Flex Academy Policies

Accessibility

Accessibility

3-Year Accessibility Plan

Overview

Kelowna Christian Center Society is the charitable society which governs the ministries of Kelowna Christian Center,  Heritage Christian Online School (HCOS) & Flex Academy. Heritage Christian Online School (HCOS) is an independent school authority that serves approximately 4500+ K-12 students across the Province of British Columbia. The authority operates a Christian province-wide online school (HCOS), with in-person learning opportunities (“Community Connections” and “Learning Camps”) and a cross-enrollment arm (British Columbia Online School - BCOS, with approximately 2,150 seats) as well as Flex Academy, a Hybrid campus with approximately 260 students, on a physical campus, in Kelowna. 

Land Acknowledgement

HCOS is grateful to be on the traditional, ancestral and unceded territories of the many Indigenous peoples across British Columbia, who have stewarded these lands for millennia. We respect and commit to a deep consideration of their history, culture, stewardship, and voice.

Accessibility Plan

This Accessibility Plan outlines the measures our entire organization; KCC, Heritage Christian Online School (HCOS), Flex Academy, will take to remove and prevent barriers and to promote inclusion for individuals with disabilities in our school community. The plan is based on the Accessibility Principles of Adaptability, Collaboration, Diversity, Inclusion, Self-Determination, and Universal Design, as set out in the Accessible B.C. Act.

Priorities

Based on the feedback gathered from staff, parents/guardians, and students, and the Physical and Architectural Environment Audit, The Accessibility Committee has identified the following areas as the top priority for improving accessibility in the school community.

Strategic Priority #1: Consultation

Our organization resonates with the belief that the first step of wisdom is the humility to know what we do not know and is committed to the Accessibility principle of “Nothing for us without us”. We feel the first step of our plan needs to be to intentionally build an Accessibility Committee and engage in consultation with stakeholders and to more thoroughly evaluate our existing structures, policies and practices. 

Objectives & Timeline

Actions

Build Accessibility Committee


2023/24

Create an invitation to our diverse community, encouraging participation in the committee. 
Strategic Priority #2: Learning

Our organization will continue to enhance the accessibility of access to learning for all individuals, including those with disabilities, through the following actions:

Objectives & Timeline

Actions

Continue to equip teachers to design lessons using UDL principles


(Ongoing)
  • Provide professional development for educators on UDL
  • Provide collaboration time and Learning Support coaching to increase teacher capacity to use UDL lesson planning

Continue to develop relevant Universal Supports at HCOS


(Ongoing)
  • Annual discussion between Learning Commons, Learning Supports, Accessibility Committee to determine gaps in resources or opportunities to build additional supports.

Continue to evaluate Study Forge content through the lens of UDL.


(Ongoing)
  • Tasked to Study Forge team member
  • Annual report to the Accessibility Committee

Increase training in the use of accessible format materials.


(Ongoing)
  • Provide staff training on the various types of accessible materials available and how to use them
  • Learning Commons and teachers train students on the use of accessible book and website formats
  • Part of Middle School curriculum in 2023/24 - Google classroom material (Using Read&Write etc.)

Develop and implement a clear and easy-to-navigate Learning Commons website.


(2023/24)
  • Conduct a website audit 
  • Create a website improvement plan
  • Create a new website
Strategic Priority #3: Physical and Architectural

Our organization is currently working on a re-build of the hybrid (Flex Academy) location. This process will work to improve the accessibility of the physical and architectural environment for all individuals, including those with disabilities. 

Objectives & Timeline 

Actions

Review all planning through an “Accessibility” lens.


(Beginning in 2024)
  • Work with the Inclusive Education and leadership of Flex to analyze, evaluate building plans and make recommendations that accommodate Universal Design principles.

Factors to consider include:

  • Provide sound fields in all classrooms to support students with hearing impairments and attention issues.
  • Assess noise and lighting issues or sensitivities and determine solutions in classrooms and other areas of the school 
  • Determine the current needs of students who may require alternate learning spaces from time to time
  • Conduct an audit of current alternate learning spaces that can meet the identified needs
  • Create a plan and budget for the provision of additional alternative learning spaces or accommodations to address the needs identified

Create a plan and budget to meet identified needs. 


(Beginning in 2025)
  • Create a plan and budget for the provision of additional alternative learning spaces or accommodations to address the needs identified


Accessibility

Accessibility Committee: Consultation, Feedback, Monitoring & Evaluation

Purpose of the Accessibility Committee

Under the Accessible BC Act, organizations must establish an Accessibility Committee to assist with identifying and preventing barriers to individuals in or interacting with the organization. The purpose of the accessibility committee is to work collaboratively to assess and improve community accessibility, focusing on the experiences of individuals with disabilities while encompassing the whole community. The Accessibility Committee also advises the school Administrator/Board on strategies to reduce social, physical, sensory and other barriers that prevent people from fully participating in all aspects of school community life.

Recruitment to the Accessibility Committee

Under the Accessible BC Act, the selection of accessibility committee members must, to the extent possible, align with the following goals: 

The current Accessibility Committee includes Sara Kraushar and ______,  with our intention to grow the committee during the 23/24 school year and more fully represent the diverse needs of the school community. 

Accessibility Committee

We would like to ask people interested in applying to join the Accessibility Committee to complete the form below. Applications will be reviewed annually at a regularly scheduled meeting. 

Note:  Accessibility Committee volunteers may be eligible for an annual stipend. 

Accessibility Committee: Expression of Interest Form

Consultation

The Accessibility Committee plans to use the following barrier-identification methods:

School Physical Accessibility Audit (Annual) An Assessment of School Physical Accessibility will be developed. An audit team will be identified and conduct the School Physical Accessibility Audit.
Accessibility Feedback Tool (Ongoing) A feedback tool was developed and posted to this SOPHIE page. Information about the tool will be shared with school stakeholders (i.e., students, staff, outside professionals and parents/guardians).

Feedback

We want to learn about specific barriers that people face when they are trying to:

Thank you for taking the time to alert the Accessibility Committee to any barriers you have noticed or areas of support that could be developed.

Accessibility Feedback Form

Monitoring and Evaluation

The Accessibility Planning Committee meets regularly to review progress and evaluate the effectiveness of the plan’s implementation and plan for increased accessibility throughout the school. The committee will ensure the following steps are taken regarding the Three-Year Accessibility Plan:

1.    Prepare an annual status report on the progress of the measures taken to implement the plan.

2.    Review and update the Three-Year Accessibility Plan every three years in consultation with persons with disabilities and other relevant community members.


Accessibility

Accessible B.C. Act Principles

The Accessible BC Act includes a list of principles to consider as organizations develop an accessibility plan. The Definitions are adapted from the foundational document BC Framework for Accessibility Legislation.    

Adaptability: Accessibility plans should reflect that disability and accessibility are evolving concepts that change as services, technology, and attitudes change.

Collaboration: Promoting accessible communities is a shared responsibility and everyone has a role to play. Accessibility plans should create opportunities for Organizations and communities to work together to promote access and inclusion.

Diversity: Every person is unique. People with disabilities are individuals with varied backgrounds. Individual characteristics, including race, gender, sexual orientation, religion, and lived experience, greatly inform the experiences of individuals. Accessibility plans should acknowledge the principle of intersectionality and diversity within the disability community.

Inclusion: All British Columbians, including persons with disabilities, should be able to participate fully and equally in their communities.

Self-Determination: Accessibility plans should seek to empower people with disabilities to make their own choices and pursue the lives they wish to live.

