do not lock perimeter doors
8. Ends when first responders or admin dismiss in-person

Lockdown Communication 

Staff Communication - Same as Secure

Student Communication 

• Age appropriate 
• Transmit Calm 
• Older students - tell what is going on and why in a lockdown 
• Manage student texting and tell students to tell their parents not to come to the school 

Evacuation

1. In a Parent Facilitated Evacuation - Parents are contacted en masse, and teachers are given instructions on where to take students for a drive-thru pick-up
2. In a Staff Facilitated Evacuation - Students are to gather at Muster stations and walk to Willow Park Church or EnergyPlex Complex depending on the location of the threat 

Emergency Management System

1. Flex will create an emergency management system in accordance with the Emergency Management Planning Guide

Emergency in General Community Locations

Emergency encountered during a Field Trip

1. Families will sign field trip forms that: 
   1. Include inherent risks and complete waiver forms as appropriate
   2. As indicated in the event planning steps, ensure access to
      1. Student medical and safety forms
      2. Student support forms
      3. Legal Alert information
      4. Emergency contact information for each child
      5. Photo waiver information
   3. Ensure students adhere to the related School Policies and Procedures
   4. Ensure students adhere to the Emergency Protocols and Procedures
2. Flex Staff Field trip supervisors ensure a First Aid kit is either available on-site or taken along.
3. Parent accompaniment may be recommended for full student experience and extension of learning.
4. Parents are responsible for the care and supervision of their child(ren) at all times if accompanying their child on a field trip.

In the rare event that an accident or emergency occurs while transporting students, Flex Staff Field trip supervisors will: 

1. Account for all students.
2. Release students only to parents, guardians or authorized representative and record name to whom students were released.
3. At the scene, not discuss with any onlookers. Never speculate about what happened. Never accept or place blame.

In all of the above scenarios, it is important to complete an accident or incident report should the need arise.

Other Situations that may be Encountered

First Aid

Level A - Minor Injury

1. Minor injuries such as a scrape, minor cut, bruising, etc. may be treated by any Adults in Charge. Supplies (band aid, ice pack) are available on location as arranged.
2. Mention to Coordinator and Adult in Charge.
3. Inform parent and follow-up with family as needed.

Level B- Major Injury

Examples: suspected concussion, sustained bleeding, suspected fracture/ broken bone

1. Call 911 if you suspect a medical emergency 
2. Inform Flex Director or Assistant Director
3. Refer to Level 2 First Aid staff as qualified adult participants or personnel to assess the situation as needed.
4. Flex Director or Assistant Director to complete an Accident Report including witness or attendant accounts
5. Inform parent and follow-up with family as necessary.

Level C- Medical Emergency

Examples: Seizure, unconscious/unresponsive, anaphylactic response

Teacher or Supervising Adult:

1. Call 911
2. Attend to student care as needed
3. Inform Level 2 First Aid Attendant, Flex Director, or Flex Assistant Director
4. Await and direct Emergency Medical attendants to the location
5. Follow directions of care given by First Aid attendant 
6. Issue appropriate emergency procedures to ensure that students are not unnecessarily exposed to trauma (eg. clear room/area).
7. Remain calm and reassure students that all possible actions are being taken to care for the injured or ill person and to protect others.
8. Rejoin your students as soon as possible.
9. Account for all students and remain with them.

Flex Director or Assistant Director to:

1. Ensure all students have required care and adult supervision.
2. Secure area for follow-up investigation if needed.
3. Together with First Aid attendant, complete an Accident Report
4. Inform parent and follow- up with family as necessary.

School Administration will follow up as needed

Exposure to Blood or Bodily Fluid

What is exposure? Exposure is an accident which results in a break of the skin or exposure to blood or infectious bodily fluids by the mucous membranes of the eyes, inside the nose, or inside the mouth.

What fluids are potentially infectious? All bodily fluids are potentially infectious, particularly blood, semen, fluids issuing from a wound, body cavity or infectious site, and any body fluid visibly contaminated with blood.

The following incidents are potentially harmful:

1. Skin is punctured with a contaminated sharp object.
2. The mucous membrane is splashed with blood and certain body fluids.
3. Non-intact skin is splashed with blood and certain body fluids.

If any of the above exposure incidents occur, follow these steps:

1. Get first aid immediately:
1. If the mucous membrane of eyes, nose, mouth are affected, flush with lots of clean water at a sink or eyewash station.
2. If there is a sharps injury allow the wound to bleed freely. Then wash the area thoroughly with non-abrasive and water.
3. If an area of non-intact skin is affected, wash the area with non-abrasive soap and water.
2. Report the incident as soon as possible to your supervisor and first aid person.
3. Seek medical attention immediately- preferably within two hours at the closest hospital ER or healthcare facility.
4. Please do not touch! Contact the appropriate facility or venue personnel for proper clean-up.

Overdose- Opioid

Call 911 if you suspect an overdose, the sooner you call the better the chance of recovery. While you are waiting for first responders to arrive, follow SAVE ME protocol.

• S - Stimulate. Check if person is responsive; can you wake them up?
• A - Airway. Make sure there is nothing in the mouth blocking the airway or stopping them from breathing.
• V - Ventilate. Help them breathe. Pinch nose, cover mouth with mask and breath every 5 seconds.
• E -  Evaluate. Do you see any improvement?
• M - Muscular injection. Inject one dose (1cc) of naloxone (if available) into a muscle.
• E - Evaluate and support. Is the person breathing? If they are not awake in 5 minutes, give one more 1cc dose naloxone.

If you need to leave the person alone for any reason, place them into the recovery position before you leave to keep the airway clear and prevent choking.

• Turn onto the side.
• Place patient’s hand under the head to support the head.
• Place top leg slightly in front of the leg touching the ground, and place the knee to the ground to prevent the body from rolling onto the stomach.

Violent Threat Risk Assessment (VTRA)

This page provides information to help assess whether a threat is Imminent or Not Imminent and the protocol to follow accordingly.

A threat is an expression of intent to do harm or act out violently against self, someone else or something. Threats may be verbal, written, drawn, posted on the Internet or made by gesture. Threats are serious, and it is important to determine whether or not a threat poses imminent risk.

• Assess situation
  • Imminent Threat 
    •  If weapon involved or serious/plausible threat within the building
  • Not an Imminent Threat
    • Outside the building 
    • Threats, threat-related, or worrisome behaviour indicating potential harm to self or others (speech, action, assignments, etc) is serious but not imminent. Please discuss with your Administrator to help assess and determine next steps.
      
  •  Sample Threat Assessment Protocol (SD35) flowchart page 12

General information applicable to  the above:  

1. Immediately contact your Administrator who will then follow-up as needed. 
   1. This would include suicidal behaviour or self-harm, violent threat toward student, staff or school, sexual assault, pornography.
   2. Threats can take the form of written assignments, art, spoken words, text messages, photos, or online social media postings.
2. If a cell phone with a threat is confiscated, remove the SIM card, or immediately turn the phone to airplane mode. 
3. Turn the phone into an administrator. Do not take screenshots or forward photos which could be considered pornographic material.
4. Reminder to also complete an Incident Report and follow direction from Flex Directors.

Reminder for threat protocol and all lockdowns:

• Do not speak to the media
• Freeze all outgoing messaging; restrict all student cell phone use to keep communication lines open for all leaders involved.
• Put all cell phones to “silent mode”
• Await and follow further direction
• Director and/ or Heads of School to review follow up email to parents prior to sending and determine next steps.
• Follow-up with incident report and action points as determined together with team involved

Imminent Threat Protocol

This protocol is for addressing threats that are immediate or imminent, where there is a clear and present danger to students or personnel.

1. Call 911
2. Adhere to the Lockdown procedures (Code Red) as outlined below
3. Call the Director or Assistant Director of Flex as soon as possible to alert them of the scenario
4.  Ensure all physically present are safe and calm
5. Adhere to Police and HoS direction
6. Return to class or escort students to parent for pickup when indicated safe to do so
7. Complete an Incident Report and follow directions from the Director.
8. Send draft general parent email communication to Heads of School and Flex Director(s) for review/ approval
   • Upon approval, send general parent email communication 
9. Flex Director(s) with Heads of School, will together determine next steps, possibly including: 
   •  Initiation of Student at Risk Team
   •  Further investigation with other authoritative bodies if warranted
   •  Follow-up and debriefing if and when safe to resume classes
   •  Email specific communication to parents and students and re-entry considerations for all involved (this is in addition to general email communication above, if deemed necessary).

Stranger on the Premises

Teacher or Supervising Adult:

1. Do not compromise your own safety or the safety of students.
2. Assess the situation as you approach, keeping your distance.

If the stranger’s behaviour is NOT threatening:

1. Ask if they need assistance.
2. Direct the stranger to the appropriate supervisor, monitor or escort them accordingly.
3. Notify a Flext Director immediately; report the stranger’s location and description.

If the stranger’s behaviour appears THREATENING but has not escalated to violence:

1. Notify a Flex Director immediately
   1. Report the stranger’s location and description.
   2. Call 911 
2. Keep a safe distance.
3. Follow instructions from the appropriate supervisor.
4. Adhere to the Not an Imminent Threat Protocol.

If you see a violent/armed and dangerous stranger within the premises:

1. Initiate a Full Lockdown (Code Red) and adhere to the Imminent Threat Protocol.
2. Call 911 and proceed as indicated above

Not an Imminent Threat Protocol

If threat exists nearby, within the vicinity or community:

1. The school will Contact our local police liaison for further information/ advisement. If unknown, contact a Flex Director or Head of School for further instruction.
   
2. Adhere to the Hold and Secure procedures outlined below or continue as directed.

During and following a threat, steps include:

1. Keep your teachers informed of the developments to help keep everyone calm.
2. During and/or Following, contact a Flex Director to discuss and determine course of action.
3. At the end of the day, escort students to their respective parent/ guardian.
4. Submit an Incident Report
5. Flex Director(s), with Heads of School, will determine next steps, possibly including: 
   1. Initiation of Student at Risk Team
   2.  Further investigation with other authoritative bodies if warranted
   3.  Follow-up and debriefing if and when safe to resume classes
   4.  Follow-up communication/email to parents will be drafted in conjunction with Flex Admin and approved by HoS prior to distribution to families.

Emergency Drills Steps for Hold, Secure, & Lockdown

Flex Academy Codes of Conduct

Athletics Code of Conduct

Rationale

Our aim is to have Athletics be a meaningful part of students' school experience and
our school community as a whole. As such, we uphold strong values within for our sports teams
and fans.

The Athletics Code of conduct can be found here, and here is where you can find information on concussions.

Flex Academy Code of Conduct

Purpose & Rationale

The Flex Academy Code of Conduct outlines our expectations of members of the Flex Community. It is built around the characteristics outlined in the Flex Learner, Teacher and Staff profiles and our school’s Core Values.

Definitions

“Flex Community” or “the Community” refers to staff, teachers, contractors, students and parents enrolled at or working for Flex.

“Abusive behaviour” refers to acts directed towards members of the Community that are deemed threatening, demeaning, disrespectful or contradictory to the core values and characteristics outlined on this page.

Our Commitment to You

All Flex staff and contractors commit to treating members of the Flex Community with respect and in alignment with our core values of Relationship, Integrity, Flexibility and Academic Success and the characteristics outlined in our Teacher and Staff profiles. As a school, we are committed to ensuring Flex is a safe, supportive, and inclusive school.

Members of our staff and contractors who act in a manner that contradicts this commitment may be subject to discipline as outlined in the Student Discipline policy.

Our Expectations of Students

We expect students to treat members of the Flex Community with respect and in alignment with our core values and the characteristics outlined in the Learner profile. In addition, students must adhere to the policies and guidelines provided through SOPHIE and by teachers. Failure to do so may result in disciplinary action based on the severity and frequency of the behaviour as outlined in the  Student Discipline policy. 

Our Expectations of Parents

We expect parents to treat members of the Flex Community with respect and in alignment with our core values. Flex has a zero-tolerance policy with regard to abusive behaviour towards members of the Community and reserves the right to withdraw students from the school if a parent is found to be treating members of the Community with disrespect or counter to our core values.

Our Expectations of All Members

Communication

We expect and promote open, honest communication so that all members of the Flex Community feel safe and valued at Flex events.

All members of the Community are asked to share with an Flex teacher or staff member about any behaviour that does not align with the expectation laid out in this code of conduct.

Face-to-Face

Whether online or in-person, students are expected to wear modest clothing and refrain from public displays of affection that are unsuitable for a group learning environment.

The possession or use of any form of weapon is prohibited at any Flex event.

Technology

Due to their potentially disruptive nature, personal media devices, such as phones or tablets, are not to be used during flex events unless approved by the event supervisors for the purpose of the activity or other approved reasons (e.g., medical).

Our Process to Resolve Incidents

Where violations of the code of conduct occur, flex leadership will work through the Student Discipline policy with those involved in the incident with the goal of restoring relationships and keeping the safety and security of all members of the Community at the forefront.

Foundations (K-5) Behaviour Management

Innovations (Gr. 6-12) Behaviour Management

Behaviour Management Flowchart

Grad Program

Course Challenge and Equivalency Policy

Course Challenge Policy

To challenge a course is to prove the student has undocumented prior learning. Students are entitled to challenge in order to receive credit for Ministry Authorized or Board Authority Authorized Grade 11-12 courses.

Before engaging in the challenge process, schools must review any documentation of prior learning that a student presents to determine if credit can be awarded through equivalency.

A student can challenge a course if he or she:

• Is currently enrolled in Flex Academy
• Has not already challenged the course and received a passing grade, completed the course through previous enrollment, or been granted equivalency for the course.
• Can give compelling evidence that he or she will succeed in the challenge.

Challenge Process

The challenge process begins when it is determined that credit cannot be awarded through equivalency and a student has given compelling evidence that he or she will succeed in a challenge assessment.

To receive credit for a course that does not have a required exam, a student must:

• Obtain at least a C (50% minimum) grade in the challenge course assessment. Flex Academy teachers and staff create this course assessment, consisting of a mid-term and final exam in core academic courses. In certain electives, other criteria will be used to determine competency of the course curricular competencies at the discretion of the course teacher.

To receive credit for a course that has a required exam, a student must:

• Complete the challenge process through the school and have a passing school percentage reported to the Ministry; and
• Write the provincial exam at one of the scheduled exam times set by the Ministry; and
• Obtain a final mark in the course of at least a C- (50% minimum) based on the combination of school marks (based on the challenge) and exam marks. The minimum passing score is the same as for students enrolled in the course.

Equivalency Policy

Courses taught outside the British Columbia school system that substantially match the curricular competencies of Ministry Authorized or Board Authority Authorized Grade 10-12 courses are eligible for credit through equivalency. For example, a student who completes a course in Alberta may receive credit for a comparable course in British Columbia through equivalency.

Flex Academy will award credit through equivalency following the procedures:

For the purpose of determining equivalency, the comparison of courses may be based on factors such as the following:

To be deemed equivalent, sufficient content should have been covered to enable the student to be successful in further learning in the content area. For a Grade 11 or 12 course, there should be a match of approximately 80 percent or more of learning standards.

To receive credits through equivalency, students must provide the appropriate documentation as proof of successful course completion.

For reporting and transcript purposes, Flex Academy will assign a letter grade and percentage to all credits awarded through equivalency. If the student's documents show only a letter grade or level, Flex Academy may choose to assign a percentage, based on the mid-point of the matching British Columbia letter grade range. Flex Academy may use Transfer Standing (TS) if it is not possible to determine a letter grade and a percentage from the documentation.

Dual Credit Policy

Policy Statement

Students may earn credits toward graduation in a variety of ways. In addition to earning credits by successfully completing courses delivered by a B.C. public or independent school, students will be awarded credits through this policy for dual credit courses. 

Rationale

Learning is a life-long activity. Students learn in a variety of ways, some of which take place outside of British Columbia or outside of the regular secondary school program. Flex Academy will grant credit towards graduation for learning that has been assessed and matches or exceeds provincial, national or international standards.

Policy in full

This policy describes how Flex Academy awards credit to students who have successfully completed an equivalent Grade 10-12 course from an educational jurisdiction or institution outside the B.C. school system.

Flex Academy will award credit based on equivalency for Grades 10-12 Ministry-developed courses (including courses with a Graduation Program Exam) and Board Authorized courses. There is no limit to the number of credits students may be awarded through equivalency.

Credit from Post-Secondary Courses Policy

This policy describes how students earn credit towards graduation by earning credit for courses at specific post-secondary institutions. Equivalency credit will be awarded based on the Course Challenge and Equivalency Policy.

Students are entitled to earn dual credit if they earn credit that leads to a post-secondary credential from a member post-secondary institution of the British Columbia Transfer System or offered in French through Educacentre.

Post-secondary courses for which credit may be earned must be documented as follows:

• Listed in the most recent edition of the British Columbia Council on Admissions and Transfer Guide, or
• Specified in individual Career Technical Centre (CTC) program agreements, or
• Included in a BC public post-secondary institution's calendar as a course leading to a credential of one year or less, a two-year diploma or a four-year degree

Applicable post-secondary level courses count towards the required number of Grade 12 level credits needed to satisfy graduation requirements.

Procedures for Earning Dual Credit

Flex Academy will assign all credits earned at a post-secondary institution a letter grade and percentage for reporting and transcript purposes. Provided a course consists of the standard number of hours for most courses offered at that post-secondary institution, such courses will be awarded four credits, regardless of the number of credits indicated on the post-secondary institution's transcript. However, if the course at the post-secondary institution is offered in modules, credits awarded should be proportionate to 4 credits for the whole course.

• All post-secondary level courses will be reported using course codes listed in the online Course Registry.
• Adult Basic Education (ABE) courses do not count for dual credit. For information on how to report these for credit toward graduation, see the online Course Registry.

School Completion (Evergreen) Certificate Policy

In accordance with the Ministry of Education's School Completion Certificate Program, HCOS will grant a student with inclusive needs a School Completion (Evergreen) Certificate if the student:

• Has an IEP (Individual Education Plan) and:
  • is enrolled in an educational program that is not designed to meet the graduation requirements set out in Ministerial Order M302/04, the Graduation Program Order.
  • meets the learning outcomes described in the IEP, if that IEP contains all the learning outcomes of the student’s educational program, or
  • has successfully completed their program, if the IEP does not contain all the learning outcomes of the student’s educational program.
    
  • parents will be aware of, and have been consulted prior to,  movement of a student to a School Completion Certificate. 

Safety

Anaphylaxis Policy

Anaphylaxis is:  is a severe allergic reaction that can be fatal, resulting in circulatory collapse or shock. The allergy may be related to food, insect stings, medicine, latex, nuts, etc.  The purpose of the policy is to provide an outline for prevention and care for a student with a known anaphylactic response.

Anaphylaxis Policy

Upon student application, if medical alert- life threatening or severe medical condition- is noted, Parent is asked to complete the medical planning form provided by the school. 

For Parent Accompanied Events:  Expectation of Parent to assume parental responsibility, carry the epi-pen and administer if needed. 

For school run events: 

• We require a Permission to Administer Medicine form (updated annually)
• Parent provides Epi- pen onsite
• Stored appropriately with Teacher/ supervisor access and kept nearby
• All those in care of the student throughout the day provided with a copy of the Medical Planning Form and aware of the epi-pen’s location
• Annual staff training with local school nurse provided
  • review signs and symptoms
  • common allergens
  • avoidance strategies
  • How to use/administer epinephrine auto- injector  
  • Discussions to raise team and participant awareness
  • Annual refresher required
    
  • Your local school nurse is also a valuable resource and may provide practical training as needed
    • Free anaphylaxis training, video/quiz/certificate Allergy Aware Website
    • Video on How to Use an Epi-Pen
    • Information on Anaphylaxis  
• Allergic response is immediately treated with epi-pen, not Benadryl
• 911 is called
• Parent to be notified
• Flex representative to accompany to hospital awaiting parent arrival
• Flex representative to call Director of Flex Academy and complete the Accident Report Form.
• Director follows up with family and staff to consider future care considerations 
• Student allergy alert information noted within Encom for future reference with note for parents encouraging use of Medic-Alert identification
  

Bus & Transportation Safety Policy

1.0   Definitions 

1.1  In this Bus Safety Policy, the following terms have the meanings set out below:

              1.1.2  “inspection” means an assessment of the safe condition of the bus. 

