Information on Flex Academy A collection of frequently asked questions and helpful information related to the Flex Academy program. Assessment Completing the Student Self-Assessment Completing the Student Self-Assessment The ability to self-reflect is a life skill and student self-assessment is a central element of BC's curriculum. The K-12 self-assessment tool can be accessed in each student's homepage in Encom. To complete the survey, simply follow these steps: 1. Go to the student's Encom home page. 2.  Click the Student Self-Assessment button. 3. Read through this page in Encom: 3. In the Goal section, write a goal based on something to be accomplished during the current school year. 4. From the 4 Core Competency sections (Communication, Thinking, Personal & Social, Spiritual), choose a proficiency level from the four words listed at the end of each each row that identifies level of proficiency in relation to the preceding statement: To help with identifying what each of these levels mean, there is a short description on the top of the Student Self-Assessment:  5. Toward the end of the school year, click on the Student Self-Assessment again and complete a reflection on how well the  goal listed at the start of the year has been met.  Thank you for participating in helping complete the Student Self-Assessment for each of your students.  Core Competencies The core competencies are a set of intellectual, personal, and social and emotional proficiencies that students will develop through the course of their schooling. These core competencies encompass a set of skills and abilities that are embedded in each discipline and area of learning. Students will learn skills at Flex Academy in self-assessing their core competencies. See this page for more information Foundation Skills Assessment - FSA The  Foundation Skills Assessment is an annual, province-wide assessment of British Columbia students’ academic skills, and provides a snapshot of how well BC students are learning foundation skills in Literacy and Numeracy. These are assessments for students in Grades 4 and 7.  The FSA is not optional unless students meet a very narrow set of requirements for exemption. HCOS will be administering the assessments and families receive a package in order to carry them out at home. Here is some information to help you and your child prepare for the tests. There are two categories of assessment; the assessments in total take about four hours. Here are the categories: Literacy Numeracy The FSA will take your child about 4 hours to complete over a few days during a four week writing period. The assessments include online and written questions and a reflection activity. The written parts of the assessment will be marked by teachers from HCOS and the results sent to your support teacher. The results will be based on the following proficiencies: Extending – Sophisticated understanding of the concepts and competencies in relation to expected learning. Proficient – Complete understanding of the concepts and competencies in relation to expected learning. Developing - Partial understanding of the concepts and competencies in relation to expected learning. Emerging –Initial understanding of the concepts and competencies in relation to expected learning.  FSA Questions and Answers What does FSA stand for? FSA stands for Foundation Skills Assessment and this test is given to all students in BC enrolled in grades 4 and 7. What subjects are tested? The student is tested in Literacy and Numeracy. What is an invigilator?   An invigilator is a person responsible for supervising a test. The invigilator for the FSAs is either a teacher (in our case, with HCOS)  or  any person the administration deems as unbiased. This can be the parent of the child.  What time is involved for each test? About 2 hours for each of the two sections.   Interim Grade Reports In addition to two formal reporting periods, Heritage Christian Online School has developed an Interim Grade Report (IGR) to ensure families are aware of any challenges or concerns regarding their child’s progress between reporting periods.  About the IGR IGRs are an optional report designed for teachers to communicate to families any concerns that they may have with a student. For example: A student is performing below expectations A student has significantly dropped in their course progress or achievement There is a lack of communication with the teacher General concerns regarding a course grade If a student is in danger of failing a course An IGR can be sent out at any point during the year; however, the natural checkpoints for teachers will be in November and April, the midway point for each term. It is possible for a student to receive more than one IGR in a school year. IGRs will be completed on a per subject basis. For students in grades K-9, the support teacher may write one broad comment that addresses overall concerns in all subjects. For students in grades 10-12 and all course specific subjects (e.g., online, CC+), each course teacher has the option of completing an IGR. IGRs do not replace early interventions, ongoing communication, or formative feedback provided by a teacher. Viewing the IGR The IGR will include the course name , date submitted , teacher’s name , current interim mark , the current course completion percentage (if applicable), and two comment fields where the teacher will identify their cause for concern , and provide information on ways to support learning . There are two ways that the IGR can be viewed.  