Universal Design: The Centre for Excellence in Universal Design defines Universal Design as “the design and composition of an environment so that it can be accessed, understood, and used to the greatest extent possible by all people regardless of their age, size, ability or disability.” An accessibility plan should be designed to meet the needs of all people who interact with the Organization.


Accessibility

Accomplishments

The guiding principles of inclusive practice inform our programs, policies, practices, and services to reduce and minimize barriers to accessibility for people with disabilities. With 44% of our student population having some form of learning differences or challenges, we strive to create an environment that is accessible and to ensure continuous improvement in accessibility.

There are several initiatives within our organization to identify, remove and prevent barriers for people with challenges or disabilities. The following is a synopsis of some of the major achievements noted in the feedback:

Learning

  1. Teachers work to accommodate all students, including those with diverse needs and disabilities, in their online and in-person classes. This includes supports such as extra time, flexible deadlines, alternative ways of accessing information (e.g. video), alternative ways of demonstrating learning, technology that allows for speech-to-text or text-to-speech and supports such as weighted animals, time timers, fidgets made available in classes. 
  2. HCOS and Flex Academy ensures that the Learning Commons offers an excellent selection of audio and digital books, particularly ensuring that any books that are used in courses or in book clubs are offered as audiobooks or graphic novels. This includes recommended resources on Universal Design for Learning (UDL).
  3. The Learning Commons (LC) also offers subscriptions that support our diverse learners, including Hearbuilder, Touch Type Read and Spell (TTRS),  RAZ-Plus, Read&Write, and Grammarly. Susan Barton is an Orton-Gillingham-based program that we also offer through our LC.  Other subscriptions offered through the LC offer a variety of learning modalities - videos, games, the option to simply content or enlarge print. Additionally, the LC highlights supportive resources in each of their monthly newsletters. 
  4. The Student Success Centre offers the regular online support of multiple numeracy and literacy specialist Education Assistants to any HCOS and Flex Academy student. Students can book up to 2 hours a week per specialist and receive one-on-one support in their comprehension or executive functioning skills. 
  5. The Inclusive Education division at HCOS and Flex Academy also provides SEED, an online program that offers additional support - more teacher time, interaction, and scaffolding - for students requiring it. 
  6. Learning Groups (LG) work with teachers to facilitate individual student needs, noting effective supports that benefit learning. LG has also intentionally partnered with the Inclusive Education division to offer Learning Camps like “Hello, Anxiety” and “Virtual Voices” and Executive Functioning classes. 
  7. Study Forge, the HCOS curriculum department, is working to ensure that all their video content is close-captioned.    
  8. HCOS and Flex Academy also offers regular training to teachers and EAs, to build their supportive practice. Past training has included MANDT, Play is the Way, Dan Duncan (ADHD and Executive Functioning),  and Non-violent Crisis Intervention. The Learning Support team also offers regular one-on-one coaching to teachers to help grow their skills and tool kit. 
  9. HCOS and Flex Academy offers graduation and staff meetings in alternative formats, for those who may be unable to attend in-person  - offering an excellent online graduation and an in-person graduation experience and similarly offer online versions of in-person teacher/staff meetings; even Christmas parties have an online option. Students, in particular, have mentioned that they were thrilled to attend an online event where their health/mental health/finances/location/schedule would have made attending in-person unrealistic or impossible. 
  10. HCOS and Flex Academy has also recently updated the https://onlineschool.ca and https://flex.academy websites to increase simplicity and accessibility. This continues to be a work in progress, with the main website, Learning Groups site and a revamp of the Learning Commons website underway. 
  11. Accessibility is part of the planning process for the new Flex Academy campus. This is illustrated by the inclusion of structures in the new playground that allow those with physical disabilities to participate in play with their classmates. 
  12. HCOS and Flex Academy Inclusive Education (IE) Teachers collaborate with MCFD navigators to develop transition plans starting in grade 9 for students with developmental disabilities and develop a transition plan for all IE students in grades 9-12 as a part of their Individualized Education Plan.
Accessibility

Definitions

Accessibility: The state of having programs, services and environments that allow all individuals to participate fully in society without encountering barriers.     

Accessibility Committee: An official group formed by one or more organizations in collaboration with people with disabilities, to create an accessibility plan and feedback mechanism.

Accessibility Plan: A plan developed by an Accessibility Committee that identifies challenges and solutions for addressing accessibility barriers.

Barrier: Anything that hinders the full and equal participation in society of a person navigating needs or disabilities. Types of barriers in the educational setting:

Disability: The state of being unable to participate fully and equally in society as a result of the interaction between an impairment and a barrier. (For more information about disability and types of disability and support, refer to Appendix A: Disabilities.)

Impairment: A physical, sensory, mental, intellectual, cognitive limitation, whether permanent, temporary or episodic. 

Accessibility

Global, National and Provincial Context

Our accessibility plan builds on global, national, provincial and our organizations specific actions to promote and support accessibility. 

Global Context – United Nations

In recent years, there has been an emphasis on increasing diversity, equity and inclusion within the workplace and within the larger community. The United Nations has been instrumental in leading the importance of disability as a global health issue. In 2006, the United Nations led efforts to adopt the Convention on the Rights of Persons with Disabilities (CRPD). In 2010, Canada ratified the CRPD and described the CPRD as follows:

“The Convention on the Rights of Persons with Disabilities is an international human right treaty aimed at protecting the rights and dignity of persons with disabilities without discrimination and on an equal basis with others. Parties to the Convention of the rights of Persons with Disabilities are required to promote and ensure the full enjoyment of human rights of persons with disabilities including full equality under the law.”

Canadian Context – Canadian Charter of Rights and Freedoms

Canada-wide, around one in five people had some form of disability in 2017. Nationally, Canadian accessibility legislation started in 1985 where disability was included in the Canadian Charter of Rights and Freedoms and in 1986, Persons with Disabilities (PWDs) were included in the new federal Employment Equity Act. The Accessible Canada Act (ACA) came into force in 2019, with the overarching goal to realize a barrier-free Canada by 2040. This act applies to federally regulated entities. The ACA has seven focus areas, and was developed based on the following guiding principles: 

1.    All persons must be treated with dignity regardless of their disabilities. 

2.    All persons must have the same opportunity to make for themselves the lives that they are able and wish to have regardless of their disabilities. 

3.    All persons must have barrier-free access to full and equal participation in society, regardless of their disabilities. 

4.    All persons must have meaningful options and be free to make their own choices, with support if they desire, regardless of their disabilities.

5.    Laws, policies, programs, services and structures must take into account the disabilities of persons, the different ways that persons interact with their environments and the multiple and intersecting forms of marginalization and discrimination faced by persons. 

6.    PWDs must be involved in the development and design of laws, policies, programs, services and structures. 

7.    The development and revision of accessibility standards and the making of regulations must be done with the objective of achieving the highest level of accessibility for PWDs.

BC Context - Accessible BC Act

The Accessible British Columbia Act, enacted in June 2021, and initially the accessibility planning requirements only applied to provincial government organizations. 

The Accessible British Columbia Regulation, under the Accessible British Columbia Act, came into force on September 1, 2022. These regulations identify schools as accessible organizations, and school districts and independent schools will be required to have an Accessibility Committee, an Accessibility Plan, and a tool to receive feedback on accessibility by September 1, 2023:

The goal of the act is to improve opportunities for people with disabilities and involve them in identifying, removing, and preventing barriers to their full participation in the life of the province.