              1.1.3  “driver” means the parent, guardian, or other legal representative of a student.

              1.1.4  “student” means a current student of Flex Academy or Heritage Christian Online School.

              1.1.5 “the school” means Flex Academy and its  parent Kelowna Christian Center Society.

              1.1.6  “rules” means an expected code of conduct for students riding the bus

              1.1.7  “evacuation” means the removal of students from the bus in a potentially dangerous situation 

2.0 General

2.1 Flex Academy believes that field trips are a necessary part of education, so we have committed time and resources to use our own school buses for transportation to these field trips.  The Flex bus is owned and operated by the school and its personnel, so we believe the bus is an extension of the school. Students travelling on school buses are under the jurisdiction of their principal and are subject to the code of conduct of Flex Academy. 

3.0 Inspections 

3.1 Flex Academy will ensure that the buses are in safe operating condition before they go out with students in them.  The school will:

              3.1.1  Have mechanical inspections done twice a year

              3.1.2 Have yearly decals updated on the bus from the official ministry of transportation inspectors

              3.1.3  Have pre-trip inspections done each day before a bus goes out on a field trip.

              3.1.4  Have suitable insurance in place 

4.0 Drivers 

4.1  Drivers are expected to have an up-to-date professional class 1, 2 or 4 license.  Drivers may be asked to have a copy of their drivers extract on record.

4.2  Drivers are responsible for pre-trip inspections. If the safety of the vehicle is under question, or if the road conditions are unsafe, the driver is authorized to cancel the use of the bus and have the school make other arrangements for the field trip.

4.3  Drivers should know the state and placement of the first aid kit, the fire extinguisher and snow chains, emergency exits and flares/triangle.

4.4  Drivers must be familiar with bus evacuation procedures

4.5  Drivers should train chaperones on student rules and evacuation procedures and conduct an annual drill

4.6  Drivers are expected to check the bus for cleanliness before and after the trip

4.7  Drivers should remind students of the bus rules before every trip 

5.0 Student Rules for Bus Trips 

5.1  Always follow the bus driver’s instructions

5.2  Face forward and stay in your seat.  Do not sit sideways, backwards, stand, or move about the bus.

5.3  Keep the aisle of the bus clear at all times.

5.4  Always keep your head, hands and arms inside the bus.

5.5  Throwing objects inside or outside of the bus is not permitted.

5.6  Keep noise levels down. The driver needs to concentrate to safely drive the bus.

5.7  Fighting, shouting, or use of obscene language is not permitted.

5.8  Use the garbage container provided

5.9  Remain in the seat until the bus comes to a complete stop. 

6.0 Evacuation Information

6.1  Drivers must be familiar with evacuation procedures.  They will not be expected to conduct evacuation drills, because the school only has field trip buses, not daily to and from routes. 

Drivers should advise chaperones of evacuation exits/procedures and rules before the trip.

6.2  Usually, students remain on the bus during an emergency. But two situations require

passengers be evacuated from the bus:

              6.2.1 fire, or danger of fire

              6.2.2 unsafe position

6.3  There are several types of evacuations:

              6.3.1 Front door

              6.3.2 Rear door

              6.3.3 Combination evacuation

              6.3.4 Emergency window or hatch evacuation

6.4  Front door evacuation is usually used when there is little or no danger and when time is not a factor (i.e.: if the bus breaks down or similar problem).  

7.0  Evacuation Procedure 

7.1  Use the following procedure with the (most suitable) emergency exit

              7.1.1  Set parking brake, and turn off engine (remove key).

              7.1.2  Stand, open the door, face the children, and get their attention.

              7.1.3  Give the command: “We will be evacuating the bus by the (best evacuation route).  Leave everything on the bus”

              7.1.4  The driver appoints two (2) leaders who leave the bus and all students will follow to a safe place AT LEAST 35 METERS from the bus and remain there in a group until given further instructions by the leaders.

              7.1.5 Appointed leaders are to stand outside the front door to count and assist passengers as they leave the bus.

              7.1.6 Standing between the first occupied seats, you will then turn and face the front of the bus and starting with the right-hand seat, tap the shoulder of the student nearest the aisle to indicate that those occupants should move out. Say, “WALK, DON’T RUN – USE HAND RAILS.”

              7.1.7 Hold your hand before the occupants of the left-hand seat in a restraining gesture.

              7.1.8 When the students in the right-hand seat have moved forward far enough to clear the aisle, dismiss the occupants of the left-hand seats.

       7.1.9 Continue evacuation procedures as described, right and left seats alternately, until the bus is empty. When the last seat is empty, walk to the front of the bus and check to see that everyone is out

Child Abuse and Neglect Policy

Preamble 

Flex Academy is committed to the prevention of child abuse and the enhancement of the well-being and safety of the students entrusted to its care. This commitment is made first and foremost as an ethical and legal responsibility but is also recognized as a response to government and societal expectations for the well-being and safety of students. 

Purpose 

The purpose of this policy is to provide specific guidance to the employees and contractors of Flex Academy in fulfilling the commitment to assist in child abuse prevention and in providing reporting protocols if child abuse is suspected or known to have occurred. 

Guiding Principles

The following guiding principles are provided to inform all parties serving children and families. 

• The safety and well-being of children are the paramount considerations. 
• Children are entitled to protection from abuse, neglect, harm or threat of harm. 
• A family is the preferred environment for the care and upbringing of children and the responsibility for the protection of children rests primarily with the parents.

Protocol on Reporting Child Abuse and/or Neglect Involving Parents or Parental Failure to Protect a Child 

The following protocol will be used when dealing with a suspected case of child abuse: 

• Any school personnel who suspect or have information that a child is being abused, or at risk of being abused, must promptly contact the Ministry of Children and Family Development (MCFD) or the Delegated Aboriginal Child and Family Services Agency and the Appointed School Official (ASO) or Alternate Appointed School Official (AASO).

To make a report, call the MCFD at 1-800-663-9122 or the Delegated Aboriginal Child and Family Services Agency at 1-800-663-7867 any time of the day or night. The person who answers will make sure concerns are directed to the right place.

To contact the Head of Schools, refer to the numbers in the Student at Risk Team page.

• If a child is in immediate danger, school personnel should call police (911 or local police) to intervene.
• If ASO or AASO is the alleged abuser, then after reporting to the previously mentioned agencies, please report to the Director of Inclusive Education, who will notify the Acting Executive Director of Kelowna Christian Center Society (KCCS), who will notify the board of KCCS.
• It is the legal duty of all persons who have concerns that a child is being or is likely to be abused or neglected to report to the appropriate authorities, who will assess the report and, if appropriate, investigate. 
  • “Anyone who has reason to believe that a child has been or is likely to be physically harmed, sexually abused or exploited, or neglected by a parent or guardian, or otherwise in need of protection as set out in Section 13 of the Child, Family and Community Services Act is legally responsible under Section 14 of the Act to report promptly to a child welfare worker. “Reason to believe” simply means that, based on what was seen or information received, a person believes a child has been or is likely to be at risk. The reporter need not be certain. It is the child welfare worker’s job to determine whether abuse or neglect has occurred or is likely to occur.”
  • If school personnel are uncertain about their duty to report, phone MCFD to consult with a child welfare worker who can discuss the options and appropriate course of action.
  • Reporters should:
    • not contact the parents or guardians who may be involved in allegedly abusing the child; this is the responsibility of the child welfare worker.
    • cooperate fully with any resulting investigation, including assisting with the interviews of children and staff as necessary. 
  • Flex Academy will protect personal information regarding the investigation, including the reporter’s identity, against improper or unauthorized disclosure or use. Reporters should not share information with outside agencies about child abuse investigations, particularly if the police are involved.
  • The ASO or AASO will ensure that the school environment is safe during any investigation.
  • School personnel will support students who are victims of child abuse or neglect.

Procedures Where Allegations of Child Abuse are Made Against Flex Acadmey Staff, Volunteers, Contract Service Providers or Others in the School Setting

• According to the MCFD handbook, “The BC Handbook for Action on Child Abuse and Neglect – For Service Providers”, p. 32, “If the abuse occurs in a setting such as a school, youth custody or child care centre, the head of the organization is responsible for responding.” 
  • It is the legal responsibility of school administration and employees to provide a safe learning environment for students.
  • If school administration and employees believe that a child is being abused or at risk, there is a legal duty to report the concern to the local child welfare worker and the police if the child is in imminent danger. 
  • The ASO or AASO has the primary responsibility for responding to and taking action with regard to allegations of child abuse involving school employees, volunteers, contract service providers, or others on school property or supervising an school activity outside of the school.
    • Where there are allegations of child abuse by a school staff member, the ASO or AASO is responsible to investigate the allegations and report the matter to a Child Welfare Worker if there is reason to believe that the child is in need of protection, or the police if there is reason to believe the child is in imminent danger or that a criminal offence has been committed. The ASO or AASO has the authority under the Independent School Act (ISA), Section 7 (2) (b) to suspend a school staff member whose presence threatens the safety and welfare of students.
    • Where there are allegations of child abuse by a staff member, volunteer, contract service provider or other persons, the ASO or AASO has the authority to issue a No Trespass Order prohibiting attendance at school events by a person whose presence threatens the safety and welfare of students. The order, provided orally or in writing, to the volunteer, contracted service provider or other person, and copied to the police, must specify the date of issue, the reason for the order and the termination date of the order (Such orders may be re-issued on an annual basis if required). This authority is provided under the Trespass Act, s. 4 (1), (b)(c).
  • School personnel who have reason to believe that another employee, volunteer, contract service provider or other person attending or supervising a school activity has abused a student, must report the incident or information to the ASO or AASO. It is the responsibility of the ASO or AASO to investigate the allegations and, in collaboration with the school personnel, determine what action is required.
  • The ASO or AASO must inform parents of children alleged to have been abused in the school setting of the allegations and the outcome of the school investigation, unless there are special circumstances, e.g., relating to a child protection or police investigation, or endangerment of the child.

Reporting to the Police

• Not every incident that might constitute an offence if proven will warrant police involvement. School administrators are expected to exercise judgment. Where there is reason to believe that the alleged child abuse by employees, volunteers, contract service providers or other persons may constitute a criminal offence warranting police involvement, the school official should consult with the police regarding the matter.

Reporting to a Child Welfare Worker 

• Although the primary responsibility for dealing with abuse allegations involving school staff, volunteers or contract workers rests with the ASO or AASO, there may still be a need to report to a Child Welfare Worker. Where there is reason to believe that abuse or neglect has taken place outside the scope of the school investigation and the parent is unwilling or unable to protect the child, or there is reason to believe that the parent is unwilling or unable to protect the child with respect to the abuse that is the subject of the school investigation, a school administrator must report this to a Child Welfare Worker in accordance with the Child, Family and Community Service Act (CFCSA).

Duty to Report Professional Misconduct

• An authorized person (certificate holder or a person who holds a letter of permission), must promptly provide the commissioner a written and signed report if the authorized person has reason to believe that another authorized person has engaged in conduct that involves sexual abuse or sexual exploitation of a student (Teachers Act, s 38 (1)(b)).
• If the ASO or AASO suspends, dismisses or disciplines an authorized person for misconduct that involves physical harm to a student or minor, or significant emotional harm to a student or minor, the ASO or AASO must without delay send to the commissioner a report regarding the suspension, dismissal or disciplinary action (ISA s. 7.2). If an authority suspends, dismisses or disciplines an authorized person, the authority must without delay notify the ASO or AASO who must without delay report the matter to the commissioner (ISA s. 7.3). 

Protocols on Relationships with Partner Agencies

• Flex Academy will obtain the names and contact information of local agencies that will provide assistance when dealing with child abuse and/or neglect.
• The ASO or AASO will inform Flex staff of local protocols that are in place with MCFD or a Delegated Aboriginal Child and Family Services Agency, for cases of suspected child abuse and/or neglect. Police are contacted whenever there is a criminal investigation, or the child is in immediate danger. School personnel should become familiar with these protocols.
• School administration will promote a working relationship with the local MCFD and Police on reporting suspected cases of child abuse and/or neglect and cooperating with these parties in their response to reports. The school will identify personnel within MCFD who are able to support the school in training staff to recognize signs of abuse, protect abused students and report abuse and neglect to the appropriate authorities. 

Staff Training and Review 

• The ASO or AASO will ensure that annual training is provided to all teachers, educational assistants, administrators and any support staff who are working with children, and ensure they are aware of and understand how to carry out their legal duty when responding to concerns about child abuse and/or neglect.
• Training will include recognizing child abuse and/or neglect, what actions are required, prevention measures, reporting child abuse and/or neglect protocols, and everyone’s legal responsibility if they suspect abuse and/or neglect of a child.
• Administration will train school personnel on how to respond when concerns about child abuse and/or neglect arise. This information is available in The BC Handbook for Action on Child Abuse and Neglect.
• Administration will annually review with school personnel the information on different types of child abuse, recognizing child abuse and/or neglect and types of disclosures that abused children may provide (this information is available in The BC Handbook for Action on Child Abuse and Neglect, pages 21 – 33). Individual school personnel will document their participation in annual training.

Communicable Disease Prevention Protocols

Flex Academy protocols for face-to-face programming are formulated in alignment with HCOS Mission Vision and Values and in conjunction with guidance received from the Ministry of Education K-12 Educational Recovery plan. This page is updated as needed and is current with ministry information. 

Key points to note:   

• Enabling children to maintain face-to-face learning, recreational and social activities is important to their overall health and well-being. 
• Prevention measures such as regular hand washing, staying home when sick, and choosing to wear a mask or face covering and respecting the personal space of others continue to be seen by Public Health as effective at reducing the spread of COVID-19 and other illnesses. 
• Ensuring that teachers and students are health aware by regularly checking for symptoms of illness (including symptoms of COVID-19) and staying home when sick and unable to participate fully in routine activities.  
• A continued regime to providing a clean and safe learning environment continues.
  • Frequently touched surfaces and shared equipment are cleaned and disinfected regularly and when visibly dirty.
• Vaccines are not mandated for staff and students over the age of 5 who could be vaccinated. The government will focus on encouraging greater vaccination levels across the province.
• The wider provincial or local health authority orders will govern extra-curricular school activities.
• Respect for the personal choice of others to wear or not wear a mask.
• Respect for the personal space of others.

Parent Initiated Activities 

• If a parent engages a third party to provide a learning activity for their child, it is the parents' responsibility to ensure reasonable health and safety measures are in place for those programs or services. 

School Run Programs and Events

• Parents are encouraged to review protocols with their child(ren), as appropriate, to help prepare for their attendance of face to face activities.
• Adults and children on-site are responsible for being health aware. To support this, monitor personal health, and stay home if sick (common symptoms associated with seasonal allergies are exempt, but please inform staff for their awareness).
• If adult or student attendees develop symptoms of illness while on-site, the individual will be separated from the group and head home or be picked up.
• Each child should be provided snacks/lunch and a full water bottle, and basic school supplies. A water bottle may be refilled; mouths should not touch fountains.
• While exercising caution and care for your community, any student without symptoms may still attend school if a household member develops new symptoms of illness, including testing positive for COVID-19. 
• If a student or adult participant is sick, let the staff know of the illness and stay home until symptoms disappear. If there is a positive COVID test, follow the directions provided by public health. 
• If students are attending a field trip, the host site's communicable disease plan will be reviewed prior to booking to help ensure student safety.

• Sources
• Provincial COVID-19 Communicable Disease Guidelines for K-12 Settings
• Safe Schools Website
• Information from BCCDC for vaccination for children ages 5-11 yrs

First Aid Policy

This page provides information on the First Aid Policy for Flex Academy.

Flex Academy has the following First Aid Attendants:

NAME	DEPT	LEVEL	NOTES
J’aimee Graston	Flex	2	905/907 Campus
Justine Dehod	Flex	1	905 Elementary Campus
Shawna Giesbrecht	Flex	1	905/907 Campus

• First Aid Kit:  
  • Flex Academy is equipped with first aid kits in each of our campus building
    

Systems are in place to follow up with students who indicate on their application form that they have a  medical alert that the school needs to be aware of.

Flex Academy Directors and the Flex Academy Inclusive Education coordinator collaborate to ensure Medical Safety plans are in place for students with severe anaphylaxis, seizures, diabetes or any other serious medical condition as required and reported to the school on a student's medical planning form.

Flex Academy staff receive epi-pen refresher training on an annual basis, as well as anaphylaxis training from allergyaware.ca

Harassment and Bullying Prevention Policy

The safety and well-being of children at Flex Academy is of paramount consideration. Children deserve to be protected from abuse, neglect, bullying, harm or threat of harm. Therefore, Staff and Teachers will ensure that children attending our school experience a Christian learning environment that enables every child to know they are special because they are created in the image of God, and should feel safe, accepted and respected.

Flex Academy is involved in ongoing work and training to ensure that students feel respected and connected with our community. This includes protection of our students’ physical safety, social connectedness, and inclusiveness as well as protection from all forms of bullying, regardless of their gender, race, culture, religion, disability, sexual orientation or gender identity and expression, while remaining consistent with Flex Academy's faith-values, cultural perspectives and philosophical values.

Behaviour that does not respect the individual’s honour and dignity will be immediately dealt with upon consultation with leadership, staff, teachers and parents.

Because we seek to foster a safe environment for all, Flex Academy will take all reasonable steps to prevent any and all retaliation by a person against a student who has made a complaint of a breach of this policy.

Resource: ERASE is a comprehensive prevention and intervention program that builds on effective progress already in place to ensure consistent policies and practices across all school districts backed by strong community partnerships.  Four different types of bullying are outlined: Physical, Social, Emotional, Verbal, and Cyber.  In addition to providing resources for parents, students and educators, ERASE also provides an Online Reporting Tool for students or parents to report incidents of bullying.   For more information on ERASE, visit the Erase Bullying Website.

Cyber-Bullying and Bullying Prevention

Statement of Purpose

Flex Academy is committed to fostering, through example and guiding practices, an online and physical environment that works to keep students and staff safe from cyberbullying and bullying. Reported incidents will be taken seriously and fully investigated. Any form of cyberbullying or bullying will be confronted. Action to resolve bullying may result in suspension or deletion from Flex Academy social networking, blogging, or school community events.

Definition of Cyber-bullying and Bullying

Bullying is a relationship problem exerted from a position of power, where repeated physical, verbal or social aggression causes embarrassment, pain, or discomfort. Bullying acts may be intentional or unintentional and perpetrated by individuals or groups. Cyberbullying applies to aggressive acts to belittle or defame an individual through repeated digital communications (e.g., social networking forums, emails, websites, blogs, webinar platforms, chat lines, etc.) Cyberbullying and bullying may include threats, name-calling, insults, sexual harassment or racial slurs.

Physical bullying includes all of the above, with the addition of hitting, shoving, stealing, or damaging property when it is in a physical context. Bullying is not necessarily the case in every situation that may result in conflict. Student disagreements, speaking in a perceived aggressive tone, confronting someone's behaviour, misunderstandings, and personality struggles are all examples of normal human interaction that isn't necessarily bullying when there is no evidence of controlling aggressive behaviour.

Student and Parent Guidelines

• Do not become involved in any form of bullying.
• Do not answer abusive messages or emails.
• Do not delete, but record, all abusive messages and report them to one of the school authorities.
• Do not give your personal email address to peers or other students' parents.
• Do not share embarrassing images.
• Get permission before forwarding other people's messages or images.
• Realize that digital communication is permanent.
• Do not respond in anger. Pray for wisdom and seek your teacher's counsel.
• Jokes are easily misunderstood, especially through digital texts.
• If safe to do so, intervene to protect a student who is being bullied.
• If a student/parent believes they or someone in the school is a victim of cyberbullying or bullying, they are to report the incident/situation as soon as possible to a school governing authority over the online platform.
• Emails, blogs, tweets, Facebook, cell phone texts, etc.: teacher, regional administrator, or director.
• Zoom/Skype: teacher, regional administrator, or director.
  