Through email: Or in Encom with the student’s report card: Parents will receive an email with a PDF of the IGR when a teacher creates it and can view the IGR in Encom via the Interim Grade Report Button from the student’s report card.  Understanding Your Report Card Flex Academy has three reporting periods for grades Junior Kindergarten through grade 9 and two reporting periods for grades 10-12. In addition to the regular reporting terms, teachers have the option of submitting an Interim Grade Report, which will be completed if a student’s level of performance is below expectations or the teacher has cause for concern. We have designed the report card to give a clear picture of a student’s progress and learning. A list of the student's courses will appear connected with the teacher’s assessment based on the learning standards. Grades will be reported using the following scales: Grades K-9 will receive a report using proficiency scales. Grades 10-12 will receive percentage grades. Students will also see a legend for Learning Habits. Report Card Comments K-9 We want to ensure parents receive easy-to-read and informative comments regarding student progress. To accomplish this, we have created a system to ensure consistent, high quality comments from teachers that give parents and guardians the bigger picture, help identify areas of struggle and provide insight into your student’s success at school. The comments will focus on the following five areas: Student Engagement and Behaviour This section reports on your child's level of engagement in learning and their behaviour, focusing on their developing skills in the Core Competencies. These competencies include communication, personal and social thinking, and creative and critical thinking. For more information regarding the characteristics of the competencies, visit BC Curriculum: Core Competencies . Literacy Numeracy Even though BC’s curriculum encourages students to dig into topics and broaden their knowledge through inquiry projects, it is still important that each child has a solid literacy and numeracy foundation. A specific comment will be written on literacy, identifying the student’s skills and abilities based on reading, writing, speaking and listening across a variety of subjects.  Another comment will cover all aspects of numeracy to help identify skills and abilities to understand and apply mathematical concepts, processes, problem solving, and decision making. Areas of Strengths To celebrate successes, the teacher will highlight areas for celebration, projects completed, or skills and learning accomplished that term. The teacher will not focus on every project or area of learning, but rather on one or two that stand out and demonstrate your child’s strengths. Ways to Support Learning To encourage student learning, teachers will also include a constructive component that provides feedback on future learning. These comments are intended to support your child with ideas, strategies and tangible ways to address areas of concern, or areas to focus on in the following term. Students will receive a grade for every subject. As well, courses taught by course specific teachers will receive a subject-specific report card. . Grades 5 -12 Students will receive subject-specific comments twice a year. Comments will focus on proficiency level or grade level with reflections on aspects of the student’s learning that can be celebrated and suggestions as to how the student should focus their time moving forward into the next term or year. It is our hope that the report card will provide parents and guardians with a more accurate and concise reflection on how their student is doing at school. Calendars Flex Family Calendar 2025/2026 This calendar provides an overview of the upcoming dates for families. Every effort is made to not deviate from this calendar but on occasion dates are adjusted to accommodate other ministries, facilities usage requirements, etc. Assessment Report Cards  Parent Events No School July 2025 July 23 First Tuition Payment Processed for 25/26 School Year August 2025 August 12 & 13 (9am-3:30pm) Grade 6-12 - Laptop Set Up Sessions August 15 (4:00pm) - September 2 (8:00am) Brightspace Shutdown September 2025 September 2 First Day Back & WoW BBQ September 2-5 Week of Welcome Events & Student Orientation September 3-4  JK & Kindergarten Meet & Greets September 5  First Day of JK & Kindergarten (Half-Day for K) September 8 First Day of Flex Academy Sparks (After School Care) September 26 Pro-D Day (No School) | Sparks Camp September 29 Last Day for Tuition Assistance Applications September 30 National Truth and Reconciliation Day (No School) October 2025 Oct 1-31 Gr 4&7 - Foundational Skills Assessments (FSAs)  October 10 Pro-D Day (No School) | No Sparks Camp October 13 Thanksgiving Day (No School) October 24 Pro-D Day (No School) | Sparks Camp November 2025 November 3 Pro-D Day (No School) | Sparks Camp November 11 Remembrance Day (No School) November 14 Term 1 Ends (JK-Gr. 12)  November 20-21 Pro-D Days (No School) | Sparks Camp November 26 Jk-Gr 12 Term 1 Report Cards Posted November 27 Jk-Gr 12 Parent Teacher Interviews (3pm-7:30pm) November 28 Jk-Gr 12 Parent Teacher Interviews (8:30am-11:30am)  No School for ALL Students  December 2025 December 10 Foundations