Accessibility

Identifying Accessibility Barriers

Below are potential accessibility barriers found in schools across BC.

Learning Barriers

  1. Educators do not consistently allow for alternative ways for students to represent their learning.
  2. Communication with students and guardians about assignments was provided inconsistently in various classes, resulting in some students not knowing or understanding what they needed to do for homework.
  3. Some community members identified that it was difficult to navigate the school website and to locate information they hoped to access. 

Physical and Architecture Environment Barriers

  1. Many classrooms have noise issues that make it difficult for some students due to auditory sensitivities.
  2. Most classrooms do not have sound fields to support students with hearing impairments or attention issues. 
  3. Some larger spaces within the school have sound echo issues.

Attitudinal Barriers

Resource Barriers

School Policy and Practice Barriers

  1. Guardians and staff identified a gap in staff training on a variety of disabilities and accessibility issues.
  2. Systematic transition planning processes are not evident for all students with disabilities.
  3. Emergency evacuation protocols, individual plans and evacuation equipment are not in place for students with physical disabilities.


Accessibility

Our Commitment and Approach

Our Commitment to Accessibility

Accessibility refers to the degree of ease with which people with disabilities can use and enjoy something, such as a device, service, or place. At HCOS, 44% of our student population have significant physical, developmental, learning, behavioural, health or mental challenges. We are committed to providing an environment that is accessible and practical for all members of our diverse community. We recognize the importance of conscious planning, design, and effort in ensuring that barriers are removed and accessibility is increased. 

Our school is committed to working collaboratively with the community to provide equitable treatment to people with disabilities in a way that respects their dignity. To achieve this goal, we have outlined the following commitments:

Our Approach

We believe that all community members have the right to be treated with dignity, allowed to participate, and provided with access to learning and community. Our approach is grounded in the core provincial principles of accessibility, including adaptability, collaboration, diversity, inclusion, self-determination and universal design.

In June 2023, we began the process of establishing an accessibility committee and identifying barriers to accessibility in our school community. This process will eventually involve:

  1. Calling for applications for members of the Accessibility Committee
  2. Assessing the current online and curricular accessibility of our school.
  3. Assessing the current physical and architectural accessibility of our school.
  4. Conducting surveys and interviews to understand the issues, challenges, and priorities of stakeholders within our school community
    1. Holding key discussions to identify barriers to accessibility
    2. Developing a school feedback tool
    3. Prioritization of actions to be taken  
    4. Establishing a monitoring and evaluation process

Our approach is designed to recognize the gaps and opportunities to improve accessibility in our school community. By engaging in thoughtful planning, meaningful engagement, training, and direct action, we aim to deliver lasting accessibility improvements for all community members.


Accessibility

Suggested References & Resources

Global, Canadian and Local Accessibility Context and Legislation

Accessibility Planning Resources for Schools and School Boards:

Accessibility

Understanding the Word "Disability"

The Disability Continuum

Although there is no universally accepted meaning for the word "disability". However, the Ontario Human Rights Code provides definitions of disability that form our guiding principles. Definitions of disability can be placed on a continuum. At one end, disability is explained in terms of medical conditions (medical model). At the opposite end, disability is explained in terms of the social and physical contexts in which it occurs (environmental model).

The medical model focuses on deficiencies, symptoms and treatments. The World Health Organization's (WHO) 1976 definition for disability, for example, is "any restriction or lack (resulting from an impairment) of ability to perform an activity in the manner or within the range considered normal for a human being." Medical model definitions promote the idea that disability is a deviation from the norm. 

Many people with disabilities are troubled by definitions that regard disability as abnormal, preferring instead to portray disability as commonplace, natural, and in fact, inevitable. As people age, they experience gradual declines in visual acuity, auditory sensitivity, range of motion, bodily strength and mental powers. Significant functional limitations affect almost half of people between the ages of 55 and 79, and over 70% of people over 80 (World Health Organization (WHO) report titled "Ageing and health", 2015). Beyond middle age, disability is the norm.

The environmental model explains disability in relation to social and physical contexts. In this view, the environment, not an individual's medical condition, causes disability. For example, during an electrical blackout, a person who is completely blind can effortlessly navigate around the home, hammer nails, and, if a Braille user, read a novel.

A sighted person would be unable to perform these tasks easily, if at all. In this example, the environment disables the sighted person.

The environmental model emphasizes that people with disabilities are capable individuals, and it is the barriers in the built and human environments, not their medical conditions, that create disability. Disability occurs when the world is designed only for a certain way of living, without considering the natural variation among human beings. Barriers are created by humans, and modifying how we live, the tools we use, and our understanding of the proper way to do things can eliminate or minimize design problems that cause barriers. Systematic barriers can be eliminated by modifying policies, plans, and processes. Attitudes that cause barriers can be addressed through disability awareness, respect, and positive interactions with people with disabilities.

Types of Disability and Functional Limitations

A person's disability may make it physically or cognitively challenging to perform everyday tasks such as operating a keyboard, reading a sign, differentiating colours, distinguishing sounds, climbing stairs, grasping small items, remembering words, or doing arithmetic.

There are many kinds of disabilities, including physical, sensory, hearing, mental health, developmental and learning. Disabilities can be visible or invisible.

Visual Disabilities

Visual disabilities reduce one’s ability to see clearly. Very few people are totally blind. Some have limited vision such as tunnel vision, where a person has a loss of peripheral or side vision, or a lack of central vision, which means they cannot see straight ahead. Some can see the outline of objects while others can see the direction of light. Impaired vision can restrict a person’s ability to read signs, locate landmarks or see hazards. In some cases, it may be difficult to tell if a person has a visual disability. Others may use a guide dog or white cane.

Here are some suggestions to help you interact with people with visual disabilities:

Hard of Hearing and Deafness

People who have hearing loss may be deaf or hard of hearing. Like other disabilities, hearing loss has a wide variety of degrees. People who are hard of hearing may require assistive devices when communicating. While some people may use sign language, notes or hearing aids when communicating, others may also use email, pagers, TTY telephone service or Bell Canada Relay Service.

Here are some suggestions to help you interact with people who are deaf or hard of hearing:

Physical Disabilities

There are many types and degrees of physical disabilities and not all require a wheelchair. For example, people who have arthritis, heart or lung conditions, or amputations may also have difficulty moving, standing or sitting. It may be difficult to identify a person with a physical disability.

Here are some suggestions to help you interact with people with physical disabilities:

Intellectual Disabilities

People with intellectual or developmental disabilities may have difficulty doing many things most of us take for granted. These disabilities can mildly or profoundly limit one’s

ability to learn. You may not be able to know that someone has one of these disabilities unless you are told, or you notice the way people act, ask questions or body language.

Here are some suggestions to help you interact with people with intellectual disabilities:

As much as possible, treat the person with an intellectual disability like anyone else.They may understand more than you think, and they will appreciate you treating them with respect.

Learning or Cognitive Disabilities

Learning or cognitive disabilities can result in a host of different communications difficulties for people. They can be subtle, as in having difficulty reading, or more pronounced, but they can interfere with the person’s ability to receive, express or process information. You may not be able to know that someone has one of these disabilities unless you are told, or you notice the way people act, ask questions or body language.

Here are some suggestions to help you interact with people with learning disabilities or disabilities:

Mental Health Disabilities

People with mental health disabilities look like anyone else. You won’t know that the person has a mental health disability unless you’re informed of it. But if someone is experiencing difficulty in controlling their symptoms or is in a crisis, you may need to help out. Be calm and professional and let the person tell you how you can best help.