Teacher and Staff Guidelines

• Model respectful and edifying communications.
• Refrain from disparaging, defaming comments.
• Take a stand against cyber-bullying.
• Discuss bullying with students.
  • Definition of cyberbullying and lessons to address this can be found here. 
  • Types of bullying behavior
  • Damages to both the bullied and the bully
    • Right Now Media 
    • Media Smarts
    • OverDrive Ebook resources on Digital Wellness, SORA - Digital Wellness gr. K-4, SORA - Digital Wellness gr 5-9 and SORA - Digital Wellness Resources for Educators 
  • Process of reporting bullying incidence
  • School actions that could apply
• Pray for discernment.
• Record (save and/or print offending material) clearly inappropriate messages, images, including date(s), time(s), and name(s) involved.
• Report any complaint to a school administrator (Director, Assistant Director or Head of School). Forward the details and evidence related to the incident (date, time, names, and school event or cyber platform.)
• The school will report back to the parent or student on the action that has been taken.

Leadership Guidelines

• Affirm the individual for reporting the suspected cyber-bullying or bullying incident.
• Thoroughly investigate the reported one(s) through questions to verify the alleged incident.
• Contact parents/guardians of all students concerned in the bullying incident.
• Provide feedback to those concerned.
• Report the investigated incident to a Director.
• The Director will apply an action plan appropriate for protecting and empowering the victim(s)/school community and to disciple the alleged cyber-bully. When possible and appropriate, action will encourage the reconciliation of the individuals involved.
• If needed, contact relevant professionals.

Resolving Action

• Involve parents.
• Mentor students in social and emotional skills.
• Temporary or permanent suspension from Flex Academy, including regular school programming, school social networks, blogs, webinar chat options, and other school activities such as learning camps and field trips.

Internet Safety & Literacy Tips for Parents

At HCOS our students are encouraged to become wise, digitally capable learners who can search online within boundaries, ensuring Internet safety and healthy learning. With this in mind here are some useful rules for providing Godly education for your new Flex learner.

• Talk to your students about responsibility while online regarding hours of use, which sites may be accessed and which ones are undesirable. Educate yourself about the Internet and which sites your students are using.
• Create family rules, including hours of use and which sites may be accessed and which ones may not. Use nanny filters if necessary.
• Place your computer in a central, open location like the living room so Internet time can be supervised.

Guiding your Students Online

To ensure your students feel safe online please follow the suggested guidelines. Look into setting up the following bookmarks for their own special folder:

• Digital Wellness - HCS Learning Commons
  • For quality Christian educational links you may send your students to the following subject index at HCOS Linking Library
    
    • Instill a sense of empathy in your students.  Teach them to treat others like you want to be treated.  Encourage positive behavior online at all times.
    • For research use existing current and reliable subscriptions and databases offered freely with our school such as Explora, Gale Cengage, WorldBook, Pebble Go and Learn 360.
    • Share the learning commons resources that are available for our families with our Internet Safety pages and also our Research Pages for grades K-5 and grades 6-9 and grade 10-12.
    • Teach your students about current awareness and digital literacy skills using our subscriptions Everfii, The Canadian Reader, and What in the World.  What are digital literacy skills? The BC Ministry has them outlined here on this page.
    • CommonSense comes with digital literacy lesson plans for all grades.  Digital Compass.
    • BeInternetAwesome comes with Internet awareness/safety lessonsBookmark several subject indexes such as the following child friendly sites
    • Teach your students about fake news with Brake the Fake from MediaSmarts
  • For quality Christian educational links encourage students to use our web linking portal to be found within the Insignia search portal.
  • Bookmark high school student search engines such as Google Scholar, Wolfram Alpha, and Research Gate.
  • Bookmark primary school search engines such as Kidtopia, Kid’s Search Engine, Duck Duck Go,  GoGooligans,  Kiddle  and indexes like Teach The Children Well.

    Create a desktop for students with bookmarked sites so that students know to follow rules with suggested sites.  

  • On RightNowMedia have your high school students engage in a thought-provoking Bible study on digital citizenship.   This study encompasses sexting, digital technology and creating balance online for middle grades and up.

  • OverDrive Ebook resources on Digital Wellness, SORA - Digital Wellness gr. K-4, SORA - Digital Wellness gr 5-9 and SORA - Digital Wellness Resources for Educators 

Preserving Privacy

• Encourage your students to refrain from putting pictures up of themselves or identifying information such as phone numbers, email addresses, passwords or credit card numbers.
• Encourage open dialogue with your students about other people who might engage them about personal information.
• Teach your student that talking to a stranger on the Internet is the same as talking to a stranger on the street.
• For additional resources look at Privacy Pirates;  An Interactive Unit on Online Privacy from MediaSmarts as well as Commonsense Lesson Plans - Protect Your Students’ Data and Privacy, and Privado for a private search engine that doesn't store your searches or IPs).

Possible Hazards

• Alert your students to possible online dangers such as giving out personal information to strangers. Advise them to stay clear of chatting online in chat rooms with people they do not know. Younger children should not be in chat rooms, and older children should ask permission before entering chat rooms with which you
• If your child starts receiving inappropriate mail or phone calls get to the bottom of it immediately.
• Tell your students that if someone harasses them online or makes them uncomfortable in any way they should tell a parent or teacher or someone they trust.
• Contact the police immediately if your student receives child pornography, is sexually solicited, or has received any inappropriate explicit images on the Internet.

Information on Cyber Safety

• Internet Awareness for Parents MediaSmarts
• Get Net Wise Get Net Wise
• The White Hatter
• Digital Citizenship: Guide for Parents
• Focus on the Family
• The Canadian Centre for Child Protection has issued a Cybertip.ca Alert for parents on how talk to youth about online extortion. Review a tip sheet for parents.
  
  
  We also encourage all parents to sign up with Cybertip to receive information on concerning technology trends as they emerge.

Safety Hazard Reporting

The KCCS Safety Hazard Reporting form will go directly to the KCC safety team, where it will be actioned promptly. Flex staff can report observed safety hazards using this form.

Safety Hazard Reporting form

Water Testing Policy

Flex Academy stays compliant with water testing requirements (less than 0.005 milligrams per litre) (testing once every 3 years) as per BC Source Drinking Water Guidelines and The Guidelines for Canadian Drinking Water Quality.

If results are not within acceptable guidelines the school will inform the health authority, independent school office and undertake any needed mitigation. The school will communicate with parents and the school community in a timely manner. 

Where external rental facilities are used for face to face learning, students are required to bring potable water to the site.

Families can review the regulations that govern the protection and access safe drinking water in British Columbia here:

• Lead Information Package - Some Commonly Asked Questions About Lead and Human Health
• Drinking Water Protection Act
• Drinking Water Protection Regulation
• Public Health Act
• Independent School Act

Academic Integrity Policy

Rationale

At Flex Academy, we believe students are reflective and adaptable thinkers who act with honesty, integrity, and transparency, walking in the wholeness that comes from an authentic relationship with Jesus Christ. Our expectation is that students will submit work that genuinely demonstrates their learning. 

Academic integrity is the quality of being honest, truthful and responsible in a school setting. It includes submitting work that reflects the original thoughts of the student along with the proper citing of sources when used to enhance a student’s work. 

Academic integrity includes, but is not limited to:

• Honest and ethical use and citation of all print, digital, and other resources

• Honest and ethical use of artificial intelligence (AI) and other technology

• Honest and ethical interaction and reception of support from teachers, guardians, EAs, tutors, or other students

As the internet and technology advance, we know that resources and tools are readily available to provide shortcuts on that journey. Our goal with this policy is to provide guardians and students guidelines for how teachers will address the use of these tools and ensure students are developing the skills necessary to succeed. It is our intention to walk together through a restorative process with students and guardians, ensuring that students are able to explain their choices and participate in determining the next steps. 

Guiding Principles

These principles will be applied across all academic areas:

• By submitting an assignment, students are attesting that they have completed the assigned work in accordance with this academic integrity policy.

• Students may not submit work that anyone or anything else has created and call it their own without proper use of quotation marks and citations.

• All sources should be cited according to the instructions given in the course that the student is completing. For example, more complex citation requirements will be present in a Grad level course than a Grade 5 course. 

• Teachers, guardians, EAs, and tutors may provide support for a student in various ways according to the student’s needs, but the level of support provided should be indicated on the assignment itself so that the teacher can accurately assess the student’s understanding and achievement. 

Definitions

“plagiarism” - to steal and pass off (the ideas or words of another) as one's own; to use (another's production) without crediting the source Merriam-Webster Dictionary (2022)

“artificial intelligence” - computer systems that utilize techniques like machine learning, neural networks, and transformers to perform tasks such as problem-solving, decision-making, pattern recognition, and generate content such as language and images 

Plagiarism

Credit, in the form of a citation, must be given for any content in an assignment that is not original. It is important for students to develop healthy habits of academic integrity when researching, creating, and sharing their work. As we study and learn in an increasingly digital world, it is important to give credit for both written and visual sources (e.g., images). See more on plagiarism here and please refer to this page for more information on citing digital images.

Artificial Intelligence

The introduction of large language models and generative artificial intelligence (AI), like ChatGPT, have created a unique opportunity and challenge for schools and students. As the technology grows, we anticipate increased and diverse uses of artificial intelligence to emerge. As a school with a mission to provide innovative educational opportunities, we want to ensure that students develop healthy habits around the use of AI, enhancing their critical thinking and research skills, not replacing them. To that end:

1. Teachers have the discretion to restrict the use of AI content generators for particular units, assignments, activities or for an entire course.

2. Students will be informed of the general policies toward AI content generators in the course or assignment they are completing. 

3. In the event that a teacher requires or allows the use of AI content generators in a particular course, unit, assignment, or activity, the student must cite the content generator as a source and clearly indicate the extent to which AI was used. Students should be prepared to share the prompts and, if possible, a link to view the conversation that was used to generate the content.

4. Teachers may use AI detectors if they believe a student has submitted work that does not reflect their usual style, voice, or level of work. 

5. Any use of AI content generators that is outside of the parameters allowed by the teacher or which does not properly cite its use will be considered a breach of academic integrity.

Academic Integrity Process

Where a teacher suspects that a student has submitted work that does not represent an accurate representation of the student’s usual level of understanding or output, they will:

1. Engage the student directly in conversation, with the intent to hear from the student how they created the submitted work, their sources, why citations are missing, etc.

2. Engage with the guardian(s) and student if they do not believe the student is being honest about the process.

3. Include school leadership if they believe there continues to be an issue.

Throughout the process, our priority is the growth and development of the student. Where there is evidence of plagiarism or inappropriate use of artificial intelligence, we want to understand and work with the student to arrive at a solution that supports their educational journey, while ensuring academic integrity remains at the forefront. After discussion with all parties, the following levels will be used to determine an appropriate response.

In all cases, teachers are required to document student behaviour so that other course teachers are aware of the discussions occurring. Teachers regularly communicate with one another and are knowledgeable about issues in other courses. Infractions to the Academic Integrity Policy are cumulative across all of a student’s courses.

Attendance & Academic Support Policy

Rationale

School attendance has a significant impact on academic achievement as well as community involvement and connection. There are different interventions for different types of absences.

Conduct

• Students and parents are responsible to ensure that attendance is maintained and to clarify if the absence is excused.

• If a student is absent, parents must call, text, or email the school by 8:30 am.

  • Text – (250) 258-2377

  • Phone – (250) 862-2377

  • Email – office@flex.academy

• If a student is absent, students/parents must inquire about missed work

• Students are expected to be on time and prepared for every class

• If a student is late, they must sign in at the office and get a late slip before going to their class

Excused Absences

• Student Illness

• Health Appointments

• Family Emergency

• Personal Safety Issues

• School trip/event (sports, etc.)

• Family Travel

Lates 

• First block = 10 minutes or more is considered late
• Other blocks = 5 minutes or more is considered late

Students Going Off Site

• Students in grades K-7 on not permitted offsite unless a parent signs them out
• Students in grades 8-12 are allowed offsite during permitted times provided they have parent permission 
• Students must sign out before they leave and sign in when they return 
• If a student leaves to go offsite but does not sign out, the school cannot be responsible for the students whereabouts 

Interventions for Lates

If a student is late three or more times in a set 5-day window of school, they will serve two days of lunchtime detention. Lates will be handled in the following manner and resets after two months:

• 1st offence – 2 detentions

• 2nd offence – 2 detentions & a warning parents to be contacted

• 3rd offence – 2 detentions & parents' meeting

• 4th offence – 2 detentions & possible suspension 

Unexcused Absences (skipped class)

• Skipping classes to go get food/drink

• Missing classes due to getting to school late, leaving early, etc.

• Missing 20 minutes or more of a class period of the class without a valid reason

Students who are late by 20 minutes or more will be considered to be ‘skipping’ unless they have reasonable reason or have been excused by their parents.

Interventions for Unexcused Absences

• After skipping one class, the student will serve two lunchtime detentions, and parents will be contacted.

• If another class is skipped, the student will serve two lunchtime detentions and a parent meeting will be requested.

• Following a third offence, the student will serve a definite suspension

• Subsequent offences will be dealt with on a case-by-case basis

Academic Support Plan

It is expected that students are participating meaningfully in their learning and are keeping up in their courses. When students’ marks slip to failing marks or their pacing in classes lags, it is usually because of absences, inattentiveness, or failure to complete assignments. It is the school’s responsibility to do whatever possible to help students stay caught up in their schoolwork and engaged in their learning. As such, the school has several policies and structures that aim to keep students on track for their benefit.

Students not staying on pace in classes and/or with low marks can be placed on an Academic Support Plan. 

First Tier Supports

• Loss of off-site privileges 

• Requested on-site Flex Days 

• Lunchtime Support Blocks

Second Tier Supports 

• Temporary loss of participation in athletics, drama, extracurricular, etc. 

Acceleration and Retention Policy

Flex Academy Acceleration and Retention Policy

Acceleration Policy

"Acceleration is the practice of placing students at a higher than normal level of instruction to meet their learning needs. It occurs when a teacher provides the student with an advanced curriculum, when a student skips a grade, or when a student takes a specific course at a higher level.

Students can be accelerated by grade, when they are advanced in all areas, or by subject. In the latter case, a student in Grade 6 may be doing math at an advanced level and language arts at his age level.
The BC Ministry of Education’s policy on Acceleration is that 'while many educators resist acceleration as a strategy, research overwhelmingly supports it. Acceleration has been shown to be positive for both achieving and underachieving gifted learners in the majority of documented cases." (Benbow & Stanley, 1983; Kulik & Kulik, 1992 qtd. in Gifted Education.pdf p. 14).

HCOS supports acceleration as a strategy in the support of gifted students.

Research on Promotion vs. Retention

The B.C. Ministry of Education's March, 2009 document entitled "Reporting Student Progress: Policy and Practice" states:

"Research generally supports promotion with intervention over retention. The following is a synopsis of research on promotion and retention.

• The achievement and adjustment of students who are retained tends to be no better than those of comparable children who are promoted.
• Repeating a grade does not ensure that children will overcome the areas of deficiency. 
• Students who repeat the same material without new instructional strategies tend not to attain the same levels of competence as students who are promoted.
• Retained students tend to have a more negative attitude toward school.
• Students who are retained often develop problems in the areas of personal adjustment and socialization. 
• Students who have been retained are more likely to drop out of school.
• Where students have been retained and show significant increases in achievement, there have been marked changes in instructional strategies.
• Retention affects students socially, emotionally and educationally."

Additionally, students who are retained, but not designated or put on an Individual Education Plan (IEP), may not have the additional "grade 13" year to complete Grad (Grades 10-12) requirements. This additional year can enable struggling students to slow their course load and gain the additional support they need in what is presumably the most challenging part of their K-12 education. 

Retention Policy

HCOS prefers promotion with learning supports over retaining students. Learning supports should be managed in collaboration with the Learning Services (LS) department; Regional Administrators (RAs) and Grad Advisors (GAs) should identify at-risk students and funnel them toward Learning Services (LS).

Students cannot be retained without approval from the Head of Schools.

Exceptions

In recognition that December 31st is an arbitrary line that divides one grade from another and that philosophically, parents may wish their "young for their age" student to be held back or their "bright for their age" student to be accelerated, the following exceptions can be made to the above policy. 

• If a student is born in November or December, they may be held back a year, at the parent's request, without going through the LS process, provided that request is made in their grade K/1 years.
• If a student is born in January or February, they may work ahead and be accelerated into grade 2 after their kindergarten year, provided their teacher and LS Consultant are in agreement.
• These accelerations and retentions still need to be noted by the office upon completion of the Acceleration or Retention Request form.

When re-enrolling, Encom allows parents to select the next higher grade for their child. Only Office Admin have permission to select an alternate grade when acceleration or retention has been approved. Parents should re-enroll the student in their next grade and the office will make the change upon Head of Schools approval.

Process of Approval for Acceleration or Retention

Full-Year Acceleration or Retention

Teachers who identify students who would benefit from this strategy should:

Step 1: Consultation: teachers speak with their Learning Services Consultant. Online assessments, discussion with parents, teachers, and regional admin may be part of the process of deciding and using a full-year acceleration or retention strategy.

Step 2: Forms and Approvals: Acceleration and Retention form is filled out by the teacher or LS Consultant. All final full-year acceleration decisions are made by the Head of Schools and will be noted as a pinned log entry in the student’s Communications & Notes in Encom.

Course Acceleration or Retention

Working Ahead: In grades K-9, students who are "working ahead" and are meeting grade level competencies at a quicker rate may be moved ahead as they finish their current course work, with approval from their teacher and input from the RA.

Skipping Grades K-9: Acceleration by “skipping" a course or two in a year must have the support of the current teacher, approval of the new course teacher (if different from the current teacher) and approval of the Regional Administrator (RA). It is similar to a course challenge in Grad and should be based upon the student’s demonstrated ability in that subject area. Online assessment may be required. The RA should note approval in a pinned log entry in the student’s Communications & Notes in their Encom profile.

Course Challenge: Grades 10 - 12: In Grad, courses may not be skipped, they must submit to a course challenge process.

Administration Performance Evaluation Policy

Heads of School, Flex Directors and Flex Administrators will be evaluated as they near the end of their first year of employment with Flex Academy. This evaluation will be comprised of two parts: Administrator’s Self-Evaluation and Supervisor's Evaluation. The two components will be summarized by the Supervisor and will be presented face-to-face with the Administrator.

A written summary will be submitted to be signed by both the Administrator and the Supervisor. The Administrator will keep one copy. A second copy will be placed in their HR file. Administrators will be evaluated annually.

Administrators may be evaluated at the Supervisor's discretion. If concerns arise regarding their performance, the individual will be informed in writing that they will be evaluated sooner than scheduled.

Assignment Grading Policy

Flex Academy takes a cumulative approach to learning. Learning demonstrated close to the communication of student learning is the most reflective of student proficiency and is used as the strongest evidence of learning.

The Four-Point Provincial Proficiency Scale

This four-point scale is used to communicate student learning in all areas of learning in Grades K-9, and it is a requirement for student reporting in Grades K-9. The four points on the scale are Emerging, Developing, Proficient, and Extending.

Grade	Definition
Extending	The student demonstrates a sophisticated understanding of the concepts and competencies relevant to expected learning.
Proficient	The student demonstrates a complete understanding of the concepts and competencies relevant to expected learning.
Developing	The student demonstrates a partial understanding of the concepts and competencies relevant to expected learning.
Emerging	The student demonstrates an initial understanding of the concepts and competencies relevant to expected learning.

Students come into learning situations with their own experiences and background knowledge. Students do not necessarily begin at Emerging or Developing at the beginning of each school year. Similarly, students do not always reach Proficient at the end of the school year and obtaining Proficient is not the end of learning!

 If a student enters a learning experience with Proficient understanding or achieves Proficient during the school year, the aim becomes to dig deeper and reach toward Extending their understanding.