Christmas Concert December 17 Christmas Carol Chapel December 19 Last Day of School (11:30am Dismissal) | No Sparks After School Care December 19 (4:00pm) - December 29 (8:00am) Brightspace Shutdown December 22 - January 4 Christmas Break (Offices Closed) January 2026 January 5 First Day Back January 12 - January 30 Re-Enrolment Window January 13 Enrolment Information Session January 14 - February 11 Read for Change January 16 End of Semester 1 (Grade 10-12) January 23 Gr. 10 & 12 Numeracy and Literacy Assessments January 19 & 22 Ready, Set, Learn Events for Prospective JrK & Kindergarten Families January 30 Grade 10-12 Report Cards Posted February 2026 February 6 Pro-D Day (No School) | Sparks Camp February 16 Family Day (No School)  February 20 JK-Gr 12 Term 2 Ends  March 2026 March 5 JK- Gr 12 Term 2 Report Cards Posted March 10-13 & 14 Heritage Theatre Show Week March 13 (4:00pm) - March 20 (4:00pm) Brightspace Shutdown March 16 - March 27 Spring Break April 2026 April 3 Good Friday (No School) April 6 Easter Monday (No School) April 13  Pro-D Day (No School) | Sparks Camp April 24  Gr. 10 & 12 Numeracy and Literacy Assessments April 27 Pro-D Day (No School) April 27 HCOS Connect (No School) | No Sparks Camp May 2026 May 6 Grade 12 Capstones May 18 Victoria Day (No School) June 2026 June 2-13 (TBC) Numeracy and Literacy Assessments - Grades 10-12 June 3 Guatemala Chapel June 5 Term 3 Ends (JK-Grade 5) June 10 Flex Athletics Year End Celebration June 10 Jr. Kindergarten Graduation June 10 Flex Year End Chapel (K-12) June 11 Flex Grad Convocation  June 12 Term 3 Ends (Grades 6-12) June 12 Last Day of School (Half Day) June 12 Final submission deadline for Flex Courses  June 12 Kindergarten Graduation June 12 HCOS & Flex Kelowna Grad Banquet  June 16 Grade 1-5 Celebration June 17 Grade 6-11 Celebration  June 18 Report Cards Posted Flex Family Calendar Subscription The default view is by  Month . Click the button on the top right corner of the calendar to toggle between Schedule and  Week views. Tutorial for Adding a Calendar to Outlook URL for Calendar Subscription The calendar subscription only shows events from the last 30 days to one year into the future . To see events outside this range, please view the embedded calendar on this SOPHIE page (above). Events will automatically appear and update as the calendar progresses. https://calendar.google.com/calendar/ical/c_61e045c2f1cc78ce757c0b5a4654a958dbb336b825a1f19e9197d32c5ef89ac1%40group.calendar.google.com/private-07eb5bde7c56bd3dd1b804fae9fed8e8/basic.ics We would love to hear your feedback to understand what’s working well and what could be improved. Please complete  this quick form to share your thoughts. Encom Encom Access & Icon Explanation Encom is a database in which student records and reports are stored. This can be considered to be the ‘office’ area of the school and it is separate from the site in which the online courses are posted, which is called Brightspace. You can login to Brightspace here .  In Encom, the following is visible for each student:  Basic information (address, phone numbers etc.) Course list, student learning plans (SLP) for Individualized subjects Resource budget information Report cards.  Any errors in information can be shared with your support teacher or directed to the Flex Office at info@flex.academy. When a student is enrolled, parents/guardians are emailed a User Name and Password for Encom. Please save this information and be sure to record it  exactly as it is sent so it can be found easily when needed to access Encom. To access Encom, go to  https://encom.onlineschool.ca/ If you forget your username and/or password please contact Tech Support When you access Encom, this is approximately what you will see. Please take the time to become familiar with the various components of Encom . The Main Icons Used by Parents/Guardians   Additional Resources – This icon is where information related to the curriculum budget is tracked. Please check the curriculum budget before making purchases with the Purchase Order number to ensure there are enough funds for the purchase. The Report Card links directly to each student's report card. If there are any difficulties viewing it, please contact the Support Teacher and they can help.  The Self-Assessment Survey is completed annually for each student and can be done in combination with the support teacher, student, and parent/guardian. Typically, Support Teachers share information related to this and guide parents through the process. Select See more items for the student to access the student Contact Information to ensure it's up to date or when it needs to be changed. To see parent/guardian email and other contact information, click on the name above Guardian on the main page in Encom. The Flex Office should be notified of any changes as well at info@flex.academy . Logging Into Encom Sign into Encom You can access Encom here, or from our FLEX homepage by clicking on the Log In button near the bottom of the page in the quick access section: Select Encom: You might want to pause and bookmark Encom before you move on. Now sign-in with the username and password that you received by email when you first registered with Flex Academy. If you have lost this information, please click on the Lost Your Password? link on Encom . You will receive an email with a link to reset your account information. Viewing a Student Report Card To view your student’s report card in Encom, please begin by logging in . Click the Report Card button below the name of the student whose report card you wish to view. This will take you to the report card page within Encom where you can view a summary of your student’s marks in the given subject areas and access the Student Learning Plan (SLP) and Learning Standards (LS) available for each course, if applicable.  