Here are some suggestions to help you interact with people with mental health disabilities:

Speech and Language Disabilities

Some people have communication challenges. It could be the result of cerebral palsy, hearing loss, or another condition that makes it difficult to pronounce words, causesslurring or stuttering, or not being able to express oneself or understand written or spokenlanguage. Some people who have severe difficulties may use communication boards, sign language or other assistive devices.

Here are some suggestions to help you interact with people with speech and language disabilities:

Deaf-Blind Disabilities

A person who is deafblind cannot see or hear to some extent. This results in greater difficulties in accessing information and managing daily activities. Most people who are deafblind will be accompanied by an intervener, a professional who helps with communicating. Interveners are trained in special sign language that involves touching the hands of the client in a two-hand, manual alphabet or finger spelling, and may guide and interpret for their client.

Here are some suggestions to help you interact with people who are deafblind:






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:

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:

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.

Plagiarism Level

Description

Action

Level 1

Most of the student's work is original but there may be phrases and/or a few lines that have not been cited correctly.

This is considered unintentional plagiarism. The student may have copied someone else’s work without understanding how to properly cite their sources or knowing they need to properly cite their sources.

Teachers will approach students and have conversations around citing sources and academic integrity. 

Level 2

Significant portions of the assignment are not the student's own work. Someone else's ideas or content generated by AI have been used in multiple paragraphs without proper acknowledgement. This includes repeated paraphrasing of someone else's work.

Teachers will approach students and have conversations around citing sources and academic integrity. 

Discussions about how to proceed with the assignment will ensue. This may be the opportunity to redo in parts or in entirety, a new assignment, a penalty on the current assignment or a proctored solution with teacher supervision. 

Level 3

This is the second time the student has plagiarized at Level 2.

Teachers will approach students and/or guardians to convey the concerns in behavior and have conversations around citing sources and academic integrity. 

Teachers will inform school leadership of a Level 3 infraction. 

Discussions about how to proceed with the assignment and future assignments will ensue. This may be the opportunity to redo in parts or a new assignment entirely, a penalty on the current assignment or a proctored solution with teacher supervision. 

Level 4

The student refuses to comply with the corrective measures outlined by the teacher.

Repeated Level 3 infractions will result in the failure of the course. 

Re-enrollment options in future years or courses may be removed. This is determined at the discretion of leadership. 

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

Excused Absences
Lates 
Students Going Off Site

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:

Unexcused Absences (skipped class)

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

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

Second Tier Supports 

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: Flex 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.

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

Flex prefers promotion with learning supports over retaining students. Learning supports should be managed in collaboration with the Class Teacher, Support Team and IE Manager.

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. 

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 the IE Manager and school leadership (Director or Assistant Director). Online assessments, discussion with parents, teachers, and leadership 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. All final full-year acceleration decisions are made by the Director and 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 IE and school leadership.

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 IE Manager. 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 IE Manager 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 School Leaders 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 School Leader and the Supervisor. The School Leader will keep one copy. A second copy will be placed in their HR file. School Leaders will be evaluated every second year.

School Leaders may be evaluated more frequently 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.

Information on the Proficiency Scale & Percentage-Based Assessments

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. The four points on the scale are Emerging, Developing, Proficient, and Extending.

Grade Definition
IE - Insufficient Evidence  "Insufficient Evidence" indicates that there has not been sufficient evidence of learning in order to assess the student. 
1 - Emerging "Emerging" indicates that a student is just beginning to demonstrate learning in relation to the learning standards but they are not doing so consistently. 
2 - Developing "Developing" indicates that a student is demonstrating learning in relation to the learning standards with growing consistency. The student is showing initial understanding but is still in the process of developing their competency in relation to the learning standards. 
3 - Proficient  "Proficient" is the goal for students. A student is proficient when they demonstrate the expected learning in relation to the learning standards. Proficient is not synonymous with perfection. Instead, the student is able to demonstrate their learning consistently with the expected skill and competency for their grade level. 
4 - Extending  "Extending" is not synonymous with perfection or "100%". Extending means a student is demonstrating learning in relation to the learning standards with increasing depth and complexity.

Extending doesn't necessarily mean the student is doing more volume of work or work that is of higher complexity than their current grade level. The student demonstrates a sophisticated understanding of the concepts and competencies relevant to expected 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.

  1. 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.
  2. All Flex Academy teachers and staff are responsible for managing their email in an organized fashion within their email program.
  3. 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.

  1. All teachers, staff and administration must check their email daily with the exception of weekends and holidays.
  2. All teachers, staff and administration are expected to make timely responses during standard business hours.
  3. 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.
  4. 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.
  5. 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.

  1. Initially, this contact should be for the purposes of re-establishing communication and resolving the particular communication need.
  2. 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.

  1. Teachers and staff should set up each forum so that they receive email notifications when a student makes a post.
  2. 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.

  1. Online class teachers will communicate via Zoom/Skype with their students during posted office hours to answer questions and give instruction or special help.
  2. 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.

Appeals & Conflict Resolution Policy

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

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.

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.

Parent to Educator or Educator to Parent

When a conflict cannot be resolved between the parent and an Educator (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:

Broader issues regarding policy and school procedures need to be addressed with the school leadership, first the Flex Academy 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:

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:

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.


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:

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

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:

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.

Emergency Response

Emergency Response

Emergency Drills Policy & Procedure

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. Staff are trained on Safety Procedures at the beginning of each year and drill-specific detailed training is reviewed again in the spring. 

Drill Type and Frequency:

Earthquake Safety

DROP, COVER, HOLD ON

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 

During a Fire Drill:

Fire Drill Responsibilities

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 & 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)

Hold Drills are localized and limited to certain areas.

  1. Retrieve students from the area
  2. Local doors closed but open for a knock
  3. Business as usual in class
  4. No changing classrooms in the localized area 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 doors locked
  4. Students can move between classrooms in localized areas but cannot change buildings
  5. Do not evacuate if the fire alarm goes off. Wait for instructions.
  6. Business as usual - no need to be quiet in class
  7. Ends when first responders or admin dismiss in person or over Zoom
  8. 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. Jess - Lock the Rear Entrance Doors

    4. Dave/Lindsay - 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 

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 Response

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.

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. Contact and inform school administration and await further instructions 
  3. Depending on the emergency, school staff might be asked to only release students to parents, guardians or authorized representative and record name to whom students were released.
  4. At the scene, staff are not to 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.


Emergency Response

Emergency Response Protocol

Add this contact information to your cell phone for quick reference in an emergency.

To support a culture of healthy risk management, should an incident occur, refer to the following response procedures to assess and respond accordingly to the nature of the situation.

It is essential to adhere to the applicable emergency protocol as outlined and to communicate regularly with your School Administrator, particularly in the event of an emergency. School Administration will also follow up as needed. 

Specific Incident Procedures

In all of the above scenarios, it is important to complete the Accident & Incident Report form should the need arise.

Emergency Response

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. Staff are to 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. Alert staff in All Staff Zoom Chat and tag Admin and call for first First Aid support in the Zoom message
  3. Refer to Level 2 First Aid staff as qualified adult participants or personnel to assess the situation as needed.
  4. Inform parent and follow-up with family as necessary
  5. Flex Director or Assistant Director to complete an Accident Report including witness or attendant account
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. Alert staff in All Staff Zoom Chat and tag Admin and call for first First Aid support in the Zoom message
  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. Inform parent and follow- up with family as necessary
  3. Secure area for follow-up investigation if needed.
  4. Together with First Aid attendant, complete an Accident Report

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 soap 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.