  Assessment provides timely feedback to students for continued learning, improvement and growth.

Letter Grades and Percentages

Letter grades and percentages are used in Grades 10-12 to indicate a student’s learning in relation to the learning standards. The Provincial Letter Grades Order sets out the process for letter grade symbols and corresponding percentages and definitions.

Letter	% Range	Definition
A	86-100	The student demonstrates excellent or outstanding performance in relation to learning outcomes for the course.
B	73-85	The student demonstrates very good performance in relation to learning outcomes for the course.
C+	67-72	The student demonstrates good performance in relation to learning outcomes for the course.
C	60-66	The student demonstrates satisfactory performance in relation to learning outcomes for the course.
C-	50-59	The student demonstrates minimally acceptable performance in relation to learning outcomes for the course.
F	0-49	The student is not demonstrating minimally acceptable learning in relation to the learning outcomes for the course. The letter grade “F” may only be assigned if an “IE” (Insufficient Evidence of Learning) letter grade has previously been assigned for that course.
SG	N/A	Standing Granted: Although completion of normal requirements is not possible, sufficient evidence of learning has been demonstrated to warrant, consistent with the best interests of the student, the granting of standing for the area of learning and grade. Standing Granted may be used in cases of serious illness, hospitalization, late entry, or early leaving, but may only be granted by an adjudication process authorized by the principal, vice principal, or director of instruction in charge of a school.
TS	N/A	Transfer Standing: Although completion of normal requirements is not possible, a sufficient level of performance has been attained to warrant, consistent with the best interests of the student, the granting of standing for the course or subject and grade. Standing Granted may be used in cases of serious illness, hospitalization, late entry or early leaving but may only be granted by an adjudication process authorized by the principal, vice principal or director of instruction in charge of the school.
IE	N/A	Insufficient Evidence: The student has not provided sufficient evidence of learning in relation to the learning outcomes for the course.

Assignment of an "Insufficient Evidence" Letter Grade

1. An IE may be assigned at any time during the school year and is not restricted to term and final reports.
2. Where an IE is assigned, the student and the parent of the student must be informed and have an opportunity to consult with the teacher on the plan of action specified in subsection (3).
3. Where an IE is assigned, teachers must be prepared to identify what the problem is and specify a plan of action that is intended to help students achieve the curricular competencies.
4. An IE may be communicated in a variety of ways, including a written plan, verbally by telephone, or in a direct meeting involving teacher, parents and students.
5. Where an IE is assigned, the IE letter grade must be converted to another letter grade:
   • when letter grades are recorded on the permanent student record card,
   • before submission to the ministry for inclusion on that student's transcript of grades, and
   • before a student's records are transferred to another school unless there is an agreement between the principals of the two schools to defer the conversion of the IE letter grade.

Insufficient Evidence (IE) is not a final grade. This temporary grade aims to get students, parents, and caregivers working with teachers to have willing students demonstrate further evidence of learning to have the student’s mark eventually translated into a proficiency scale indicator or letter grade and percentage.

Successful Completion of Courses in Grades 10-12

Completing a course in Grades 10-12 requires a minimum of a C- grade.

Resources

BC K-12 Student Reporting Policy

Cash Payment Policy

Flex Acadamy follows HCOS policies regarding cash payments, which can be found here

Communication Policy

Flex Academy will make every effort to meet the following protocols in their communication to parents and students as well as between other Flex Academy teachers, staff and administration:

Communicate in a positive, polite and supportive manner, always considering the Christian nature of our school, its teachers, staff and families.

1. In cases where the communication may reflect frustration or conflict, the Flex Academy teacher or staff are advised to include their administration.
2. This does not preclude communication that may be corrective in nature as a teacher often needs to correct a student. It means such communication will be done respectfully and with positive reinforcement.

The school’s preference for communication is first email, then phone.

3. It should be noted that this is a preference only. If a parent or student cannot make contact via email for technological reasons, or for the necessity of clarity that comes with direct voice-to-voice communication, the Flex Academy teacher or staff will indicate an appropriate time to speak on the telephone or via Zoom. If the teacher or staff cannot be reached directly, then contact will be arranged through the Flex Academy office.
4. All Flex Academy teachers and staff are responsible for managing their email in an organized fashion within their email program.
5. All Flex Academy teachers and staff will confine their email communication to their @flex.academy email address and not use private email addresses for school business. If confidentiality is an issue, the preferred communication mode should be face-to-face or phone contact, not email.

A one to two-day turnaround in all communication is expected, except for weekends and holidays.

6. All teachers, staff and administration must check their email daily with the exception of weekends and holidays.
7. All teachers, staff and administration are expected to make timely responses during standard business hours.
8. Teachers, staff, parents and students should avoid the use of urgent markers in email (Importance: High!) unless the issue is truly urgent or time-sensitive.
9. A returned message does not mean that the issue is necessarily resolved within the timeline; it only means that communication has been returned. In the cases of marking papers, sending materials, and resolving tech support, the communication will try to specify projected timelines for resolution. In the case of extended time away from school responsibilities for travel, conferences, or health issues the teacher or staff person will communicate to both the Flex Academy administration first for authorization and then their families and students.
10. It is understood that in the case of emergencies, grace will be extended to teachers and staff and administration will notify families of a plan for communication.

If communication is not being followed through in a timely manner, as outlined in the previous points, the parent or student should notify the Flex Academy office that they have not had timely communication from their teacher.

11. Initially, this contact should be for the purposes of re-establishing communication and resolving the particular communication need.
12. If the communication issue is not resolved satisfactorily, then school leadership should be contacted.

Online courses, including some Flex Academy hybrid courses, have forums associated with each class. The teacher monitors these, and the same rules apply to these forums as per an email.

13. Teachers and staff should set up each forum so that they receive email notifications when a student makes a post.
14. Teachers are responsible for checking student contributions to the forum and ensuring that they meet the appropriate communication standards as outlined at the beginning of this document.

Chat-room/forum protocols should also fit within the guidelines stated at the beginning of this document. The teacher is responsible for monitoring communication within their group discussion.

15. Online class teachers will communicate via Zoom/Skype with their students during posted office hours to answer questions and give instruction or special help.
16. If the teacher can’t make the posted office hours, they will tell the class when the rescheduled time will be. They will also post any news items within their course menu.

Conflict Resolution and Appeal Policy

At Flex Academy we have five different people groups involved in the process of providing education:

• Children
• Parents
• Educators: Teachers, Education Assistants and Learning Coaches
• Administration Staff and Leaders
• School Committee & Kelowna Christian Center Society (KCCS) Leadership

Student to Student

When two students cannot resolve a conflict that is school-related or school-based then it is their responsibility to go to their teacher or supervising authority to find a resolution.

• Students have the freedom to involve their parents but the parent must do all they can to respect the teacher’s role in the process of resolution.
• Parents should avoid directly addressing the other student.
• If a parent cannot maintain that level of objectivity, they should allow the school authority to work through the solution.
• If a resolution cannot be found, then it needs to go to the teacher or grad advisor.

Student to Teacher or Teacher to Student

When a student or teacher cannot resolve a conflict, it is the student's or teacher's role to involve the parents in resolving the conflict.

• The teacher needs to establish their role as a position of authority in the student's life. It is important to understand that the teacher has that ability because the parent has placed their child under that authority. Parents need to respect the teacher and be careful how they question their expertise, particularly in the presence of their child.
• If the conflict cannot be resolved at that level then either the teacher or the parent should involve a Flex Director.
• The teacher may need to involve a Flex Director independent of the parents, in which case the parent may be contacted by the Director or Assistant Director rather than the teacher.

Parent to Educator or Educator to Parent

When a conflict cannot be resolved between the parent and a Teacher, Education Assistant or Learning Coach, either the parent or the Educator should bring the issue to the Flex Administration.

The Director of Flex Academy has a unique relationship with parents, teachers and other Administrators within Flex Academy and within HCOS' wider school community. The Flex Academy Director does their part to be fair to all parties.

Parent to Administration or Administration to Parent

When a conflict cannot be resolved by a parent to Flex administration or vice-a-versa, then school leadership can be appealed to, first in writing and then via phone conversation. Parents and Guardians are encouraged to use the following process for dealing with individual issues or concerns: 

Step One:  The persons directly involved must deal with the issue first.  It is essential that meaningful communication is established right from the beginning.  Both parties must clearly identify the issues being discussed. There must be an open discussion and an honest attempt to settle the issue at this level, considering the understanding that policies must be followed.

Step Two:  If the issues cannot be resolved through open discussion, the matter should be brought to the attention of the Flex Director. 

Step Three:  If Step Two does not result in a resolution, the Director will refer the matter to the Head of Schools at the parents/guardians' request. The Head of School will review the issue and then contact the parent(s)/guardian(s) to discuss the issue in order to work towards a resolution.

Step Four:  If the matter remains unresolved after the prior step, the matter may be appealed to the School Board. The appeal must be submitted in writing, in care of the school, within no more than five days after communication with the Head of School.

Step Five: In extreme situations, the decision of the Board may be appealed to the School’s Association, The Association of Christian Schools International (ACSI) Ombudsperson.

All communication should be done with care and sensitivity to the community we represent.

Conflicts Outside of These Parameters

Occasionally any one of the six people groups will have concerns on a broader scope concerning the school:

• Always try to address the issues to the level of authority at which they can be resolved.
• Work hard to communicate factually - ask the necessary questions to ensure that the facts are straight.
• If you are not satisfied that one level of authority has brought the situation to resolution then you have the freedom to take it to the next level.

Broader issues regarding policy and school procedures need to be addressed with the school leadership, first the divisional director or grad director and the Heads of School, then to the society board.

Personal issues with those in authority need to be addressed first with them and then with their immediate supervisor.

Steps to Conflict Resolution

1. When you are wronged by someone else then it is your responsibility to go directly to that person and speak to them personally. Things to remember:
   • Be careful to try and hear their side of the story. Many times, the situation is only a misunderstanding. There are always two sides to every conflict.
   • As much as possible deal with facts and not feelings. Try to set aside your own hurt enough to inquire and communicate about the actual facts.
2. After you have communicated one-on-one with the individual whom your concern is with and if you are not satisfied with the response, then we can bring someone else into the situation.
   • The purpose of the other person is to help with objectivity not to gang up on the one whom we are trying to address.
   • Let the other person mediate in the conversation – be willing to change your own position based upon their input.
   • Often it is helpful to bring someone in when you are still emotionally troubled over the issue in order to help you both communicate and listen to the other side.
3. If the individual in question still does not listen to you and the other person then you may take it to the next level of authority. Generally, the next level of authority will be able to help resolve the issue in conflict.
   • If satisfaction is not found with the next level of authority then the issue needs to go up the ladder to the next level of authority.
   • Often the next level of authority may disagree or have a different perspective on the issue under examination.
   • If the authorities responsible disagree or don't see the issue in the same light as you then you need to reassess the issue or reassess your relationship with the organization or authority structure.

Throughout the entire process the underlying motives must be to seek the truth and to bring resolution, forgiveness and restitution. 

Course Withdrawal Policy

At Flex Academy we strive to offer flexible course solutions for our students. We recognize that students and parents/families change their minds regarding courses after enrolling, even when a significant amount of the coursework has been completed.

Student Requested Withdrawal

Students can request to be withdrawn from a course by speaking with their teacher or school administration.

If students have completed more than 80 percent of the course as determined by the teacher, students will not be permitted to withdraw. 

Students will be given the opportunity in those cases to either:

• Complete the remainder of the course, including any requested proctored or final exams, or
• Take a ‘zero’ for any remaining outstanding assignments or proctored exams, and a final grade will be submitted. 

The BC Ministry of Education’s reporting order states:

W = (Withdrawal) According to the policy of the board, and upon request of the parent of the student or, when appropriate, the student, the principal, vice principal or director of instruction in charge of a school may grant permission to a student to withdraw from a course or subject. 

Please note that if you withdraw from a course, you will be unable to retake the course until the following semester. You can check with your Grad Advisor on the exact timing.

Flex Academy Administration will grant permission in extenuating circumstances (i.e. extreme illness, sudden change in life situation, etc.) for a student to withdraw if they have completed more than 80%.

Teacher or Grad Advisor Requested Withdrawal

Teachers or Grad Advisors may request a withdrawal from a course when:

• Students communicate directly the request to be withdrawn.
• Students have been enrolled in the course for a year or more, and no plan to complete is in sight. Communication must be sent to the student as well.
• Students are not responding to communication about coursework for more than 8 weeks, and an IGR has been sent.

Please note, that the withdrawal policy (not being able to start a course again until the following semester) applies in these situations as well. As such, if a student reaches out afterwards and wishes to complete the remainder of the course, administration will reach out to the teacher to confirm re-opening the student’s course.

Discrimination Protection Policy

The safety and wellbeing of children in our school is of paramount consideration.  Children deserve to be protected from abuse, neglect, bullying, harm or threat of harm.  Therefore, Flex Academy staff and teachers will ensure that children attending our school experience a Christian learning environment that enables every child to know they are special because they are created in the image of God, and should feel safe, accepted and respected.

Flex Academy is involved in ongoing work and training to ensure students feel respected and connected with our community.  This includes protection of our students' physical safety, social connectedness, and inclusiveness, as well as protection from all forms of bullying, regardless of their gender, race, culture, religion, disability, sexual orientation or gender identity and expression, while remaining consistent with Flex Academy's faith-values, cultural perspectives and philosophical values.

There are many strategies and activities that can be employed within our school to enable students to feel safe, accepted and respected. The following suggestions are provided to facilitate a conversation on strengthening the learning environment for children.

• Engage students in the decision-making process of policies and activities that build community
• Engage parents in the educational program and school life of their children
• Encourage parents to share their culture and expectations
• Promote open communication among administrators, teachers, staff, students, families and communities
• Be proactive in connecting with students who are experiencing academic or social issues
• Communicate expectations, values and norms that support positive health and academic behaviour in the school community
• Acknowledge students by name
• Be visible within the school during class transitions, breaks, and before/after school
• Find ways to acknowledge students for their contributions to the school community, including those where improvement comes only in small increments.

Education Resource Policy

Rationale

Outline the procedures that determine how learning resources are chosen and how Flex Academy will address concerns or challenges.  

Definition of Learning Resources

Learning Resources are texts, videos, software, and instructional materials that teachers use to assist students to meet the expectations for learning defined by provincial and local curricula.

This policy is specific to learning resources which form the core program collection of resources.

Learning resources used in the classroom will be evaluated and approved by Flex Academy with consideration given to curriculum fit, pedagogy, social considerations, age and developmental appropriateness, as well as the school authority’s philosophical, cultural and/or religious values.

Learning Resources Approval Process

Flex Academy will encourage teachers to utilize education media that have been evaluated before being used with students. The evaluation process involves a minimum of two school authority representatives, one of whom is a practicing teacher with at least three years’ experience, preferably in grade level and subject area for which the resources are to be used. The recommended scope of professional learning resources for review includes Primary (Grades K-3), Intermediate (Grades 4-6), Middle (Grades 7-9) and Secondary (Grades 10-12).

The evaluation criteria used in determining appropriate learning resources for the school will include, but are not limited to:

• Supporting the learning standards and outcomes of the curriculum
• Assisting students in making connections between what they learn in school and its practical application in their lives
• Addressing developmental and age appropriateness
• Having effective instructional and technical design
• Meeting the requirements set by copyright and privacy legislation
• Suitability based on the pedagogical, social, philosophical, cultural and/or religious values of Flex Academy.

Resource evaluation will be based on one or more of the following inclusion criteria:

• age
• multiculturalism and diversity
• accessibility
• beliefs and values
• cultural attributes
• socio-economic factors
• humour
• ethical and legal considerations
• language
• course content, skills, and competencies and respect for individual differences
• violence
• social responsibility
• democratic principles
• service learning
• pedagogical perspectives

Authority Approval

The Head of Schools and appropriate Divisional Director will approve resources used by Flex Academy, which become recommended resources for five years unless they are withdrawn. The authority may continue to use the learning resources after five years if the authority grants an extension of an additional five-year period. If a resource is potentially controversial, it will be brought forward for approval by the Board of Directors.

Withdrawal of a Recommended Learning Resource

Learning Resources will maintain a recommended status for five years, after which continued status will be subject to, but not limited to, criteria such as curriculum relevance, currency, and availability.

The recommendation of withdrawal will be made by a committee of at least two representatives of Flex Academy, one being a practicing teacher with at least three years of experience, preferably in the grade level and subject area for which the resources are used. The recommended scope of professional learning resources review will be Primary (Grades K-3), Intermediate (Grades 4-6), Middle (Grades 7-9) and Secondary (Grades 10-12).

A learning resources withdrawal will be confirmed by a motion passed by the Flex Academy Board of Directors.

Challenge to the Use of Authority-Recommended Learning Resources

Challenges to the use of authority-recommended learning resources must be made in writing to the Flex Academy Director, identifying the learning resource and stating why the resource(s) may not be suitable. Challenges will only be accepted from individuals in the school community whose children are directly engaged with the learning resource(s), educators who use the resource(s) or Ministry of Education staff.

Within 14 days of written receipt of a learning resource challenge, the Flex Academy Director will convene a committee meeting consisting of the Director, the Head of Schools, and a minimum of two representatives of Flex Academy, one of whom must be a practicing teacher. The practicing teacher must have at least three years of experience in the grade level(s) and subject area(s) for which the resource is used.

Based on the committee’s recommendation, the authority may dismiss the challenge, raise awareness of the implications of using the resource with the teaching staff, communicate with the publisher and/or withdraw the recommended resource from further use in the school.

The individual issuing the challenge will be notified of the committee’s decision in writing within 14 days after the committee's decision.

Sources of Learning Resources

Flex Academy may use the services of the Focused Education Resources (formerly ERAC) to assist them in choosing or approving learning resources.

Approved by the HCOS Board of Directors, April, 2017.

Choosing Resources Within the Learning Commons

The role of the Learning Commons is to provide digital and non-digital resources from multiple perspectives to address the competencies and content laid out in the BC Ed Plan by the Ministry of Education. In choosing resources, consideration is given to equip our students to become compassionate, collaborative, creative, and inquisitive while understanding personal and social responsibilities. Purchased resources include a wide variety of worldviews.  With due diligence, Learning Commons staff review all resources that reflect content covering the BCEdplan and Christian education.

Learning Commons resources are reviewed and purchased by the curriculum team. The curriculum team consists of a teacher librarian and curriculum consultant. Subject specialists are contacted as needed. Input is sought from our curriculum writers as well.   

Complaint Process

Concerns regarding Learning Commons resources are forwarded to the Chair of the Learning Commons Committee who will respond to each inquiry.  Should there be further action needed, Schedule E will be followed.

For more information please see the Conflict Resolution and Appeal Policy.

Electronic Supervision and Online Session Recording

For the protection of Flex Academy, our staff, our teachers, our parents and our students, we have the following safeguards in place:

• Leadership may at any time request to see any and all email correspondence teacher to teacher, teacher to parent, and teacher to student that is sent through the HCOS email server.
• Leadership may also access teacher to student, as well as student to student electronic communication through Bright Space.
• Students participating in online forums: All forums are teacher mediated. Text is archived and leadership may request transcripts of previous chats.

We do not have access to personal email. Electronic communication that occurs outside of HCOS servers is not accessible to us and we are unable to monitor those communications.

Online Session Recording

Flex Academy considers the privacy and protection of student information of utmost importance.  We also hold the value of community and the relationship between students and teachers to be paramount.  In a hybrid learning environment, this is achieved partially through the use of technology including, but not limited to, video conferencing platforms such as Zoom.

Teachers may occasionally record lessons in order to support student learning (eg for later viewing and review). In order to protect student information, teachers will:

1. Ensure all parents are aware of the possibility of a recording and acknowledge and complete the Online Recording Consent form and ensure no student whose parents have not consented is included in a recording.
2. Will upload the video to one of two approved sources:
   1. Vimeo - ensuring all videos are set to Private and have a password
   2. Google Drive - ensuring the link is only shared with individual email addresses
3. Will ensure the link for the video is not made available publicly or provided to anyone not enrolled in the class or persons who have signed the Kelowna Christian Center Society confidentiality clause.
4. Work with families to find alternatives for students whose parents do not want their image or name in a recording.