Below the report card summary, you will see the Term Comments for your student. Select the term you are looking to view. Term Comments are only used for K-9 Foundations Students, not Innovations 5-12 students.  Below the Term Comments, you will find Internal courses and course specific comments.  Internal courses appear for K-9 students who are enrolled in courses with their support teacher. Comments for these courses are included in the Term Comments section. Course Specific Comments apply to the following course types: Online Online Synchronous Synchronous Hybrid 10-12 Individualized IEP (Replacement) Courses If your student is taking a course in one of these course types, you can view marks, comments, and learning habits (if applicable) under each subject area. Reports indicate marks and comments for each term of the school year. Sometimes, students need more time to complete a course, meaning they receive marks in multiple terms. If your student is currently working on a course that was activated in the previous school year or recently completed a course from the previous school year, the open course will be pulled forward to the current year’s report card and teachers will continue reporting twice a year until the course is complete. Next, you will find the Student Self-Assessment Survey (SSA). Students are encouraged to set goals and reflect on statements at the beginning of the year with their support teachers or through their Career Education courses. SSA statements are based on the BC Core Competencies and HCOS Biblical Attributes and will rotate from year to year based on grade level.  If your student is in K-9, you will see a section called “Promotion Sign-Off” at the bottom of the report card page. Once your student has completed their courses for the year, your support teacher will use the Promotion Sign-Off box to acknowledge your student has completed their current grade! The Promotion Sign-Off box is not included for grades 10-12 students, as these students often take courses that are not necessarily associated with their current grade level.  In addition to viewing the report card in Encom, you have a few additional options at the top of the page.  Print Report Card generates a web-based document that can be printed. Download PDF generates a PDF file of the report card that you can save to your computer. Print Report Card and Download PDF files will show your students' most recent comments only. Previous comments must be viewed through Encom.  Course Selection will take you to the course selection page within Encom. If courses have already been selected for the current school year this button will be locked in Encom. Please contact your support teacher (Grades K-9) or Grad Advisor (Grades 10-12) for assistance. Learning Standards will take you to the overview page for course learning standards. From there, select a course to view your student’s progress on the curricular competencies within that course. Student Learning Plan will take you to view any student learning plans that you have created with your student’s teacher. Interim Grade Reports is a place to see any IGRs that have been sent for your student during the school year.  Flex Academy Codes of Conduct Flex Academy Codes of conduct, terms and definitions Athletics Expectations 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 . Student-Athletes and families are encouraged to thoroughly read the code of conduct and reach out with any questions to the Flex Athletic Director. For more information visit: https://gofirebirds.ca   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. Grad Program Additional Resources & Learning Supports Subscriptions We have plenty of online subscriptions you can access. In order to find your subscription(s) and login information, go to your parent homepage in Encom and click on “Curriculum Resources”: Then scroll down to find the links and passwords to the subscription(s) you are interested in. Learning Camps/Community Connections You may sign up for our learning camp e-alerts here . On this page you can also find more info on our Learning Camps and Community Connections programs for the Grad Program. Learning Commons Be sure to visit our Learning Commons  (library) and check out all the fabulous resources there. An excellent source of help is  Pippa Davies who is our Learning Commons Librarian. She can help you with both physical and virtual resources to cover most, if not all, of your curricular needs. Advanced Placement Courses What are they? The Advanced Placement (AP) program makes college and university level courses available for students to take while they’re still in secondary school. For students who are interested in extending their learning beyond the grade 12 level, while still in high school, these courses can be a great option. Students can earn additional credits at the high school level by completing these courses and may also be granted first year college or university credits, depending on the post-secondary institution, when the AP exam is taken.  