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.

Emergency Response

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.

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, etc.
    2. Threats can take the form of written assignments, art, spoken words, text messages, photos, or online social media postings.
  2. If a cellphone 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 any screenshots of 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:

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 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 Director 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. Flex Director to send draft general parent email communication to Heads of School 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. Notify a Flex Director immediately; report the stranger’s location and description
    2. If directed by the Flex Director, ask the individual if they need assistance.
    3. Direct the stranger to the appropriate supervisor, monitor or escort them accordingly, keeping students away. 
    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. Call 911
    2. Call and/or ask someone to call the Flex Director to initiate Lockdown or Secure Protocol 
    3. Follow the direction of Emergency Personelle and School Administration 

    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 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. Contact a Flex Director to discuss and determine course of action.
    2. Follow direction of School Administration which may include the following:
      1. At the end of the day, escort students to their respective parent/ guardian.
      2. Submit an Incident Report
    3. 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.


    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 

    Supervision Expectations

    Moderation and Reporting

    Event-Specific Rules

    Privacy and Data Protection

    Enforcement and Consequences

    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.

    Evaluation Policy

    The Head of Schools, Chief Operating Officer, Flex Director, Assistant Directors, Teachers, Learning Coaches and Education Assistants are evaluated on a regular basis. Evaluations are intended to celebrate what staff are doing well, offer input and support for areas of growth, and ensure people feel seen and valued for their hard work at HCOS.

    Evaluations for all positions are conducted by the staff person's direct supervisor, with the Head of Schools and Chief Operating Officer being evaluated by the KCCS Board of Directors.

    School staff members are evaluated every second year. Supervisors have latitude for the timing of support staff evaluations, while school leadership positions will be generally evaluated in February and March, and teachers are evaluated in April and May (on five year cycles, after an evaluation the first year). 

    Recently-hired staff members who have a three month probationary review in their first year of employment do not need an additional review within the same calendar year. Their first regular evaluation can take place in their second year at HCOS, unless the supervisor feels it necessary to have one sooner.

    Steps:

    1. Staff member completes a self-evaluation
    2. Supervisor completes a staff evaluation
    3. A face to face meeting (on Zoom or in person) occurs, with accompanying notes documented and comments added if applicable
    4. Evaluation meeting summary form is completed and signed by the supervisor and staff person
    5. Evaluation forms are submitted to HR
    6. Tracking spreadsheet is checked off signifying that the evaluation is complete

    Supervisors may initiate an evaluation outside of the regular scheduled frequency at the Supervisor's discretion. The Head of Schools and/or Chief Operating Officer should be made aware of circumstances that may warrant an additional evaluation, and provide approval to ensure unbiased decision making. If so, the staff person will be informed in writing that they will be evaluated sooner than scheduled.

    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:

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

    Field Trip Safety 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. 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. 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). School Administration 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 depending on the risk factors involved, 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 school administration 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 HCOS Administration and at a minimum require a parental permission form which includes a declaration of potential risk.

    Examples: SEALS Travel 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 parents
     During trip
    Post-trip

    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 parents
     During trip
    Post-trip

    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 parents
    During trip
    Post-trip

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

    Examples include Comparative Civilizations 12 and Impact Ministries

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

    Pre-trip
    Application Package
    During trip
    Post-trip

    Health Emergency Procedure

    Flex Academy Codes of Conduct

    Flex Academy Codes of conduct, terms and definitions

    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. For more information visit: https://gofirebirds.ca 

    Flex Academy Codes of Conduct

    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 Academic Success, Integrity, Relationship, Flexibility and Generosity 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.

    Flex Academy Codes of Conduct

    Foundations (K-5) Behaviour Management

    Level 1 Behaviours

    Classroom Level Discipline

    Level 2 Behaviours

    Administration Level Discipline

    Level 3 Behaviours

    Administration Level Discipline

    Interruptions

    Minor Unkindness to other kids – faces, exclusion, etc.

    Physical Horseplay

    Minor Disrespect

    Minor Defiance

    Disrespectful language (teasing, etc)

    Dishonesty

    Irresponsible/Unsafe Choices

    Dress Code Violations (see DC policy)

    Minor misuse of technology

    Late for class after recess/lunch

    Repeated Level 1 Behaviours **


    Inappropriate Language (swearing, etc)

    Threatening Behaviour

    Ongoing Defiance

    Truancy (absent from class without reason)

    Digital Misuse of Technology


    ** Contact will be made with parents to try to resolve the situation before a student is referred for Level 2 discipline

    Repeated Level 2 Behaviours


    Violent Act – hitting, shoving

    Extreme Threats/Threatening Language

    Abuse toward staff and school community

    Repeated Truancy Incidents

    Level 1 Tools

    Level 2 Tools

    Level 3 Tools

    Connect before you Correct


    Non-verbal & Verbal Cues

    Redirection

    Re-teach behavior

    Move within classroom

    Taken-aside Discussion


    Removal from Classroom 

    Incident Form – sent home at the discretion of the teacher – always sent to Admin 


    • Incident Form, Phone Call/Email Home to Parents, MUST take place before moving onto Level 2

    Reflection & Collaboration in making a plan to address/solve the undesirable behaviour between admin, teacher and parents


    Meeting (parents, admin, teacher, student) -

    Restoration (apologies etc)

    Loss of privileges fitting to the circumstance

    • Extracurricular

    • Digital Devices (in class / LC)

    • Field Trips

    Counselling 

    Meeting (parents, admin, teacher, student)

    Counselling

    Restoration

    Suspension

    • In-school

    • Out-of-school

    Expulsion


    Flex Academy Codes of Conduct

    Innovations (Gr. 6-12) Behaviour Management

    Level 1 Behaviours

    Classroom Level Management

    Level 2 Behaviours

    Admin Level Management

    Level 3 Behaviours

    Admin Level Management

    Teacher Led

    Teacher Led w/ Admin Supp.

    Admin Led

    • Interruptions

    • Reluctant/Non Producer

    • Physical Horseplay

    • Minor Disrespect

    • Minor Disrespect for property

    • Inappropriate language  

    • Dishonesty

    • Irresponsible/Unsafe Choices 

    • Displays of Affection

    • Dress Code Violations (see DC policy) 

    • Minor misuse of technology

    • Repeated Level 1 Behaviours

    • Threatening Behaviour

    • Defiance

    • Off Campus

    • Vandalism

    • Truancy

    • Misuse of Technology

    • Plagiarism/Academic Dishonesty

    • Failing to Attend Level 1 Consequence 

    • 3 Lates in a one week period

    • Repeated Level 2 Behaviours

    • Violence

    • Drug/Alcohol Use and Abuse

    • Gross Misconduct (see handbook)

    • Abuse toward staff and school community 

    • 3rd Truancy Incident

    • 3 Level 2 late consequences in one quarter

    • Plagiarism/Academic Dishonesty on Major Assignment

    Level 1 Procedures:
    Removal from classroom and reflection form 

    o Purpose - To give cool down time and create a means of tracking situations and communication

    o Provide option of waiting till the end of the block or immediate return after form is completed 

    o Forms are to be completed by the student, returned to the teacher, and the teacher must scan and email to Mike

    o Removed students are to be sat outside of the classroom, on the floor, and are to finish the form and wait for the teacher to make contact 

    Communication home

    o It is crucial that students and parents are informed of the situation to understand we will try to manage as much as possible in class. The best way to build respect and preserve the relationship between the teacher, student(s), and class is to find resolution without the administration stepping in. Admin is still available to help, but only when the situation warrants.

    o Regardless of the number of incident forms, the teacher must make contact with the guardian and receive a reply before the admin is involved. These communications must be tracked and should cc or be forwarded to Mike.  