Esport Discord Use Policy

Download the PDF E-Sport Code of Conduct & Handbook under Attachments (top left of the page)

Purpose

This policy outlines the guidelines for using Discord in the context of esports teams, events, and competitions only. It aims to ensure that all communication demonstrates sportsmanship, is respectful, and is in line with both our community standards and legal regulations. This policy applies to all players, coaches, staff, sponsors, community members, parents, and any other participants involved in esports events who utilize Discord for communication. It includes official team channels, public community servers, and any group or private chat related to esports activities.

Guidelines for Students 

• Respect and Sportsmanship: All participants must communicate with respect and professionalism. Offensive, discriminatory, or abusive language, including hate speech or harassment, will not be tolerated.

• Compliance with Discord Terms of Service: All users must adhere to Discord’s own Terms of Service and Community Guidelines.

• Confidentiality: Personal information must not be shared in public channels or with unauthorized persons.

• Fair Play and Integrity: Use of Discord for collusion, cheating, sharing unauthorized game information, or any action that compromises the integrity of an esports competition is strictly prohibited.

• Chat Permissions: Students are not permitted to add anyone to the chat. Only coaches or admins may add players to the chat.

• Streaming and Recording: Players or coaches must not stream or record conversations or gameplay without prior approval from team management or event organizers. In some cases games may be recorded for training purposes and kept in private channels.

• Appropriate Channels: Players and coaches must use designated channels for team discussions, event communications, and game planning. Misuse of channels may result in disciplinary action.

• Voice Channel Etiquette: Players must be respectful in voice channels, avoiding unnecessary background noise, interruptions, or toxic behaviour. Moderators may mute or remove users if conduct is deemed inappropriate.

Supervision Expectations

• Guardian Responsibilities: Guardians are responsible for monitoring their child’s use of Discord while involved in esports.

Usage Limitations: Discord should not be used for communication outside of esports events due to potential exposure to unsafe content that could harm children.

Moderation and Reporting

• Moderation: Designated moderators (team managers, event staff, etc.) are responsible for overseeing server conduct and enforcing the rules. They may issue warnings, temporary bans, or permanent removal based on violations.

• Reporting Violations: Users are encouraged to report any inappropriate behaviour or policy violations to moderators or team managers. Reports will be handled confidentially.

Event-Specific Rules

• Tournament Channels: Official tournament organizers may establish specific channels for match coordination, rulings, and official communication. These channels must be used exclusively for event-related topics, and all participants are expected to adhere to tournament guidelines.

• Official Communication: Discord may be used as the primary communication platform for team captains and event staff during tournaments. Timely responses are expected, and failure to comply may result in disqualification or penalties.

Privacy and Data Protection

• Data Sharing: Personal data shared on Discord, including names, emails, or game-related information, must be handled in compliance with privacy regulations (such as GDPR, where applicable).

• No Doxxing: Sharing personal information of any individual (doxxing) without their explicit consent is strictly prohibited.

Enforcement and Consequences

• Warnings: Users violating the policy may receive a formal warning from a moderator or coach.

• Suspension/Ban: Severe or repeated violations may result in suspension or permanent banning from the Discord server, as well as potential suspension from team activities or events.

• Appeal Process: Users who believe they were unjustly warned, muted, or banned can appeal to server administrators or event organizers. Appeals will be reviewed on a case-by-case basis.

Amendments

This policy may be updated periodically to reflect changes in Discord functionality, legal requirements, or esports standards. All users will be notified of significant updates to the policy.

Agreement

All users agree to abide by this policy when participating in esports activities or team communications on Discord. Failure to comply may result in disciplinary actions as outlined above.

External Credits Policy

This policy describes how students earn credit towards graduation through external credentials approved by the Ministry.

External Credits refer to Ministry-approved documented prior learning.  An official list of External Credits approved by the Ministry is provided to schools on an annual basis in which some external credentials are classified as required courses and others as elective courses.  

External credits cannot be granted for courses required for graduation, except for Grade 12 credits, as outlined below.  

Grade 12-level external credentials count towards the required number of Grade 12 level credits needed to satisfy graduation requirements.

There is no limit to the number of credits a student may earn by using the external credentials. However, there may be credit restrictions between credentials where the external courses or programs are deemed to be equivalent.

In order to receive external credits the following procedure must be followed:

1. The student must take responsibility to communicate the proof of credential and appropriate documentation (certificate etc) to their Grad Advisor for the course they wish to receive external credit for.
2. If the certificate requires verification, the Grad Advisor will contact the external organization for that verification.
3. All courses will be assigned a mark of TS (Transfer Standing) if a letter grade or percentage is not determined based on the documentation.

Although external credentials may contribute towards graduation requirements, they may or may not meet general or specific admissions requirements for post-secondary institutions. Students are responsible for verifying admissions requirements for the post-secondary institutions they plan to attend.

Students may have earned an approved external credential prior to entering Grade 10. If so, they are awarded credit if they present their credentials any time after they enter Grade 10.

For more information about students earning credits through Challenge, Equivalency and External Credentials, please refer to the information on the Ministry of Education website.

Credit from Post-Secondary Courses

This policy describes how students earn credit towards graduation by earning credit for courses at specific Post Secondary Institutions.

Students are entitled to earn "dual credit" if they earn credits toward to a post-secondary credential from a  member post-secondary institution of the British Columbia Transfer System or offered in French through Educacentre. See the Flex Academy Dual Credit Policy for More information.

Post-secondary courses for which credit may be earned must be documented as follows:

• Listed in the most recent edition of the British Columbia Council on Admissions and Transfer Guide, or
• Specified in individual Career Technical Centre (CTC) program agreements, or
• Included in a B.C. public post-secondary institution's calendar as a course leading to a credential of one year or less, a two-year diploma or a four-year degree

Applicable post-secondary level courses count towards the required number of Grade 12 level credits needed to satisfy graduation requirements.

Field Trip Policy

Flex Academy affirms the educational value of well-planned and well-supervised curricular and extracurricular field trips. The primary purpose of these trips should be to enhance the participants' educational experiences. These experiences enrich the curriculum and provide opportunities for young people to encounter the world around them in ways not provided for in a school setting. Such trips will supplement the curricular and extracurricular programs in the school. Flex Academy field trips are placed into one of four levels, as described below.

Level One Field Trips

Level One Field Trips are classified as being one day or less in duration and the activities do not have risk factors. Additionally, parents can expect a notice sent home that has date, destination, departure and arrival times, nature and purpose of the activity, transportation information, financial arrangements and volunteer sign­up (if any). Risk factors for this level are considered minimal.

Examples: farms, parks, museums, concerts, supervised pools, etc.

Level Two Field Trips­

Level Two Field Trips are categorized as being out of city or overnight in duration. This category of excursion has minimal risk factors. In addition, parents can expect a notice sent home that has a parental signature for consent, date, destination, departure and arrival times, nature and purpose of the activity, transportation information, financial arrangements, and volunteer sign­up (if any). The principal must sign off for this level of field trip.

Examples: overnight sports tournaments, overnight retreats, music tours, mission festivals, geography trips, drama trips, etc.

Level Three Field Trips

Level Three Field Trips take place within the province of BC, may be more than one day in duration, and are classified as having inherent risk factors. Therefore, parents may expect a parent meeting, can expect a notice sent home that has detailed communication. It would include a parental signature for consent, date, destination, departure and arrival times, nature and purpose of the activity, transportation information, financial arrangements, and volunteer sign­up (if any). The principal must sign off for this level of field trip.

Examples: downhill skiing and snowboarding, ice skating, road cycling, and mountain biking.

Level Four Field Trips

Level Four Field Trips this level of field trip generally occurs outside of the province of British Columbia and is reviewed on a case by case basis by the administration and school committee. Parents will be informed of the international excursion in writing detailing information such as accommodations, transportation, contact information, and approximate itinerary. Meetings between administration, chaperones, and students will also take place prior to the trip. Administration and chaperones will then collect information needed for each student involved including medical concerns, allergies, vaccinations, necessary medications as well as any other medical requirements. Additionally, administration and chaperones will ensure that out-­of­-province/country medical coverage is obtained.

Flex Academy administration and chaperones will rely on the advice of Canada’s travel advice and advisories pages located at https://travel.gc.ca.

It is important to note that trips will not be approved to countries where an “Avoid Non­-Essential Travel” advisory exists. Prior to departure for trips, the current status of a destination must be checked. Approval for a trip will be withdrawn should an “Avoid Non­-Essential Travel” advisory exist. Additionally, should extreme weather exist or be predicted, approval can be withdrawn. When such circumstances arise, Flex Academy will only reimburse funds that can be recovered. All such trips must be approved by a designated member of the Flex Academy administrative team, the school committee and at a minimum require a parental permission form which includes a declaration of potential risk.

Examples: Global Citizenship Project (GCP) and Comparative Civilizations 12.

General Field Trip Guidelines

School administration and personnel will make every effort to ensure that financial requirements do not exclude students from participation on a field trip. Depending on the level of field trip, students may be required to be an active and contributive member during fundraising events.

School standards of behavior and conduct will apply to all field trips. Parents of children who have been identified as safety risks or behavioral concerns will be notified that there must be a parent or family member present for the activity.

When a bus is not available and parent drivers are relied on for transportation, drivers must provide a valid driver’s license, current insurance with a minimum liability of $2,000,000 with supported documentation on file. Parents will need to give permission for this mode of transportation. Please refer to the parent drivers section in the school handbook.

Adult to student ratio is dependent on age and activity.

Please ensure that your emergency and medical contact information are up to date, as the teachers are required to bring medical information on each trip.

Level 1 - Local, Low-Risk Field Trip

(Includes visits to farms, parks, museums, concerts, supervised pools, etc.)

After making all the arrangements, please check to make sure you cover all the following items:

Pre-trip

• Inform principal and office

• Book the bus on the google school calendar

• Document and go over safety and/or class management expectations

• Check out the site and document safety concerns, and address them (if necessary)

• Have a ride home planned for students who breech conduct expectations

• Have a cell phone for the trip

• Arrange for enough supervisors/helpers

Inform parents

• date and destination of trip

• departure and return times

• teacher in charge and contact information

• nature and purpose of activity

• transportation information

• parent volunteer sign-up (if desired)

• financial arrangements (if any)

• volunteer sign-up (if any)

 During trip

• Bring emergency forms and pertinent medical information

• Bring an emergency first aid kit (the bus has one)

• Document and go over safety and/or class management expectations

Post-trip

• Follow-up accident reports

• Return emergency and first aid materials 

Level 2: Out-of-Town or Overnight Field Trip Checklist

Examples include overnight sports tournaments, overnight retreats, music tours, mission festivals, geography trips, drama trips, etc.

After making all the arrangements, please check to make sure you cover all the following items:

Pre-trip

• Inform principal and office

• Book the bus on the google school calendar

• Document and go over safety and/or class management expectations

• Check out the site and document safety concerns, and address them (if necessary)

• Have a ride home planned for students who breech conduct expectations

• Have a cell phone for the trip

• Arrange for enough supervisors/helpers

Inform parents

• date and destination of trip

• departure and return times

• teacher in charge and contact information

• nature and purpose of activity

• transportation information

• detailed itinerary

• parent volunteer sign-up (if desired)

• financial arrangements (if any)

• volunteer sign-up (if any)

• risks (if any)

• date of parent meeting for medium to high-risk trips

• parental signature for acknowledgement

 During trip

• Bring emergency forms and pertinent medical information

• Bring an emergency first aid kit (the bus has one)

• Document and go over safety and/or class management expectations

Post-trip

• Follow-up accident reports

• Return emergency and first aid materials

Level 3: Inherent Risk Field Trip Checklist

Examples includes downhill skiing/snowboarding, ice skating, road cycling, mountain biking, etc. 

After making all the arrangements, please check to make sure you cover all the following items:

Pre-trip

• Inform principal and office

• Book the bus on the google school calendar

• Document and go over safety and/or class management expectations

• Check out the site and document safety concerns, and address them (if necessary)

• Have a ride home planned for students who breech conduct expectations

• Have a cell phone for the trip

• Arrange for enough supervisors/helpers

Inform parents

• date and destination of trip

• departure and return times

• teacher in charge and contact information

• nature and purpose of activity

• transportation information

• detailed itinerary

• parent volunteer sign-up (if desired)

• financial arrangements (if any)

• volunteer sign-up (if any)

• risks (if any)

• date of parent meeting for medium to high risk trips

• parental signature for acknowledgement

During trip

• Bring emergency forms and pertinent medical information

• Bring emergency first aid kit (bus has one)

• Document and go over safety and/or class management expectations

Post-trip

• Follow-up accident reports

• Return emergency and first aid materials

Level 4: Out-of-Province/ Country Field Trip Checklist

Examples include Global Citizenship Project, Comparative Civilizations 12 and Impact Ministries

After making all the arrangements, please check to make sure you cover all the following items:

Pre-trip

• Complete Pre-Trip Safety Checklist

• Complete Emergency Response Plan

• Document and go over safety and behaviour expectations

• Provide Trip Itinerary, Routes, and Map

• The application form must provide

• Exit Plan for students who breach conduct expectations

• Provide Contact Information (e.g., cell phone)

• Arrange for enough supervisors/helpers

• Inform parents (written and formal meeting)

Application Package

• student’s personal and medical information

• parent and emergency contact information

• Itinerary and planned activities:

• date and destination of the trip

• purpose and educational goals

• departure and return times

• method of transportation

• supervisory arrangements

• financial costs and fees

• potential known risks

• detailed itinerary

• notarized form of consent and acknowledgment of risk

• student covenant

During trip

• Bring emergency forms and pertinent medical information

• Bring emergency first-aid kits

• Document and go over safety and behaviour expectations

• Provide cell phone for student excursions

Post-trip

• Follow-up incident reports

• Return emergency and first aid materials

Flex Academy Computer Leases

Leasing a Computer through Flex Academy

Flex Academy provides leased computers to students as an optional service.

Leasing a laptop through Flex Academy can provide your student with a high-quality computer with good warranty protection and flexible payment options.

Flex Academy Computer Lease Payment Schedule:

Year	Payment
1	50%
2	30%
3	20%
* There is an optional buyout in the 3rd year if the family wants to keep the computer.

Please note.  The computer lease is facilitated by HCOS Flex. HCOS has an agreement with Staples to provide both delivery and warranty for HCOS Flex Computer Equipment at reasonable prices, including an extended warranty.  

Flex Academy only leases laptops as outlined in the online computer order form. Flex Academy does not lease open box, used or sale items.

Here is the process:

STEP 1: The family fills out and signs the Computer Lease form.

STEP 2: Family fills out and submits the Online Computer Order form. Please upload the Computer Lease form at that time. (There are model suggestions for computers on this form)

And that's it!

Grade Promotion and Benchmarks Policy

This policy guides how Flex Academy addresses the Ministry of Education & Child Care curricular competency benchmarks for grades K-9 with regard to grade promotion and retention.

Grade Promotion/Retention

Promotion through the grades is determined through teacher summative and formative assessment together with the consultation of parents or guardians regarding the child’s readiness. If retention is being considered, school leadership is included in the process. For more details, please view the Acceleration and Retention Policy.

Curricular Competency Benchmarks

The Ministry of Education has established grades three, six and nine benchmark years to help students stay on track. Kindergarten through grade three competencies should be completed by the end of grade three. Grades four through six competencies should be completed by the end of grade six. Grades seven through nine competencies should be completed by the end of grade nine.

Our Process

Teachers are responsible for tracking the curricular competencies that each student covers over the course of each school year.

Particular attention is paid to students entering grades three, six, and nine. During the first and second reporting periods, the teacher monitors the progress toward completing the curricular competencies and will adjust the student’s studies as needed to target completion of the competencies by year-end.

Homestay Policy

Flex Academy aims to work within the guidelines provided by the BC Ministry of Education in relation to homestay locations for its international students. BC K-12 International Student Homestay Guidelines (2018)

As per the guidelines, Flex Academy provides a list of homestay program providers for international parents and students. Parents and/or international students may consider working with any of the following homestay providers or, alternatively, place their student with a relative or family friend. 

Homestay Providers

1. Canada HomeStay Network
2. Home Sweet Homestay

Inclusive Education - Programs, Admission & Delivery Policies

Flex Response to Intervention (RTI) Model

Flex Academy uses a Response to Intervention (RTI) framework, utilizing formative assessment to regularly collect data to make instructional decisions in a multi-tier model. While valuing prevention and early intervention, teachers use ongoing assessment to inform teaching practice and allocate instructional resources to provide appropriate, evidence-based interventions.

Central elements of all RTI models include early screening of all students to identify those at risk for academic difficulties, implementing research-based interventions matched to student needs and increasing the intensity of intervention when needed.

RTI also involves continuous monitoring and recording of student progress during interventions to guide decisions for both the student (e.g. further assessment, individualized planning) and the teacher (e.g. using small group or one- to-one learning contexts, topics for professional development).

Although RTI originates from inclusive education, it is intended for use with all students in general education. For further details, consider Tiered Approaches to the Education of Students with Learning Disabilities.

Tier 1: Universal Programming

Tier 1 may include Learning Support (LS) Monitoring students, those who are minimally meeting expectations but whose needs are being managed by teachers with minimal Inclusive Education coordinator or Learning Support involvement.

Depending on the teacher's training and experience, they may ask the IE coordinator for suggestions. If the teacher asks and there seems to be reason for concern, then the student will be considered to be on LS Monitoring status.

Tier 2: Targeted Interventions

Tier 2 students comprise approximately 5-15 percent of the student population. They are typically in one of two categories.

LS Student

LS students are struggling to minimally meet or are not meeting expectations. They have been referred to LS and their teachers are receiving regular LS consultations through the Inclusive Education coordinator on how to help these students and families.

These are non-designated students who have adaptations in place in the Educational Supports module. For students requiring significant support, an Individual Education Plan (IEP) may be considered along with diagnostic assessment; these students are expected to have regular or adapted courses.

If needed, students may receive a small subsidy for therapy or investigative assessment (e.g. Speech and Language Pathologist (SLP) assessment for speech impediment, psycho-educational testing for programming direction, etc.).

High Incidence Students

High Incidence students have been designated according to Ministry of Education guidelines, whether K: Mild Intellectual Disabilities, P: Gifted, Q: Learning Disabilities, or R: Students Requiring Behaviour Support or Students with Mental Illness. While these designations do not receive additional funding support from the Ministry, these students may need significant support.

These students' programs are overseen by the Inclusive Education coordinator in order to receive graduated support. The IE coordinator ensures an IEP is in place; students may also receive funded supports.

Tier 3: Low Incidence Inclusive Education (IE) Students

Inclusive Education (IE) students with an A-H (funded) category designation comprise approximately five percent of a student population. These students are placed on the IE coordinator’s caseload and receive a substantial needs-based student budget to meet their proposed IEP goals.

Programs, Admissions, and Delivery

Learning Support (LS) Services

Our Learning Support (LS) team works with the IE Coordinator to equip teachers to serve the needs of their Tier 1 and Tier 2 students.

Internal Admission

To provide equitable access to all students, teachers should confirm student learning needs with the IE Coordinator and recommend the LS Referral process to the family if further intervention is needed. The parent and/or teacher then submits the LS Referral Form and the learning support team continues to assess the need through screening assessments (numeracy and literacy achievement and cognitive skills).

Program and Delivery

Flex provides LS/IE students with teacher-directed personalized programs comprised of a combination of in-house resources and community-based professional support. Teachers who have an LS student on their caseload are encouraged to consult with the Inclusive Education coordinator. Consultations offer practical support for individualized LS/IE related strategies, adaptations, modifications, resources, screening and/or programming assessments, appointments/therapies, and IEP creation. 

Designated Inclusive Education Support

Teachers work with Tier 3 students assigned to their classes, directing programs to meet the educational needs of students in collaboration with the student's IEP team, which includes administration, the IE coordinator, parents/guardians, education assistants, and community-based professionals.

External Admission

1. Flex Academy conducts three program intakes annually: September, January, and May/June (i.e., pre-approval for the following school year).
2. To indicate interest, the parent fills out the Flex Academy application at the Flex Academy website.
3. The Director of Flex Academy arranges a tour and interview for prospective students.
4. If there is potential for a good fit, the IE Coordinator calls the parent to discuss IE program requirements, IE funded categories, and documentation necessary for HCOS Flex to apply for supplemental funding.
5. If the parent, Director and IE Coordinator agree that Flex is a good fit for the family, then the IE student is conditionally accepted.
6. After the IE Office has received all supporting documentation from the parent and the IE administration is able to approve an IE category designation, then the student is accepted into Flex.

Program and Delivery

The IEP is key to understanding the personalized programming and delivery of support services to each IE designated student. Generally, the class teacher(s) directs the learning program, engages in ongoing communication with the parent, conducts IEP meetings with the IE Coordinator to assess IEP goals and gather/observe samples and progress, engages in weekly communication with education assistants (EAs), and ensures there is at least one progress report a year from third party professionals.

Independent Directed Studies Policy

Overview

Under Flex Academy teacher supervision, students can earn additional Independent Directed Study (IDS) credits by pursuing curriculum in more detail of a course they’re enrolled in or by focusing on the learning outcomes of a course that they’re not taking.

To participate in this method of learning, students must demonstrate the ability to work independently. Along with their teacher, they should also develop an Independent Directed Study plan that includes:

• A process for ongoing facilitation and assessment
• Criteria for determining successful completion
• A credit value (one, two, three or four credits) for the proposed IDS

Students do not need to complete the approved classroom course curriculum before they pursue an Independent Directed Study in that course. However, an IDS must be based on the curricular competencies of a Ministry-Developed or Board/Authority Authorized Grade 10-12 courses.

Details

This policy enables students to initiate their own area of learning and to receive credit towards graduation. The policy also allows schools to recognize learning in a Ministry-developed or Board Authorized course that a student may not have completed. This policy is not a student entitlement but an enabling policy intended to encourage schools to allow students to pursue further studies of interest.

IDS credits may be awarded by boards to students who have successfully completed independent work based on a subset of learning outcomes of Grade 10-12 Ministry developed courses or Board Authorized courses. A student may study one or more curricular competencies in depth, or study more broadly a wide variety of learning outcomes from a single course.

IDS credits may only be used to satisfy elective requirements.

The maximum value for a single IDS course is four credits, but there is no limit to the total number of IDS credits a student may earn. The number of credits a student earns for an IDS will be set out in the plan developed by that student and a teacher, and approved by a principal. Grade 12 IDS credits may count toward the minimum of 16 grade 12 credits required for graduation.

Procedure

1. The student and teacher create a course plan that includes curricular competencies and an overview.
2. The teacher will make a copy and complete the Independent Directed Studies form. The teacher is responsible for ensuring that all requirements are met.
3. The teacher will share the form with the Director of Flex Academy ("the Director") for approval and course creation (share via Google Docs)
   
4. The Director will approve, reject, or ask for revisions of the IDS form.
   • If approved:
     • The Director will sign the IDS form and return it to the teacher.
     • As directed by the Director, the office or Assistant Director will create the IDS course and inform the teacher once it is ready.
       
   • If rejected:
     • The teacher will be notified of the rejection with an explanation of why approval was not granted.
     • The teacher can choose to modify the course and then resubmit the form.
   • If asked to revise:
     • Leadership will explain the areas that need revision.
     • The Teacher will revise the IDS form and resubmit for consideration.

International Student Graduation Credit Policy

The policy applies to international students studying in British Columbia who wish to earn a British Columbia Certificate of Graduation (Dogwood Diploma) and who have not had their educational program instructed in one of Canada’s two official languages for at least two years prior to arriving in British Columbia. The International Student Graduation Credit Policy is not applicable to those students whose educational program was instructed in English or French for the two years prior to their arrival in British Columbia.

The policy provides Flex Academy with the flexibility to offer programs that meet the needs of international students while also ensuring that international students who intend to graduate satisfactorily complete specified courses in British Columbia's Graduation Program and do not earn all or certain course credits through an Equivalency review or Challenge process.

Rationale

Each year, many students come to British Columbia because they and their parents value the high quality of education provided by the British Columbia school system.

Some international students enroll in British Columbia schools to upgrade their skills in one of Canada's two official languages or to benefit from a cross-cultural experience. These language/cultural programs do not involve the Ministry's accreditation or issuance of the Dogwood Diploma.

Other international students enroll in British Columbia schools to meet graduation requirements and earn a Dogwood Diploma. To ensure adequate preparation for post-secondary education and competencies in English or French, this policy requires that international students earn credit for many core courses in the Graduation Program through enrollment in British Columbia schools. Only a limited number of courses in the Graduation Program level may be credited through challenge or equivalency assessments to ensure the international credibility of the Dogwood Diploma.

Authority

See Ministerial Order 302/04, the Graduation Program Order (PDF)

Flex Academy International Student Graduation Credit Policy

This policy recognizes that international students working towards a Dogwood Diploma may begin their studies in a British Columbia school at a point other than the beginning of their Grade 10 year (i.e., the start of the Graduation Program). Regardless of when students begin their graduation programs, international students must meet all graduation requirements as well as the requirements set out in this policy in ways that ensure competence in one of Canada's two official languages in order to obtain a Dogwood Diploma.

International students who enter a British Columbia school after Grade 10 may be able to meet many of their personal goals. However, international students who enter a British Columbia school at the beginning of Grade 12 may find it difficult to meet all of the requirements for earning a Dogwood Diploma, unless they have had considerable instruction in one of Canada's two official languages prior to coming to British Columbia.

To ensure language competencies, international students, when working toward a Dogwood Diploma, are restricted in which courses may be used to receive credit through equivalency, external credentials, or challenge for skills and knowledge obtained in a language other than English or French.

Flex Academy may award an Evergreen Certificate (also known as a British Columbia School Completion Certificate) to students with Inclusive needs, in accordance with the requirements set out in the Student Credentials Order (PDF). To receive an Evergreen Certificate, the Director of Grad, in consultation with teachers, should ensure that the student has met the goals of his or her education program, or other criteria established by the board of education or independent school authority.

When a program leading to an Evergreen Certificate (School Completion Certificate) is advertised, or offered, communication should clearly distinguish the differences between an Evergreen Certificate and a Dogwood Diploma, indicating that an Evergreen Certificate will not satisfy university entrance requirements.

Procedures

To earn a Dogwood Diploma, all international students must meet all graduation requirements, including all required exams and assessments.

1. International students whose educational program was not instructed in either French or English for at least two years prior to arriving in British Columbia must earn credits through instruction from a British Columbia-certified teacher (not through Equivalency review or Challenge process) for the following courses:
   • • A Language Arts course at the Grade 11 level,
     • English First Peoples 12 or English Studies 12,
     • A Science course at the Grade 11 or 12 level,
     • A Mathematics course at the Grade 11 or 12 level,
     • A Social Studies course at the Grade 11 or 12 level, and
     • Career-Life Education.
2. International students must earn graduation credit in Career-Life Connections under supervision of a board of education or an independent school authority.

International Student Policy

Flex Academy is a Christian school, and all curriculum includes a biblical worldview. This means that parents and students must embrace the values and lifestyle of a Christian approach to life as they will be in an environment that practices a Christian way of life. Students should also be comfortable in a completely English environment for their education. This means they need a fairly advanced level of English training before applying to Flex Academy. Students who successfully complete a Grade 12 level Christian Studies course will receive the Flex Academy Graduation Certificate.

Admissions

All international students must complete the admissions process in order for Flex Academy to administer a Letter of Acceptance. The admissions process includes:

• A completed application form
• A one-time, non-refundable Application Fee of $500.00
• A copy of their passport
• A current picture
• A transcript for the last two years of education
• A pastor’s reference (if they are a Christian and attend church)
• A student letter stating why they want to attend Flex Academy
• A Zoom interview

Invoice and Letter of Acceptance

Once this paperwork has been submitted and the student is approved, an invoice will be submitted to the family. When this invoice has been paid, a Letter of Acceptance will be issued by courier.

Homestay

Students will be placed in Christian homes where families have been thoroughly screened and gone through a home interview. The family placement should meet the student's request (to the best of our ability). All families will have completed a Criminal Record Check and submitted to Flex Academy. For Homestay Guidelines, we refer to the BC K-12 International Student Homestay Guidelines provided by the Ministry of Education 2018, taking into consideration that there will be no situation that will be allowed to elevate to the degree where the student would feel that they are in need to contact the BC Children’s Helpline for any reason. All concerns will be dealt with immediately.

Custodianship

Students who attend Flex Academy and are under the age of majority will be assigned a custodian during their stay.The International Student Program Coordinator is the custodian for all the International students unless other arrangements have been made. The custodian will undertake responsibility for the students during their stay as agreed upon with their parents. All custodianship paperwork must be authorized by a Notary Public both here in Kelowna and in the country of residence.

Visas

All Visas are the responsibility of the student. If an extension is needed, Flex Academy will go through a similar admission process in order to issue the student a letter of acceptance. The International Student Program Coordinator can assist in this process.

English Language Learner

It is best, but not mandatory, that any English Language Learner (whose native language is not English) have a Level 4 English equivalency to enter high school. This is based on online English testing. Once the student has entered Canada and is attending Flex Academy, they may be required to continue with online English training. This may or may not be teacher-assisted.

Tutoring

All tutoring is at the student’s cost and is in addition to their full-time program.

Agents

Flex Academy is willing to work with agents. The amount of commission payable by Flex Academy to the agent with respect to each registered student shall be at a prescribed percentage of the tuition registered and fully received. The amount of commission payable by Flex Academy to the Agent for a re-registered student for a consecutive year shall be 0% of the tuition registered and fully received. A commission is earned by the agent only when Flex Academy receives the full tuition. Please refer to the Agent Agreement.

Financial

Please see our website and contact our International Coordinator for more information on finances and/or refund policies.

Health Care

All International students must have medical insurance while attending Flex Academy. They may choose either BC Medical or Guard. Me Insurance for International Students.

School Representative

Flex Academy shall designate an International Student Program Coordinator to act on its behalf to assist international students.

Discipline

All international students must adhere to Flex Academy’s policies. Failure to do so may result in disciplinary action.

Parent and Student Role Policy

The parent or guardian's role is to support the teacher in partnering with the education plan for the learner.

The role of parents should be to:

• Have primary responsibility for the child’s well-being, growth, and development.
• Recognize that teachers have professional training and expertise.
• Collaborate with the teacher by providing insight into the child’s passions, interests, learning styles and work habits, and the family’s goals for the education process so that student learning can be individualized.
  
• Communicate regularly with the teacher and engage in an ongoing discussion about the progress and needs of the learner.
  
• Support Flex Academy field trips, events and spontaneous learning opportunities.
  

Students who are ready to take responsibility for learning should increasingly:

• Collaborate with the teacher and their parents to help develop learning goals by providing the teacher insight into their passions, interests, learning styles and work habits, and goals for the education process.
• Inform the teacher of resources and services successfully used in the past and/or preferred for the present.
• Reflect on their learning and communicate daily with their teacher(s) to discuss progress and needs.
• Complete and submit assigned work consistently for assessment.
• Accept and integrate feedback from teachers, learning coaches or educational assistants.
• Actively participe in field trips, events and spontaneous learning opportunities.

Personal Digital Device Usage Policy

Rationale

As a school, HCOS: Flex Academy strives to help students be responsible and discerning digital citizens, embracing God’s unique purpose for their lives. The purpose of this policy is to create an environment where students are able to focus on learning and developing digital literacy skills without the distractions created by personal digital devices. Additionally, at Flex Academy we place a high value on our in-person learning times and want those times of relational connection to be free from distractions from device usage. 

Definitions

Personal Digital Devices (PDD):  any personal electronic device that can be used to communicate or to access the internet, including, but not limited to, a cell phone, smart watch or tablet.

Digital Citizenship: Digital citizenship is the ability to navigate our digital environments in a way that is safe and responsible and to actively and respectfully engage in these spaces. 

Digital Literacy: Digital literacy is the ability to access, manage, understand, integrate, communicate, evaluate and create information safely and appropriately through digital technologies.

Headphones: Wired earphones that can be plugged into a computer via an aux cable connection. 

Policy

To ensure an environment that encourages learning, HCOS: Flex will require students to observe the following restrictions while on-site during school hours:

• Grades K-9 will not be allowed to use PDD, such as cellphones at school between the hours of 8:30 am to 3:00 pm 

• Grades 10-12 will be allowed to use PDD, such as cellphones during all breaks but not during any class blocks. 

• If students are bringing devices on site, all devices must remain in a student’s backpack and in silent mode during class time.

• Any emergency communication will be directed through the office or an on-site school administrator if not on campus.

• Students are not permitted to listen to music through wireless speakers (ie. Airpods) but can use wired headphones to listen to instructional videos, music, etc. from their computer during work times 

Exceptions

• Exceptions may be made for students who have documented adaptations or needs, based on an Inclusive Education designation 

• Access to a PDD for medical reasons may, after discussion between the school and parent, be allowed as deemed necessary

Disciplinary Steps

• If a student in grades K-9 is using a PDD on site, the student will be asked to give it to a staff member, and it can be picked up by the student at the end of the day from the main office 

• If a student in grades 10-12 is using a PDD on site during class time, the student will be asked to give it to a staff member, and it can be picked up by the student at the end of the day from the main office 

• In cases of repeated confiscations, parents may be contacted, and further disciplinary action may be taken 

Release of Liability

HCOS takes no responsibility for loss or damage to cell phones, iPods and any other electronic device. Parents send cell phones to school at their own risk.

Personal Information Privacy Policy for Employees and Volunteers

The School’s Commitment to You

Safeguarding the personal information of employees and volunteers is a fundamental concern of Flex Academy. The school is committed to meeting or exceeding the privacy standards established by British Columbia’s Personal Information Protection Act (PIPA) and any other applicable legislation.

This Personal Information Privacy Policy describes the policies and practices of Flex Academy regarding the collection, use and disclosure of personal information about employees and volunteers, including the steps the school has taken to ensure personal and financial information is handled appropriately and securely.

Flex Academy may add, modify or remove portions of this Personal Information Privacy Policy when it is considered appropriate to do so, and any such changes will be effective upon giving notice of the revised policy. The most recent update of this Personal Information Privacy Policy can be found in the [Staff Manual/Policies and Procedures Manual] of Flex Academy or is available from administration. This Personal Information Privacy Policy may be supplemented or modified from time to time.

Ten Privacy Principles

As part of Flex Academy’s commitment, the Ten Privacy Principles govern the actions of the school as they relate to the use of personal information. This Personal Information Privacy Policy describes the Ten Privacy Principles and provides further details regarding Flex Academy’s compliance with the principles.

Definition

In this Personal Information Privacy Policy, the following term has the meaning set out below.

“personal information” means any information about an identifiable individual, as further defined under British Columbia’s Personal Information Protection Act or other applicable laws. Personal information excludes the name, position name or title, business telephone number, business address, business email, and business fax number of an individual, as well as any publicly available information as designated under applicable laws, such as information available from a public telephone directory or from a public registry.

Principle 1 - Accountability

Flex Academy is responsible for maintaining and protecting the personal information under its control. In fulfilling this mandate, the school designates (an) individual(s) who is(are) accountable for the school’s compliance with the Ten Privacy Principles. This individual is the Privacy Officer of the school.

You may contact our Privacy Officer as follows:

Flex Academy
Attention:	Privacy Officer
Address:	905 Badke Road, Kelowna, BC V1X5Z5
Phone:	1-877-862-2375
Fax:	250-762-9277
Email:	privacy@flex.academy

Principle 2 - Identifying Purposes

What Information is Collected, Used and Disclosed?

Employees

Flex Academy collects, uses and discloses personal information about employees in order to establish, manage and terminate the employment relationship and for other purposes identified when the information is collected. Set out below are some examples of personal information about employees collected, used and disclosed by Flex Academy:

• personal information collected, used and disclosed in the hiring process, including information on resumes and application forms (contact information, personal and professional history, qualifications, emergency contact information) results of criminal records checks, information collected from references;
• payroll and related information including, social insurance number, rate of pay, hours of work, deductions, bank account information, any court orders;
• benefit information including social insurance number, premiums or contributions, coverage information, date of birth, marital status, dependent information, medical information;
• performance information, including work history, performance reviews, discipline and related notes and memorandums, documentation related to job qualifications (professional or technical qualifications), internal competition information;
• other personal information as required or permitted by law.

Volunteers

Flex Academy collects, uses and discloses personal information about volunteers for the purposes of recruiting volunteers and establishing and managing an effective volunteer program and for other purposes identified when the information is collected. Page 5 Set out below are some examples of personal information about volunteers collected, used and disclosed by Flex Academy:

• information collected, used and disclosed in the recruiting process including information on resumes and application forms (contact information, personal and professional history, qualifications) and information collected from any references;
• information related to the volunteer’s services, including availability, schedule, duties, reviews, and related notes and memorandums and documentation related to volunteer qualifications (professional or technical qualifications);

Principle 3 - Consent

Requirements for consent to collection, use or disclosure of personal information vary depending on circumstances and on the type of personal information that is intended to be collected, used or disclosed. In determining whether consent is required and, if so, what form of consent is appropriate, Flex Academy will take into account both the sensitivity of the personal information and the purposes for which Flex Academy will use the information. Consent may be express, implied (including through use of “opt-out” consent where appropriate), or deemed.

Most personal information is collected, used and disclosed for the purposes of establishing, managing and terminating the employment or volunteer relationship. In most cases, consent is not required. In other cases, consent will be sought or implied where it is reasonable to do so.

From time to time, Flex Academy may advise employees and volunteers of other purposes for which it will collect, use or disclose personal information, in which case the school will, if appropriate, obtain consent for collection, use or disclosure of that personal information.

Principle 4 - Limiting Collection

Flex Academy will limit the personal information collected to that information necessary for the purposes identified by the school.

Principle 5 - Use, Disclosure and Retention

Flex Academy will only use, disclose and retain personal information for the purpose for which it was collected unless the individual has otherwise consented or when its use, disclosure or retention is required or permitted by law.

How is Information Used?

Personal information about employees and volunteers is used for the purposes identified under Principle 2.

If for any reason personal information is required to fulfill another purpose, the school will notify the employee or volunteer of that purpose.

Flex Academy may use anonymous information, such as information collected through surveys or statistical information about employees and volunteers to improve the school’s operations.

When May Information be Disclosed?

Flex Academy may disclose an individual’s personal information to others in connection with the purpose for which it was collected, as consented to by the individual, or as required or permitted by law. Personal information about employees is disclosed to third parties for purposes related to the employment relationship, including to:

• government departments, bodies and agencies such as Canada Customs and Revenue Agency, Workers Compensation Board, Ministry of Education;
• payroll outsourcers; - financial institutions for payroll related purposes;
• insurance companies, benefit, group RRSP and pension plan administrators for enrollment in and administration of benefits, plans and claims;
• teacher certification information as per form I-2001 filed with the Ministry of Education;
• advisors to Flex Academy including accountants, lawyers and consultants;
• KCCS, the charitable society that oversees Flex Academy as reasonably required by the operations of Flex Academy and KCCS - when required or permitted by law.

Personal information about volunteers may be disclosed for the purposes of establishing and managing an effective volunteer program and for other purposes identified when the information is collected. Information may also be disclosed when required or permitted by law.

The school does not sell, lease or trade information about employees and volunteers to other parties.

Outside Service Suppliers

At Flex Academy, the school sometimes contacts outside organizations to perform specialized services such as printing, payroll services, market research or data processing. [For example, the school gives its yearbook publisher the information required to produce the annual yearbook.] Suppliers of specialized services are given only the information necessary to perform those services, and Flex Academy takes appropriate steps to ensure that such information is securely transferred and stored and is used only to fulfill the purposes for which it was disclosed to the service provider.