    Note: In order to move from level 1 to 2, contact must be made by the teacher with the student’s guardian(s) preferably by both email and phone call. Admin must be given a record of this progression with corresponding incident form(s), record of communication(s), and management strategies used. 

    **The goal is to maintain the relationship between the teacher, student(s), and parent(s) without admin intervention.

    Tools to aid the intervention of each level:

                    Level 1 Tools 

    Level 2 Tools 

    Level 3 Tools

    Non-verbal & verbal cues 

    Move within classroom 

    Taken-aside for discussion 

    Serving classroom (cleaning boards, gym, put up chairs, etc) 

    Temporary removal of digital devices 

    Owed time * 

    • Removal from classroom & reflection  form 

    Classroom detentions * 

    • Contact home to parents, MUST take place before moving onto Level 2 

    • Academic probation 

    Counselling  

    Restoration 

    Lunch-hour detentions x 2 

    Academic probation 

    • Loss of off-campus privileges 

    • After school study hall 

    • Lunch hour study hall 

    Loss of privileges 

    • Off campus 

    • Extracurricular 

    • Electives  

    • Access to WiFi 

    • Digital devices 

    • Field trips 

    • Allowance of study blocks

    Counselling 

    Restoration 

    Suspension 

    • In-school 

    • Out-of-school 

    Expulsion


    Behaviour Management Flowchart






    Flex Academy Codes of Conduct

    Physical Safety for Students - Discipline Guidelines

    At Flex Academy, the school leadership reserves the right to use their best judgement when discerning disciplinary steps. In decision making, school leadership takes into consideration factors like: students with identified support needs, circumstances surrounding the incident, frequency of incidents, age of the student, and impact on others

    The discipline guidelines for students at Flex Academy are as follows: 

    Students are sent home from school for a number of reasons: 

    1. Spend time away from the school community in order to reflect and be restored to that community. 

    2. Allow the impacted student to understand and experience that the school takes seriously the harm done to them and ensure they feel assured that no one should ever cause them physical harm, no matter the circumstances 

    3. Allow the classroom to remain a place of safety and peace where students don’t have to worry about experiencing physical harm 

    4.  Provide opportunity for parents, as primary educators, to speak wisdom into the lives of their children.

    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!

    Grad Program

    Flex Academy Grad Program Policies

    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:

    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:

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

    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:

    • comparison of learning standards
    • comparison of general subject matter 
    • comparison of depth or breadth of coverage of subject matter 
    • comparison of assessment methods, instruments, and standards. 

    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.


    Grad Program

    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:

    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.

    Grad Program

    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:

    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.

    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 admin and Inclusive Education staff monitoring those students who are minimally meeting expectations but whose needs are being managed by teachers with minimal Inclusive Education Manager involvement.

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

    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 & U+ Student

    LS and U+ students are struggling to minimally meet or are not meeting expectations. They have been referred to the Inclusive Education Team and their teachers are receiving regular consultations through the School Administration & Inclusive Education Manager 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 Manager in order to receive graduated support. The IE Manager ensures an IEP is in place; students may also receive funded supports based upon their individual needs.

    Tier 3: Low Incidence Inclusive Education (IE) Students

    Inclusive Education (IE) students with an A-H (funded) category designation are placed on the IE Manager's caseload and receive a substantial needs-based student budget to meet their proposed IEP goals.

    Programs, Admissions, and Delivery

    Learning Support (LS) and Universal + Services

    Our school administration and Inclusive Education team work 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 Manager and School Administration if they have concerns. From there, teachers might be directed to fill out the Student Support Referral Form (SSRF). Upon receiving that form from the teacher, the IE Team will decide whether to request further screening (numeracy and literacy achievement and cognitive skills, social-emotional functioning, behavior, etc.), parent forms, medical documentation, etc. to triage supports for the student. 

    Program and Delivery

    Flex provides students with teacher-directed personalized programs comprised of a combination of in-house resources and community-based professional support. Teachers who have a U+ or LS student on their caseload are encouraged to consult with the Inclusive Education Manager. 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 Manager, IE Coordinator, parents/guardians, education assistants, learning coaches, and community-based professionals.

    External Admission

    1. Flex Academy conducts two program intakes annually: September and January
    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 Manager calls the parent to discuss IE program requirements, IE funded categories, and documentation necessary for Flex to apply for supplemental funding for a category designation.
    5. If the parent, Director and IE Manager 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, develops the IEP supports and with the IE Manager assesses IEP goals and gather/observes samples and progress, engages in weekly communication with education assistants (EAs). The IE Manager ensures there is at least one progress report per year from Service Provider(s) if the student is receiving external supports. External supports are tailored directly to the IEP goals, which are discussed with external service providers before services begin with a Flex student. Reporting ensures that services remain aligned with student needs, supporting greater success in their overall educational experience.

    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:

    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 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:

    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:

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

    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:

    Exceptions

    Disciplinary Steps

    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. 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:

    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. Set out below are some examples of personal information about volunteers collected, used and disclosed by Flex Academy:

    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:

    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. 

    Personal Information Privacy Policy for Parents and Students

    The School’s Commitment to You

    Safeguarding personal information of parents and students 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 students and parents, 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. You may ask for the most recent update of this Personal Information Privacy Policy at the school office. This Personal Information Privacy Policy may be supplemented or modified by agreements entered into between Flex Academy and an individual 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.

    Definitions

    In this Personal Information Privacy Policy, the following terms have the meanings 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.

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

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

    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:

    Heritage Christian Online School

    Attention:

    Privacy Officer

    Address:

    905 Badke Road, Kelowna, BC V1X5Z5

    Phone:

    1-877-862-2375

    Fax:

    250-762-9277

    Email:

    privacy@onlineschool.ca
    Principle 2 – Identifying Purposes

    Heritage Christian Online School will, before or at the time personal information is collected, identify the purposes for which the information is collected, used and disclosed.

    What Information is Collected?

    Flex Academy collects and uses personal information to provide students with the best possible educational services enunciated by the Mission statement of the school. Most of the information the school collects comes to the school directly from parents and students or is information regarding the student’s school activities, performance or behaviour, such as attendance records or grades. For example, when a student applies to register in the school, the school will ask you to provide the information that enables it to complete the registration process. This also includes information on academic, health, and personal matters needed by the school to provide the best possible education and co-curricular programs. Flex Academy also collects information in connection with the use of its computer systems.

    Personal information may also be collected and used and disclosed in the course of the operation of building security systems, including video and other surveillance systems.

    Principle 3 – Consent

    Flex Academy will obtain consent of the individual for the collection, use or disclosure of personal information except where the law states exemptions, grants permission, or creates a requirement for collection, use, or disclosure of personal information.

    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. For example, if an individual provides his/her mailing address and requests information regarding a particular service, consent to use the address to provide the requested information may be implied.

    On giving reasonable written notice to Flex Academy, an individual may withdraw consent to the collection, use or disclosure of his or her personal information. Upon notice of withdrawal of consent, Flex Academy will notify the individual of the likely consequences of withdrawing his or her consent and, except where otherwise required or permitted by law, Flex Academy will stop collecting, using or disclosing the personal information as requested.