Restricting Sharing Information

If an individual wishes to limit the sharing of personal information as permitted by law, the individual must submit to the Privacy Officer a written letter specifying which items of personal information are to be limited and to whom these items are to be restricted. The Privacy Officer will advise the individual whether the requested information can be restricted in the manner requested.

How Long Is Personal Information Retained?

Personal information will only be retained for the period of time required to fulfill the purpose for which it was collected. Once the personal information is no longer required to be retained to fulfill the purposes for which it was collected and is no longer required or permitted to be retained for legal or business purposes, it will be destroyed or made anonymous.

Principle 6 – Accuracy

Flex Academy will take appropriate steps to ensure that personal information collected by Flex Academy is as accurate and complete as is reasonably required in connection with the purposes for which it was collected, used or disclosed. Employees and volunteers are responsible for providing up-to-date personal information to the school.

How May I Update Outdated or Incorrect Information?

An individual may, upon written request to Flex Academy, request that Flex Academy correct an error or omission in any personal information that is under Flex Academy’s control and Flex Academy will, as appropriate, amend the information as requested and send the corrected personal information to each third party to which it has disclosed the information during the preceding year.

Principle 7- Safeguarding Personal Information

Flex Academy will protect personal information by security safeguards that are appropriate to the sensitivity level of the information.

Employees and volunteers will be appropriately educated about the importance of privacy and they are required to follow the school’s policies and procedures regarding handling of personal information.

An employee’s failure to abide by school policies may result in discipline, up to and including termination of employment. A volunteer’s failure to do so may result in termination of the volunteer relationship.

Employee Files

Employee files are stored in secured filing cabinets. Access to personal information is restricted to authorized employees who have a legitimate reason for accessing it.

Electronic Security

The school manages electronic files appropriately with passwords and security measures that limit access by unauthorized personnel. The school’s security practices are reviewed periodically to ensure that the privacy of personal information is not compromised.

Principle 8 - Openness

Flex Academy will make information available to individuals concerning the policies and practices that apply to the management of personal information. Individuals may direct any questions or enquiries with respect to the school’s privacy policies or practices to the Privacy Officer of Flex Academy.

Principle 9 - Individual Access

Flex Academy will inform an individual, upon the individual’s request, of the existence, use and disclosure of the individual’s personal information, and shall give the individual access to it in accordance with the law.

How May I Access My Personal Information?

An employee or volunteer may access and verify any personal information with appropriate notice so that the office is able to supply the information required.

Principle 10 - Complaint Process

Individuals may question compliance with the above principles.

Questions, Concerns and Complaints

Questions, concerns and complaints about privacy, confidentiality and personal information handling policies and practices of the school should be directed to the school’s Privacy Officer as referenced above.

For more information please see the Conflict Resolution and Appeal Policy. 

Procedural Fairness Policy

These guidelines explain in general terms the principles which are the basis of “procedural fairness” and provide guidance as to how Flex Academy can effectively address the requirements of “procedural fairness” when developing policies governing their day-to-day operations. Flex Academy should ensure it incorporates these principles and requirements when developing rules and procedures affecting students or staff.

Requirements of Procedural Fairness

Whenever the legal rights of an individual may be affected by officials exercising legal decision-making authority, there is an expectation that the decision will be made in accordance with the principles of “procedural fairness” and “natural justice.” These principles encompass the following elements:

1. If a decision-maker (e.g., a principal or authority) intends to consider a matter which may affect a person’s rights, that person should be informed of the matter;
2. The person should be given a reasonable opportunity to make oral or written submissions to the decision-maker on the matter being considered;
3. The person is entitled to know and answer the case against them, that is to say, be informed of and be given the opportunity to respond to all information submitted which might influence a decision prior to the decision being made;
4. The person should be told the reasons for the decision;
5. The decision-maker should act in an unbiased, fair and open-minded manner.

Procedural Fairness and Students

Basic elements of procedural fairness when dealing with student discipline include:

1. Students must be treated with respect and dignity and know what is expected of them. Flex Academy should enact codes of conduct and rules that are clear and well-communicated
2. In accordance with school policy, a student who is accused of breaching a rule should be notified of that of which he/she is accused, with the essential facts of what he/she is alleged to have done.

   [NOTE: In more serious cases, notification should also be given to a student’s parents.]

3. An accused student should be given an opportunity to tell his/her side of the story. The right to be heard is a fundamental element of procedural fairness. When the stakes are minor, a director or teacher can satisfy this by asking the student to explain her/his actions. More serious matters require more formal investigation and documentation.
4. The student and parent should be informed of any appeal or review procedure in accordance with school policy. Some form of appeal, e.g., to the Principal, Head of Schools, Board’s Discipline or Appeal Committee, or authority/school board, should be provided for in school policy, depending on the severity of the discipline.
5. There should be an assurance of no retribution for pursuing an appeal or review.

From FISA:
PROCEDURAL FAIRNESS BEST PRACTICE GUIDELINES FOR INDEPENDENT SCHOOLS DEVELOPED BY THE FEDERATION OF INDEPENDENT SCHOOL ASSOCIATIONS IN CONSULTATION WITH THE INSPECTOR OF INDEPENDENT SCHOOLS

I. PREAMBLE

School authorities formulate policies and procedures to deal with a variety of situations. It is recommended that schools formulate written policies, particularly for situations where the potential for disagreement in human relationships is high. This document is not a policy but, it is a general statement of principles that will help schools achieve procedural fairness in the policies and procedures they formulate.

II. INTRODUCTION

It is in the best interests of independent school authorities (“authorities”) and school officials in their employ (e.g., principals and administrative teaching staff) that procedures followed in making decisions affecting students or staff are fair and are seen to be fair. This principle applies equally to any process for appeal involving decisions of authorities’ school officials.

Fair procedures reassure students, parents and staff by providing integrity and consistency in respect to decisions made in the school setting which in turn will help to avoid misunderstandings and disputes.

Increasingly parents who feel they and their children have been unfairly treated as a result of a decision of a school official or authority, are seeking recourse to the court system or a statutory tribunal, e.g., the Human Rights Commission. To assist authorities and school officials, the Federation of Independent School Associations (FISA), in consultation with the Office of the Inspector of Independent Schools, has developed these best practice guidelines in the hope that their use will help independent school communities resolve matters internally and reduce the likelihood of judicial proceedings.

III. PURPOSE OF THESE GUIDELINES

These guidelines explain in general terms the principles which are the basis of “procedural fairness” and provide guidance as to how independent schools can effectively address the requirements of “procedural fairness” when developing policies governing their day to day operations. An independent school should ensure it incorporates these principles and requirements when developing rules and procedures affecting students or staff. When developing rules and procedures an independent school should refer any legal issues or concerns to its lawyers for advice. Professional advice at an early stage may avoid problems and save expense later.

IV. REQUIREMENTS OF “PROCEDURAL FAIRNESS”

Whenever the legal rights of an individual may be affected by officials exercising legal decision-making authority, there is an expectation that the decision will be made in accordance with the principles of “procedural fairness” and “natural justice”. These principles encompass the following elements:

• If a decision-maker (e.g., a principal or authority) intends to consider a matter which may affect a person’s rights, that person should be informed of the matter;
• The person should be given a reasonable opportunity to make oral or written submissions to the decision-maker on the matter being considered;
• The person is entitled to know and answer the case against them, that is to say, be informed of and be given the opportunity to respond to all information submitted which might influence a decision prior to the decision being made;
• The person should be told the reasons for the decision;
• The decision-maker should act in a manner which is unbiased, fair and open-minded.

V. PROCEDURAL FAIRNESS AND STUDENTS

The following paragraphs A and B are adapted from Keeping Students Safe: A Practical Guide for Principals and Vice-Principals (June 1999)

A. Basic elements of procedural fairness when dealing with student discipline include:

1. Students need to be treated with respect and dignity and to know what is expected of them. The school authority/board and the school should enact codes of conduct and rules that are clear and well communicated.

[NOTE: A practice which an independent school may wish to consider is to have students and parents provide written acknowledgment that they have received a copy of and agree to comply with the school’s rules of student conduct. This will avoid possible future claims by students and parents that they were not aware of or disagreed with the rules.]

2. In accordance with school policy, a student who is accused of breaching a rule should be notified of that of which he/she is accused, with the essential facts of what he/she is alleged to have done.

[NOTE: In more serious cases, notification should also be given to a student’s parents.]

3. An accused student should be given an opportunity to tell his/her side of the story. The right to be heard is a fundamental element of procedural fairness. Where the stakes are minor, this can be satisfied by the principal or teacher asking the student to explain her/his actions. More serious matters require more formal investigation and documentation.
4. The student and parent should be informed of any appeal or review procedure in accordance with school policy. Some form of appeal, e.g., to the principal, superintendent, principal’s or board’s discipline or appeal committee, or authority/school board, should be provided for in school policy, depending on the severity of the discipline.
5. There should be an assurance of no retribution for pursuing an appeal or review.

B. How can school authorities/boards ensure that they are unbiased?

“Bias” may occur when the mind of the decision-maker is in some way pre-disposed to a particular result, or is closed with respect to particular issues and as a result the decision-maker lacks impartiality or neutrality. The British Columbia Court of Appeal in a case commented as follows:

“to charge such persons with bias is not merely to say that they would be likely to decide a particular matter in a particular way, but to say that they would do so improperly. The charge implies that the (decision-maker) would not decide the case independently, and on the basis of the evidence, but would do so under improper influence, and with a view to achieving an extraneous or otherwise improper purpose.”

Authorities and board members should follow the following guidelines to avoid bias or the appearance of bias:

1. Don’t prejudge the evidence of the particular circumstances of the student’s case, or give the appearance (e.g., in public statements) of having done so, even if you have strong convictions on such matters.
2. When selecting persons to hear a case or an appeal of a decision, avoid those who have a close out-of-school relationship, family ties or adversarial relationship with the student or student’s family, or a staff member who is closely involved in the incident.

[NOTE: In small communities it may be difficult to find persons who do not have an appearance of bias regarding a particular case or an appeal of a decision. In such situations, it is advisable that the school’s procedures allow for the appointment of a person(s) from outside the school community to handle the case or appeal.]

3. If a person (e.g., principal, staff member or committee member) has made a previous decision, or has been a member of a committee that has made a previous decision, that now is under appeal, such a person should only participate in the appeal for the purpose of providing testimony. Such a person should not participate in decision-making at appeal levels.
4. An appeal-hearing committee should not hear or receive evidence that will not be shared with the other party in the dispute. Do not receive evidence or representations from administrators or staff in the absence of the person appealing, and avoid the appearance of doing so.

C. What are appropriate procedural protections?

The requirements of procedural fairness will depend on the seriousness of the matter being decided. At the low end of the scale, a minor infraction may be appropriately dealt with by an informal meeting between the principal or teacher and the student.

A decision respecting the possible suspension or expulsion of a student would be at the high end of the scale because of the serious implications for the student. These cases call for careful observance of all elements of procedural fairness and a full hearing involving the following:

• An impartial (unbiased) decision-maker;
• Reasonable notice of the proposed suspension or expulsion which clearly sets out the grounds being relied on; this gives the student and his/her parents an opportunity to prepare a response;
• A hearing at which the student has an opportunity to present reasons why the proposed action should not be taken. Oral and/or written submissions will usually be appropriate with respect to expulsions or lengthy suspensions;
• The opportunity for the student to present witnesses;
• A fair and unbiased decision based upon the evidence presented;
• A timely decision with written reasons.

[NOTE: In a particular case a student may request to be represented by legal counsel at the hearing. The decision-maker should give careful consideration to such request, having particular regard to the seriousness and/or complexity of the matter, and permit representation in appropriate situations.]

D. Mediation

For some types of disputes, a mediation process may be a more appropriate and less confrontational way of resolving a dispute.

An authority should consider if it wishes to adopt a mediation process and the types of cases to which mediation would apply. Some associations of independent schools have a mediation policy in place. Also, the Dispute Resolution Office of the Ministry of Attorney General maintains a roster of BC mediators, and as a public service, will provide applicants with information respecting suitable, qualified mediators (250-356-8147 or toll-free 1-800-713-0433).

E. Summary of Key Points

1. Authorities and independent school principals should:
   • establish rules of conduct for students attending educational programs at an independent school;
   • ensure students and parents are aware of the rules of conduct and agree to abide by them.
   • ensure that the principles of procedural fairness and natural justice are followed when decisions are made affecting the rights of a student whether the decision relates to a matter of discipline, e.g., suspension or expulsion from school, or to an important facet of the student’s educational program, e.g., admission into a class or a mark assigned by a teacher;
   • at least in more serious matters provide an appeal process which gives the student and/or parent an opportunity for a fair and unbiased review of the original decision.
2. Establishing proper rules and procedures helps promote fairness and consistency in dealings with students and in the decision-making process and minimizes the possibility of successful legal challenges and the imposition of court imposed remedies.
3. The level of procedural protections will depend on the seriousness of the matter. Minor matters may only require an informal and summary process. Serious matters such as student suspension or expulsion will justify a full hearing. Establish appeal or review procedures (e.g., to principal, discipline committee and the board of the authority) depending on the seriousness of the matter. When developing review or appeal procedures, independent schools should consider the breadth of the appeals committee’s mandate. For example, will it be limited to a review of the procedures followed by the original decision-maker to ensure fairness and correctness, or will the appeal tribunal have wider powers, such as, reviewing and modifying the disciplinary actions taken, or reviewing all the evidence to determine guilt or innocence, i.e., a total rehearing of the case.
4. A mediation process may be an appropriate option in resolving certain matters.

VI. PROCEDURAL FAIRNESS AND TEACHERS/EMPLOYEES

The terms and conditions of employment of teachers and other employees at an independent school will be governed by the contract of employment between the employee and the school authority.

1. Collective Agreements
   If the employee is part of a bargaining unit represented by a bargaining agent (e.g., association or union) under the Labour Relations Code, the employee’s terms of employment will be governed by the collective agreement negotiated by the bargaining agent with the school authority. A collective agreement will usually contain comprehensive provisions respecting procedural fairness in matters such as discipline, work assignment and promotions. Grievance, appeal and arbitration procedures would generally be included in the collective agreement.
2. Individual Agreements
   If an employee is not covered by a collective agreement, terms of employment will be governed by the individual contract of employment between the employee and the school authority. It is important that a contract of employment clearly sets out the duties and responsibilities of the teacher or other employee as well as those of the school authority. There should be procedurally fair provisions dealing with discipline, appeals and grievances. Clear and fair employment arrangements helps to promote an atmosphere of mutual trust in the school setting. This can minimize difficult and time consuming employee disputes and possible court actions. Because of the importance of the contract of employment it is recommended that school authorities, with the assistance of their legal advisors, develop clear and comprehensive formats for their employment contracts.
3. Employment Standards Act
   The Provincial Employment Standards Act contains important basic requirements respecting the conditions of employment of employees. In dealings with its employees, authorities and independent school officials should ensure compliance with the statutory requirements.

Professional Development Policy

Flex Academy teachers and administrators are encouraged to participate in professional development on a yearly basis.

All teachers and staff are required to attend the RenewED Conference the week before the start of the school year. 

In April, Flex Academy will host a professional development day (HCOS Connect) following the April Regional Teacher Meeting. Teachers are required to attend some or all of the afternoon and evening Connect events for families, primarily to engage with parents.

All teachers are also required to attend three school authority-wide Regional Teacher Meetings each year. Two are in person (November and April), and one is held online via Zoom (February). Regular staff meetings and professional development days will communicated by the Director of Flex Academy. 

In addition, teachers may apply to attend various conferences and workshops in their area. If the sessions are relevant and applicable, registration funds may be provided.

Sexual and Reproductive Health Alternative Delivery Policy

Flex Academy supports parents and guardians to be actively involved with their child(ren)s education. Family guidance and input on the new curricula, Sexual Reproductive and Health, is welcomed by Flex Academy and also by the BC Ministry of Education and Child Care (MoECC). The MoECC Alternative in the Physical and Health Education policy states that families are allowed to choose an alternative delivery method for instruction in consultation with the school. If students would feel more comfortable learning about these topics by other means, Flex Academy will endorse doing so after receiving parents’ or guardians’ permission. Please contact your child's teacher to make arrangements.

For reference: https://www2.gov.bc.ca/gov/content/education-training/administration/legislation-policy/public-schools/alternative-delivery-in-the-physical-and-health-curriculum

Policy:

The Physical and Health Education 10 provincial curricula include topics related to reproduction and sexuality that some students and their parents/guardians may feel more comfortable addressing by means other than instruction by a teacher in a regular classroom setting. These include learning standards outlined in the following education program guides:

• Physical and Health Education K-9
• Physical and Health Education 10

In such instances, with their parents' or guardians' consent, students may arrange to address topics related to reproduction and sexuality by an alternative means. This must be arranged in consultation with the school and agreed upon by all.

The alternate delivery policy does not allow students to “opt-out” of learning about these topics. It is expected that students will, in consultation with their school, demonstrate their knowledge of the learning standard(s) arranged to be addressed by alternative means.

This alternate delivery policy does not apply to other learning standards or outcomes in the education program guides listed above. Nor does it apply to any other British Columbia provincial curriculum.

Procedure:

There are several ways in which the preferences of students and their parents or guardians regarding alternative delivery can be accommodated. The following are some examples:

• Home instruction using a school-determined package of materials or other agreed-upon materials
• Self-directed studies

Teachers will assess student work, providing both formative feedback and summative assessment of the student's learning.

Boards of education and Independent School Authorities may also invite parents/guardians to propose means for alternative delivery.

Student Discipline Policy

This page provides a standard course of action for students who struggle to meet the expectations outlined in the Code of Conduct. 

Definitions

“behavioural incident” refers to any incident involving a student whose actions do not align with our Code of Conduct or established classroom or event expectations.

“Flex Community” or “the Community” refers to staff, teachers, contractors, students, and parents enrolled at or working for Flex.

Our Process to Resolve Behavioural Incidents

At Flex Academy, we will strive to see students involved in behavioural incidents re-integrated into the Community and to restore relationships that were impacted. Flex staff and leadership will follow the process below to resolve such incidents.

While our goal is to restore relationships and the integrity of all involved, Flex Academy reserves the right to permanently expel any student who represents a potential threat to the safety of Flex Community members.

Procedural Fairness 

Flex Academy will apply the following principles of procedural fairness to ensure any actions related to student discipline are communicated clearly to all parties involved and that every opportunity is given to the student to account for their actions.

1. Students will be treated with respect and dignity and know what is expected of them. 

2. In accordance with school policy, a student who is accused of breaching a rule will be notified of that of which they are accused, with the essential facts of what they are alleged to have done. In more serious cases, notification should also be given to a student’s parents.]

3. An accused student will be given an opportunity to tell their side of the story. Where the stakes are minor, this can be satisfied by a director or teacher asking the student to explain their actions. More serious matters require more formal investigation and documentation.

4. The student or parent may appeal the decision to the Director of Flex Academy. Further appeals may be made to the Head of Schools and finally the Board of Directors of the School Authority.

5. There will be an assurance of no retribution for pursuing an appeal or review

Student Record Policy

Definitions

In this Student Records Policy, the following terms have the meanings set out below:

“Student” means a prospective, current, or past student of Flex Academy.

“Parent” means the parent, guardian, or other legal representative of a student.

”The school” means Flex Academy.

“Student record,” as defined in the Independent School Act and referenced in this policy, refers to a record of information in written or electronic form in respect to a student.  It is the information located in a file that consists of parent and student demographics, medical concerns, discipline, and scholastic achievements.

“Permanent Student Record (PSR or 1704)” means the official document that records the student’s education.

“Home Contact Card” means the record of information from the parent(s) that includes the doctor’s contact information, medical concerns, authorized people that can pick up the student from school and authorized people for medical responses. 

Flex Academy prides itself on being an organization that follows the guidelines of PIPA (Privacy Information Protection Act) by protecting the confidentiality of information that flows within the school as well as information that is sent to any other organizations that are associated in the education field.

Authority

The Ministry of Education is the governing body that directs the guidelines of the storage and flow of information within the school and to other schools.  Flex Academy falls within the authority of this governing body.  The Ministry of Education acts as the adjudicating body for storage and transfer of student records, as per the Requirements and Best Practice Guidelines for Independent Schools.

Records

Each student file includes the following:

Current Enrolment/Re-enrolment Form

Legal Custody or Guardianship Documents

Legal Residency Form

Identification: Birth Certificate, Care Card, Guardian’s Drivers License

Permission & Release of Liability Form

Permanent Student Record Card

Current Medical Papers (if any)

Past Enrolments Forms (in descending order)

Past Report Cards (in descending order)

Home Contact Card (unattached at back)

Loose on top: current report cards and IEP (If applicable)

Receiving of Records

A Student Records Request is used to request records from the student’s previous school. Once received, records are to be placed and kept in the student’s file.

Storage

Current student files are stored in secure, fireproof filing cabinets.  Previous student files are stored in a separate, locked room. All student file contents are scanned and are located on a secure network drive.  Access is restricted to only those employees who, by nature of their work, are required to see the student files. All required records will be kept for a period of not less than 55 years.

Transfer of Records

School will follow the guidelines outlined in the Best Practice Guidelines for Independent Schools, June 2012 Section IV.

Transferring of student records occurs when a request comes directly from the future institution. Confirmation from the parent or guardian must be obtained prior to the transfer.

All information in the file is transferred to the future institution with the exception of any letters, the signed form to release the records and a copy of the PSR. These items will remain in the student file at Flex Academy.

Request for Transcripts

A request for a transcript must come from the student that has attended FA. Transcripts are processed by admissions staff only and are sent directly to the institution that the student has requested. These transcripts are processed with the school seal and then are placed in a sealed envelope before being sent by Canada Post to admissions office of the future school.

Student Records Requirements and Best Practices Policy

Note: For the purpose of this policy, the lead administrator in Flex Academy is the Head of Schools and/or Chief Operating Officer

HCOS is committed to ensuring that student records are handled in accordance with all legal requirements.

The purpose of this document is to define policy and to determine procedures for the collection of student information and its storage, use, disclosure, transfer and protection.

Policy Statements

The following policy statements are provided to inform all parties who collect, store, use, disclose, transfer and protect student information.

HCOS will:

1.1 Ensure that the lead administrator is responsible for the establishment, security and maintenance of the Student Record and Student File (as defined in this policy) for each student registered in the school according to the procedures defined in this policy.

1.2 Only collect, use or disclose personal information with the consent of the individual student or legal guardian, unless otherwise authorized under PIPA.  

1.3 On or before collecting personal information, disclose to the individual student verbally or in writing the purposes for the collection of personal information.

1.4 Only collect, use or disclose personal information for purposes that a reasonable person would consider appropriate in the circumstances and that fulfill the purposes disclosed by the school or are otherwise permitted under PIPA.

1.5 Secure Student Records and Student Files with access within the school authority restricted to those individuals who, by the nature of their work, are required to have access to the information.

1.6 Provide access to personal information about an individual student to the individual student (if capable of exercising PIPA rights), and to a parent or legal guardian of the individual student during school hours and under the supervision of the lead administrator or designate.

1.7 Subject to legal requirements, ensure that personal information will be retained only for the period of time required to fulfill the purpose for which it was collected.

1.8 Inform parents that concerns, complaints and questions about personal information handling policies and practices of the school authority may be directed to the school’s Privacy Officer by calling the school office.

2. Definitions and Student Record Components

2.1 Elements of the Student Record

1. The Permanent Student Record (PSR), as defined in the Students Records Order (I 1/07):
   • Form 1704, PSB 048 (revised 1997) completed according to the Permanent Student Record Instructions that are effective at the time of completion; and
   • Student Progress Reports for the two most recent years or an official transcript of grades;
2. All documents listed as inclusions on Form 1704 (see 2.2 below);
3. Form A, verifying the information about the student’s parent or guardian in respect of students eligible for funding (see Appendix I);
4. A copy of the student’s current Student Learning Plan, if any; and
5. A copy of the student’s current Individual Education Plan (IEP), if any.

 2.2 Permanent Student Record (Form 1704) Inclusions

The following inclusions must be listed on Form 1704, including document date, title and expiry date or date rescinded (if applicable), and copies of the documents listed must be filed with the PSR:

1. Health Services information as indicated by the medical alert checkbox, such as diabetes, epilepsy, anaphylaxis producing allergies, and any other condition which may require emergency care;
2. Court orders as indicated by the legal alert checkbox;
3. Other legal documents, e.g. name change or immigration document;
4. Support services information (e.g. psychometric testing, speech and hearing tests, adjudication requirements for completing assessment activities)
5. Current IEP and/or Case Management Plan (CMP) where applicable; and
6. Notification of a student being home schooled.

The following inclusions may be listed on PSR Form 1704, including document date, title and expiry date or date rescinded (if applicable) and if listed, copies of the documents must be filed with the PSR:

1. Records of information which an educator deems relevant and important to the educational program of the student;
2. Award information; and
3. Standardized test scores (if deemed relevant and important to the educational program of the student).

If the above optional inclusions are NOT listed on PSR Form 1704, then they may be included in the Student File (see section 2.3, viii below).

2.3 Student File

Additional items must (see i below) or may (see ii – viii below) be included in the school’s student records as part of the Student File. These items include:

1. Student eligibility information (required):
   • Legal name of child – verify the original and file a photocopy or scanned copy of birth certificate or similar legitimate identification document;
   • Official name(s) of parent(s) or guardian(s) with home and work contact information; and
   • Verification that parent/guardian is legally admitted to Canada and a resident of BC (see Appendix I, Form A, used to collect this information);
2. Care Card number;
3. Emergency contact numbers;
4. Doctor’s name and contact information;
5. Previous Student Progress Reports (other than the two most recent years required in the PSR)
6. Serious discipline reports (e.g. copies of letters to parents/guardians regarding discipline matters and corrective actions taken);
7. Reports of important meetings/discussions relating to the student; and
8. Standardized test scores, records of information which an educator deems relevant and important to the educational program of the student, and award information IF NOT listed as inclusions on the PSR (see section 2.2 above).

2.4 Sensitive Student Information

This may include information which by its nature requires that school staff observe a high level of confidentiality. Examples include:

1. Psychiatric reports;
2. Family assessments;
3. Referrals to or reports from school arranged counselling services; or
4. Record of a school-initiated report of alleged sexual or physical abuse made to a child protection social worker under section 14 of the Child, Family and Community Service Act.

Procedures

 3.1 The lead administrator or designate will be responsible for:

1. Updating the PSR Form 1704 as information changes and the student progresses through the system;
2. Ensuring that electronic copies of documents are stored on a server in a physically secure location. If information is accessed through the Internet, an encrypted connection (https://) must be established before authenticating. Access is restricted to those employees (such as designated records clerks, administration, teachers, and counsellors) who, by the nature of their work, are required to have access; and
3. Ensuring that the school authority takes necessary precautions to safeguard against deprecated or obsolete forms of storage. The electronic storage of PSRs and other personal information requires the school authority to have an adequate backup plan and recovery strategy for potential hardware failure and database corruption.

3.2 Student Record and Student File Retention:

1. Student Records – Active Students
   • Original Student Records are locked in cabinets. All student records are scanned and digitized with back-ups stored off site. Access is restricted to those employees (such as designated records clerks, administrators, teachers, and counsellors) who, by the nature of their work, are required to have access.
   • The school authority protects personal information from unauthorized access, collection, use, disclosure, copying, modification, or disposal, or similar risks.
     Procedures for such protection are outlined in sections 5 and 6 below.
   • The lead administrator or designate will regularly review Student Records to ensure that the information is current and complies with legal requirements. Required inclusions must be listed on the PSR – see section 2.2 above.
2. Student Records – Inactive Students
   • Unless another school requests a Student Record (see section 6 below), the school authority archives Student Records for 55 years after a student has withdrawn and not enrolled in another K-12 school, or graduated from the school.
   • The archived Student Records are stored digitally and in a manner that ensures their preservation from calamity (fire, flood, etc.) Access is limited to the lead administrator or designate.
   • The designated records clerk keeps a record of Student Records that are destroyed (shredded) after 55 years.
3. Student Files – Active Students
   • Student Files are locked in cabinets in each school. Access is restricted to those employees (such as designated records clerks, administrators, teachers, and counsellors) who, by the nature of their work, are required to have access.
   • The school authority protects personal information from unauthorized access, collection, use, disclosure, copying, modification, or disposal, or similar risks.
     Procedures for such protection are outlined in sections 5 and 6 below.
   • The lead administrator or designate will regularly review Student Files to ensure that the information is relevant and important to the educational program of the student.
4. Student Files – Inactive Students
   • The school authority archives Student Records for 55 years after the student has withdrawn and not enrolled in another K-12 school, or graduated from the school.
   • The archived Student Records are stored digitally and securely and in a manner that ensures their preservation from calamity (fire, flood, etc.) Access is limited to the administration or designate.
   • The lead administrator or designate is responsible for determining the relevancy of the contents in Student Records before being archived.

3.3 Currency of Student Records

Student eligibility information (see Appendix I) will be updated during student registration each year.

As stated above, the lead administrator or designate will regularly review Student Records and Student Files to ensure that the information is current and complies with legal requirements.

3.4 Security of Student Information Off Campus

The lead administrator is responsible for ensuring that personal information taken off campus is safely stored and that personal information is protected.

3.5 Handling of Sensitive Student Information

Access to Sensitive Student Information is restricted to the lead administrator or a person or persons authorized by the lead administrator to access such information defined in section 2.4 of this policy.

The lead administrator or designate will obtain parental consent (written, dated and signed) for the collection, use and disclosure of Sensitive Student Information, including psychiatric reports and family assessments, and will store these as highly confidential documents with restricted access.

Sensitive Student Information will only be disclosed or transferred in accordance with the law.

The lead administrator is responsible for ensuring that school initiated reports under section 14 of the Child, Family and Community Service Act are retained only for the purpose of child protection proceedings and that information is not disclosed to third parties or transferred to other schools. Such reports are strictly confidential and should only be stored where the lead administrator or designate can access them.

4. Use of Student Personal Information

The school authority may use an individual student’s personal information for the following purposes, assuming that the school has disclosed such purposes to the individual student verbally or in writing on or before collecting the personal information:

4.1 To communicate with the student and/or the student’s parent or legal guardian, to process a student’s application, and to provide a student with the educational services and co-curricular programs provided by the school authority.
4.2 To enable the authority to operate its administrative function, including payment of fees and maintenance of ancillary school programs such as parent voluntary groups and fundraising activities.
4.3 To provide specialized services in areas of health, psychological or legal support, or as adjunct information in delivering educational services that are in the best interests of the student.

5. Access to and Disclosure of Student Records

1. A student (capable of exercising PIPA rights) and a parent/legal guardian of a student is permitted (unless restricted by a court order) to:

• Examine the Student Record and Student File kept by a school authority pertaining to that student, while accompanied by the lead administrator or designate to interpret the records; and
• Receive a copy of any student record upon request. The school authority reserves the right to recover the direct cost of copying records.

An entitled person may access and verify personal information in the Student Record and Student File pertaining to the particular student with appropriate notice to the school administration. Access will be provided during school hours.

2. When applicable, graduating students will be provided with interim and/or final transcripts for Grades 10, 11 and 12 courses when graduating, and upon future request of the graduate. 
Copies will be mailed directly to institutions of higher learning or as requested by the graduate. The school authority reserves the right to assess a reasonable fee for transcript requests.

3. In the case of a request for personal student information from separated or divorced parents, the school authority will be guided by the legal custody agreement, a copy of which should be provided to the lead administrator. In cases where the lead administrator is unsure if the non-custodial parent is entitled to access personal student information, the school’s legal counsel will be consulted for a recommendation.

4. In addition to parents/guardians and students, access to student records should only be granted, upon assurance of confidentiality to:

a. professionals who are planning for, or delivering education, health, social or other support services to that student (consent not required for record access);
b. school authority’s insurer to defend any claim/potential claim (consent for record access required).

6. Transfer of Student Records

1. On receipt of a request for student records from a school, a Board of Education, or an independent school authority from within British Columbia where the student is (or will be) enrolled, the school authority will transfer that student’s PSR (including declared inclusions), the current Student Learning Plan (if any), and the current IEP (if any) to the requesting institution. The school authority will retain a copy of the PSR, indicating the school where the records have been sent and the date of the student record transfer.
2. If the requesting institution is outside British Columbia, a photocopy of the PSR will be sent (including declared inclusions), along with the current Student Learning Plan (if any), and the current IEP (if any).
3. Requests for a student’s record from a public school require that the public school administration provide a copy of the PSR (including declared inclusions) and current Student Learning Plan (if applicable) and IEP (if applicable) to the independent school authority. The original PSR must be retained by the public school.
4. The school authority will only transfer sensitive, confidential information (e.g. psychiatric 10 assessments) after dated and signed parent/guardian consent has been obtained.
5. The school authority will not transfer a record of a Section 14 Child, Family and Community Service Act report of alleged sexual or physical abuse made to a child protection social worker.
6. A summary of a former student’s school progress may be provided to prospective employers, at the written request of a former student. The school authority reserves the right to assess a fee for this service.
7. A Student Record will be reviewed when a student transfers. The lead administrator will ensure that the documents listed as inclusions are still required inclusions (eg. not expired or rescinded) or still deemed to be relevant and important to the educational program of the student. Expired, rescinded, or irrelevant inclusions will be removed from the Student Record and the documents themselves will be shredded.

List of Appendices

1. Appendix 1: Form A – Status of Parent/Guardian (Admission to Canada and Residency)
2. Appendix 2: Links to information on Student Record legislation:
   • PIPA
   • Independent School Act [RSBC 1996] Chapter 216
   • Independent School Regulation
   • Student Records Order
3. Appendix 3: Links to Student Record Policy:
   Student Records – Requirements and Best Practice Guidelines for Independent Schools, June 2012
4. Appendix 4: Link to the Child, Family and Community Service Act
   

Student Supervision

Supervision Before and After School and during Breaks

• At the beginning of the school day, parents and guardians are asked to drop off students between 8:15-8:30am so that students can go directly to their classrooms.
• Parents and guardians are asked to pick up their students between 3:00-3:15pm
• Flex Academy has a crossing guard available in the parking lot during morning drop-off.
• A rotation of teachers and support staff supervise students during all recess and lunchtime breaks.

Drop-off and Pick-up

Drop off and pick up for students in JK to grade 2 happens with parents parking in designated parking stalls and walking their students to the elementary door drop off on the right-hand side of the church building (picture #3 shows as the 'top' side of the building). Parking stalls are assigned yearly and sent to families before the first day of school.

Drop off and pickup for students in grades 3-12 is drive-through in the Flex Academy parking lot. Parents/guardians picking up students in grades 3-12 can either do a drive-through pick-up in the Flex Academy parking lot (picture #1) or park in the church's back parking lot (picture #2).

During the school day, visitors are welcome to park in the middle parking that is between the church and gym buildings.

 

Risk Management

• All off-site activities require appropriate supervision so that students can be observed and attended to as needed. Supervisors must follow the CRC requirements.
• The preference for supervisors is Flex Academy staff members (Teacher, Educational Assistant, Learning Coach, Athletics Coordinator, or Director)
• Any parent supervisors must have a current volunteer CRC on file with Flex Academy before supervising children.

Substance Use Policy

Flex Academy endeavors to see all members of its community as healthy as possible, physically, psychologically and spiritually.  Flex Academy recognizes that the use of certain substances is a detrimental lifestyle choice for students, employees, and visitors. Therefore, students and staff are not permitted to possess or consume any prohibited substances while attending Flex events. This includes but is not limited to substances such as energy drinks, alcohol,  tobacco, vaporizing products, cannabis, and drugs.

Definitions

• “Staff” refers to employees and contractors of the school or authorized volunteers

• “Flex events” include any function, assembly, meeting or gathering of Flex students for school purposes.

• “energy drinks”  is any beverage that provides an additional energy source containing a high percentage of sugar, caffeine or other stimulants (eg. Red Bull, Rock Star, Monster, etc.)

• “alcohol” is any beverage containing alcohol, including beer, wine, cider and spirits

• “drugs” as defined in the Controlled Drugs & Substances Act are “substances, the possession of which is prohibited under the Controlled Drugs & Substances Act, or anything which contains such a drug or substance or any drug or substance designated a restricted drug under the Food and Drug Act unless the person possessing or consuming the restricted drug was authorized under that Act to possess the drug.”

Tobacco & Cannabis Use Prohibition

The school acknowledges its legal obligations to act in accordance with Section 2.2 of the Tobacco and Vapour Products Control Act, as well as regulations forbidding the use of cannabis on school property in British Columbia. Lastly, Flex Academy accepts the responsibility inherent in education of providing positive role models and demonstrating best practices and will promote a healthy learning and working environment.

1. No person is permitted to smoke, use, or hold any tobacco, cannabis-related or vapour product, at any Flex events, in or on any building or land owned, leased or rented by the school.

2. No school student is permitted to smoke, use, or hold any tobacco, cannabis or vapour products at any Flex events.

3. All persons who are not school students will be asked not to smoke or use any tobacco, cannabis-related or vapour products, in the presence of school students at Flex events.

Enforcement

1. Students engaging in prohibited behaviour will be subject to the stipulations of the student discipline policy.

2. School employees engaging in prohibited behaviour will be subject to the stipulations of the employment agreement regarding employee code of conduct violations.

3. All other persons will be asked to cease their use of the substance and leave the school event.

Education

1. Flex Academy will include education about the harmful effects of substance use at appropriate grade levels in its educational program.

2. Provide information regarding substance abuse and additional resources for prevention and intervention measures upon request.

3. Flex Academy will communicate that it is a substance-free institution through its usual communication modes to students, parents, employees, and visitors.

Teacher Education Delivery and Services Evaluation Policy

New teachers will have their Education Delivery & Services evaluated as they near the end of their first year of teaching with Flex Academy. This evaluation will comprise teacher self-reflection, administration evaluation, and (if applicable) family observations. 

Teacher evaluations occur annually on a first-year, fifth-year, and tenth-year basis.

The Flex Academy Directors will summarize these components and will present them to the teacher.

A teacher's education delivery and services may be evaluated at the administration’s discretion. If concerns arise regarding the education delivery of a teacher, then that teacher will be informed in writing that their services will be evaluated that school year. Teachers may also request that their education delivery and services be evaluated.

WiFi and Computer Use Agreement

Parents/guardians of students accessing the school's WiFi network, using media technology at school, or borrowing or leasing a computer from the school must review and sign the Flex Academy WiFi and computer use agreement form. Parents/guardians are asked to review the policies with their children before signing.

https://forms.kccnet.ca/view.php?id=761937 

Upon request, a paper copy of the form is available from the Flex Academy office.

Work Resubmission Policy

Flex Academy students can resubmit work. It is at the teacher’s professional discretion whether or not a student may resubmit an assignment or rewrite a test. Below are guidelines only for teachers to use.

1. Failure due to poor quality of work. Students will not be allowed to resubmit but have the ability to repeat the unit competency has been demonstrated.
2. Failure due to late submission. Students will not be permitted unless it causes the student to fail the unit.
3. Low to Medium level plagiarism offence. Students must resubmit an assignment using properly sourced documentation and referencing.
4. Failure to due health-related reasonings. Students will be allowed to resubmit an assignment. A medical note may be requested.

Each category is treated differently and at the discretion of the course teacher. To resubmit an assignment, the student must request written permission from their teacher via email. If the student is too young to use email, the parent should make the request on their student's behalf. Once granted, students are given only one opportunity to redo an assignment. The re-submission grade will be recorded in place of the original assignment mark.

Any re-submission must be done within 14 days in order for the grading to be changed.