    If a person provides Flex Academy or its service providers or agents with personal information about an individual, the person represents that it has all necessary authority and/or has obtained all necessary consents from such individual to enable Flex Academy to collect, use and disclose such personal information for the purposes set forth in this Personal Information Privacy Policy.

    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?

    Flex Academy uses personal information as follows:

    If for any reason personal information is required to fulfill another purpose, the school will, where appropriate, notify you and ask you for your consent before the school proceeds.

    Flex Academy may use anonymous information, such as information collected through surveys or statistical information regarding students, to constantly improve our school.

    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. The following are some examples of how Heritage Christian Online School may disclose personal information.

    When Authorized by You

    In some cases, when communication is over the telephone, your consent to the use and/or disclosure of your information will be obtained verbally. In other cases such as when you communicate through e-mail, your consent will be obtained electronically.

    When Required by Law

    The type of information the school is legally required to disclose most often relates to family court issues, legal proceedings, court orders, government tax reporting requirements and health authorities. Student information as per Form 1701 is annually filed with the Ministry of Education.

    Only the information specifically requested is disclosed and the school takes precautions to satisfy itself that the authorities making the request have legitimate grounds to do so.

    When Permitted by Law

    The school is legally permitted to disclose some personal information in situations such as an investigation of illegal activities, reasonable methods to collect overdue accounts, a medical emergency or suspicion of illegal activities, etc. Only pertinent information is disclosed.

    The school does not sell, lease or trade information about you to other parties.

    Outside Third Party Service Suppliers

    At Flex Academy, the school sometimes contacts outside organizations to perform specialized services such as printing, student assessments, subscriptions, market research or data processing. 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 you choose to limit the sharing of your personal information, please contact the school office and submit a written letter specifying which items of personal information you wish to limit, and to whom you wish these items to be restricted. Please remember that certain agencies, by law, have access to certain types of personal information.

    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.

    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.

    The School’s Employees

    In the course of daily operations, access to personal information is restricted to authorized employees who have a legitimate reason for accessing it. For example, teachers will have access to personal information about students but not your account with the school.

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

    Student Files

    Student files are stored in secured filing cabinets and/or in digital format. Access is restricted to only those employees (teachers, teacher-aides, counselors, secretaries, etc.) who, by nature of their work, are required to see them.

    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?

    Individuals may access and verify any personal information with appropriate notice so that the office is able to supply the information required. Most of this information is available in the registration forms and other forms that you filled out.

    Parent Access to Student Personal Information

    A parent may access and verify school records of the student, with appropriate notice during normal school hours. In situations of family breakdown, the school will grant access to records of students in accordance with the law.

    Student Access to Student Personal Information

    A student may access and verify school records of the student, with appropriate notice during normal school hours.

    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 by calling the school office. If necessary, individuals will be referred to use the school’s complaint procedure and appeals policies.

    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
    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”
    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.]

    1. 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.]

    1. 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.
    2. 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.
    3. 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.]

    1. 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.
    2. 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:

    [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.

    Safety

    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 a medical alert - life threatening or severe medical condition - is noted, the parent is asked to complete the medical planning form provided by the school. 

    For Parent Accompanied Events: 

    For school run events: 

    In Case of Anaphylaxis 
    Safety

    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.  

    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 Drill Procedure 

    7.1 Bus drills are to be completed at the first field trip of each year. 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. 

     

    Safety

    Child Abuse Reporting Protocols

    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. 

    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: 

    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 ASO, Heads of Schools, Sara Kraushar or AASO, Director of Flex Academy, Bri Dyck, refer to the numbers in the Student at Risk Team page. 

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

    Reporting to the Police

    Reporting to a Child Welfare Worker 

    Duty to Report Professional Misconduct
    Protocols on Relationships with Partner Agencies
    Staff Training and Review 
    Safety

    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:   
    Parent Initiated Activities 
    School Run Programs and Events



    Safety

    First Aid Policy

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

    NAME

    DEPT

    LEVEL

    		 EXPIRY

    NOTES

    Jeremiah Aguirre

    HCOS

    Intermediate

    March 20, 2029

    905 Badke

    On-site Monday to Friday
    Jacob Martens HCOS + KCC Intermediate March 20, 2029

     905 Badke

    On-site Monday to Friday

    Malachi Martens

    HCOS + KCC

    Intermediate

    March 20, 2029

    905 Badke

    On-site Monday to Friday

    Jen McNamara

    HCOS

    Intermediate

    November 16, 2028

    907 Badke
    On-site Monday to Friday

    Spencer Moore

    Flex

    Intermediate

    November 4, 2028

    905 Badke
    On-site Monday to Friday

    We have two First Aid Rooms: one located upstairs in the Administration Level of 905 Badke.  The other located behind the Woodshop of 907 Badke. These rooms are stocked with First Aid Supplies and AED devices for heart attack. 

    We have two (2) Panic alarms located under the desk of the Reception Ladies located in the 905 Badke Building.  These have been tested successfully with a 3 minute response time.  That is significantly fast.  RCMP are very quick to respond as well as Tier Support Services K-9. 

    Our Campus school is locked at 3:30 pm every day by our Custodial Team.  Our Administration Building is locked every day at 4:30 pm every day by our KCC Receptionist.  K-9 Security checks our doors and alarms every night at 10:30 pm.  Greg Simonson our Custodian checks our doors on the weekends to ensure after church or weekend use ends with a lock up. 

    Monthly Fire Alarm Checks are conducted regularly by James Zink to ensure emergency lighting is in operating condition.  A monthly alarm check takes place to ensure our bells and alarms are working inclusive of strobes.  Doors are tested yearly to ensure they function in case of fire.  6 Fire Alarms drills are conducted to ensure school and administration is test regularly. 

    Authorized Security monitors our door alarms and Nexus Fire and Safety monitors our Fire Panels.  Both are directly hooked up to 911 Emergency and myself as Operations Director.

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

    Safety

    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 safe and respectful environment free from harassment and bullying.

    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
    Teacher and Staff Guidelines
    Leadership Guidelines
    Resolving Action
    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.

    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:

    Preserving Privacy
    Possible Hazards
    Information on Cyber Safety
    Safety

    Safety Hazard Reporting

    image.png

    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


    Safety

    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:

    Safety

    Student Transportation Policy

    Requirements for Volunteer Parent Drivers

    All drivers must:

    Copies of all driver's licenses and driver's auto insurance need to be kept on file.  

    Teachers, if you hope to drive for an event, please contact the Director of Flex or Assistant Director of Flex for further details and requirements.

    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:

    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:

    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.

    Level

    Description

    Consequence

    1

    Infrequent occurrences

    Staff or teachers will speak with the student and attempt to find a restorative solution for those involved.

    2

    Recurring events

    Students will be removed from the group to speak with a Flex school leader. The guardians of any student directly involved will be notified.

    3

    Ongoing behaviour or disregard for correction

    A Flex school leader will meet with all parties involved to create an action plan to re-integrate the student causing the incident.

    4

    Violent or potentially dangerous behaviour

    The student will immediately be removed from the event and not allowed to participate in any future events until reconciliation and evidence of change are presented. A school leader will assess the occurrence and act accordingly.

    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 will 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:

    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 digital file (in Encom) includes the following:

    Receiving of Records

    A Student Records Request is used to request records from the student’s previous school. Once received, records are digitized (if not already) and uploaded to Student's User Account in Encom.

    Storage

    All student files 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.

    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.

    1.8 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:

    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:
    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
    Drop-off and Pick-up

    Drop off and pick up for students in JK to grade 1 happens with parents walking their students to the elementary door drop off on the right-hand side of the church building. 

    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 or park in the church's back parking lot.

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

    Flex Academy Parking Lot Flow.png

     

    Risk Management

    Anti-Smoking & Anti-Substance Use Policy

    Flex Academy endeavours 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 or working onsite at Flex. This includes but is not limited to substances such as energy drinks, alcohol,  tobacco, vaporizing products, cannabis, and drugs.

    Definitions

    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. Flex Academy  will 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.

    Scholarship and Bursary Policy

    Purpose of Scholarship Program

    Flex Academy has identified funds in the annual budget with the intent of providing financial awards for students graduating from grade 12 to assist with paying future tuition costs associated with pursuing post-secondary education or training. Post-Secondary training can be any program of study offered at a public or private college or university, or a vocational school and instruction may be provided in-person or online.

    Awards given from such funds shall be referred to as “scholarships and bursaries.” Such awards provide life-long opportunities for students to steward their God-given talents and gifts to become an integral part of society and the workforce in their communities. The aim is to help equip students in their vocation so they can be on mission in all areas of their lives. 

    Flex Scholarships and Bursaries will open for application the first week of February each year, and close the first week of May. 

    Types of Awards 

    Flex has designated monies each year to award to scholarships and bursaries. Each award will be a value of $1,000 unless otherwise stated. The different awards students are eligible to receive are described below. Please note that it's the committees discretion as to whether or not awards are given in each of the categories each year. 

    Scholastic Achievement Scholarship
    This award is given to applicants who demonstrate outstanding academic achievement in their grade 12 year.
    Criteria: Students will have completed a minimum of 5 core academic courses in their final year of high school and will have maintained a minimum grade average of 90%.

    Flex Learner Award
    The recipient of this award is a student who embodies the spirit and character of the Flex learner profile. Throughout their time with Flex they have demonstrated that they are a reflective and adaptable thinker who is inquisitive, discerning, and full of wonder at God's world, courageous and sustained by hope with a merciful, humble, and empathetic heart, and an advocate who is responsive to the needs of others, serving in order to have an impact on a world in need of redemption.
    Criteria: Demonstration of elements of the Flex learner profile in a variety of ways. Student may also demonstrate financial need. 

    Pursuing a Trade
    Training and working in a trade means you are part of an important workforce - trade workers keep the world around us operating smoothly and with their specialized training, they aren’t afraid to tackle problems that many other people find daunting. This award is granted to a student who has plans to enter trades or technical training after graduation.
    Criteria: Enrollment in a trade or technical program/school within the next calendar year, and good academic standing.

    Lynza Henke Bursary $500
    This bursary will be awarded to a grade 12 Flex student who demonstrates strong leadership, whether in school, the community or as a member of the Flex student council. The recipient will embody the qualities of servant leadership, a deep love for God and a commitment to making meaningful, positive change in the world.

    Named Awards

    If an employee of Flex or community member would like to sponsor a scholarship in the name of their business or other the following must occur:

    Notification of Award Recipients

    Students will be informed of award recipients during June graduation ceremonies. At the ceremonies, students will be presented with a letter of congratulations and a certificate. Award recipients that do not attend graduation ceremonies will be notified by mail. Flex will mail the letter of congratulations and the certificate. 

    Disbursement Criteria

    Award monies will be paid directly to the recipient once disbursement criteria has been met. Students must provide the following documentation to the Scholarship Committee Chairperson in order for funds to be paid

    Funds must be dispersed within 12 months of graduation and award of the scholarship/bursary. 

    Once both documents have been provided, the Chairperson will communicate with the Chief Operating Officer or the finance department to coordinate payment of the award. 

    Record Keeping

    The scholarship chairperson will be responsible for collecting student data (applications, reference forms, letters of acceptance, proof of graduation, etc) as it relates to the application and disbursement of Flex scholarships. 

    A Google folder will be provided to collect all documentation so all committee members can view applications and reference letters. This folder will also be used to track receipt of documentation, and student data for the purposes of communication, granting of awards, payment of awards and recording award recipients from year to year. 

    Flex also has the privilege of distributing DAS' (District Authority Scholarships) awards allocated to the school by FISA. Please see here for more information. 

    Scholarship Committee

    The Scholarship Committee will be composed of a minimum of 3 individuals from the Flex community, with the majority of members being involved in the Innovations program in some capacity. Committee members may include Flex employees, contractors and/or support personnel. Scholarship committee members will be appointed by the Head of Schools and Chief Operating Officer, based on nominations from the Director of Flex. 

    Role of a Scholarship Committee Member
    Scholarship committee members will: 

    Conflict of Interest and Confidentiality
    Members of the Scholarship Committees operate under the confidentiality expectations outlined in the KCCS confidentiality agreement signed by contractors and employees. In accordance with this agreement, Scholarship Committee members are required to declare any real or potential conflict of interests and to abide by the Conflict of Interest and Confidentiality policies. In the case of an immediate family member  or close associate applying for a scholarship, the scholarship committee member will recuse themselves from having input and voting on the eligibility of that applicant and the decision to award a scholarship to that individual. 

    Course Challenge and Equivalency Policy

    Course Challenge Policy

    To challenge a course is to prove a student has undocumented prior learning. Students are entitled to challenge courses in order to receive credit for Ministry Authorized or Board Authority Authorized Grade 10, 11 or 12 courses.

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

    A student can challenge a course if he or she:

    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 a student must:

    The Flex teacher will complete the Flex Course Challenge Template and submit both the template and any student samples to the student file in Encom. 

    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, 11 or 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, comparison of courses may be based on factors such as the following:

    • comparison of learning standards
    • comparison of general subject matter 
    • comparison of depth or breadth of coverage of subject matter 
    • comparison of assessment methods, instruments, and standards. 

    To be deemed equivalent, sufficient content should have been covered to enable the student to be successful in further learning in the content area. 

    In order to receive credits through equivalency, students must provide the appropriate documentation as proof of successful completion of the course. This may include report cards, scope and sequence documents and course outlines where necessary. 

    For reporting and transcript purposes, Flex 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 may choose to assign a percentage, based on the mid-point of the matching British Columbia letter grade range. Flex may use "Transfer Standing" (TS) if it is not possible to determine a letter grade and a percentage from the documentation.

    All documentation pertaining to equivalency credits will be reported and stored in the student file in Encom by the Innovations admin. 

    Flex Academy Family Attendance Accommodation Policy

    At Flex Academy, we recognize that families may pursue unique opportunities through travel or other accommodations that impact regular school attendance. While we value flexibility, it is also our responsibility to ensure that students maintain consistent academic progress, contribute to our community, and uphold the standards of our school.

    To remain in good standing with Flex Academy and to continue participation in extracurricular programs that require adjustments to attendance, families are expected to adhere to the following guidelines:

    1. Communication & Scheduling
    2. Attendance Expectations
    3. Academic Progress & Accountability
    4. Engagement & Attitude at School
    5. Extracurricular Participation
    6. Responsibility
    7. Review & Adjustment

    Our goal is to partner with families in ways that balance flexibility with responsibility, ensuring that every student thrives academically, socially, and personally while maintaining the integrity of the Flex Academy community and educational programs.