AP courses are overseen by the College Board which is recognized for advanced credit or placement in many Canadian and American universities and colleges. Schools are permitted to offer AP courses from a set list, and are responsible for ensuring that any courses they offer meet College Board standards.  HCOS offers a select number of AP courses, based on the in-house expertise of our instructors and course developers. The list of AP courses offered each year can be found on the  HCOS course description webpage and AP exams are written in May of each school year.  How do they work?  In general, if a student enrolls in an AP course and completes all the required components, they will earn 4 external credits for the high school level course. Generally, the additional AP material extends or expands on the concepts and content addressed in the grade 12 level course. In addition, if a student successfully completes the AP exam, university credit may also be granted (see section below) What about the AP Exam? AP Exams are administered at authorized schools and test centers each school year in the month of May. AP course work is arranged so students have ample time to complete the necessary AP work prior to writing the exam in May. This may mean students have some coursework remaining to complete after the AP exam is written, depending on how the course is laid out.  HCOS staff will communicate information relating to the exams offered in Kelowna at our testing centre to students enrolled in AP courses. The exams are marked and scored on a scale of 1 to 5 by college and university professors and experienced AP teachers (not the HCOS AP course teacher). Many post secondary institutions offer credit for AP Exam scores of 3 or higher. Advanced Placement FAQs 1. Do I have to take 2 final exams (the school’s final exam and the Collegeboard’s AP exam in May)?  Most AP courses require an online proctored final exam for you to receive your high school course credit. This exam must be written to receive this credit.  If you want to attempt to receive university credit through the College Board that exam takes place in May. Please note that the AP and school exams are separate from each other. Some course teachers will accept the AP Exam in lieu of the final exam for the course. This is a teacher by teacher decision and once enrolled, you should discuss your options with your course teacher.  2. Do I have to create an AP student account?  If you plan to write the AP exam in May, you will need to create an AP student account. This will allow for our school to order and book your AP exam. By creating this account, it will also give you access to additional material that your teacher may require as a part of your course.  3. What if I don’t live close to an AP exam location?  We only offer AP exams in the Kelowna area. Students who cannot travel to our exam location are welcome to reach out to a local school with an AP program to request they order and exam for them. You will need to connect with the AP Coordinator at the local school as they will need to provide you with an exam only join code . You will also need to inform our offices so that we can adjust your registration with our school. Students should do this prior to November as many schools submit their exam orders mid-November and late fees may apply to exams requested after the November order date.  4. Can I take the AP Exam at my own school (school of record)?  Yes, you may write your AP Exam at your school of record if they offer AP exams.  You will need to connect with the AP Coordinator at your school as they will need to provide you with an exam only join code . You will also need to inform our offices so that we can adjust your registration with our school. Students should do this prior to November as many schools submit their exam orders mid-November and late fees may apply to exams requested after the November order date.  5. How much does it cost to take the AP Exam? The cost to write each AP exam is $200. This cost is the responsibility of the family to cover.  6. How do I register for the AP Exam? After creating an account on the College Board website you will want to login at myap.collegeboard.org. Click the Join a Course or Exam button . Before you do this, make sure you have the six-Character join code from your teacher. You’ll need it to join a class section.     Enter the join code your teacher gave you and click Submit. Make sure the information that comes up is for the course you’re taking. If it is, click Yes If you need to make any adjustments to your exam registration, such as in you no longer want to write the exam or yes you would like to write, please email Johanna Martz at:  johanna.martz@bconlineschool.ca   7. What is the AP Exam registration deadline? There are two AP Exam registration deadlines in a year. The first one is in the middle of November for students who enrolled in the course before this time. The second deadline is in the middle of March. Information will be sent by course teachers and our office informing of upcoming deadlines. Career Life Education & Career Life Connections Courses This page is designed to outline the differences in the Career Life Education (CLE) and Career Life Connections (CLC) offerings at HCOS.  Career Life Education should be taken before Career Life Connections.  The Ministry of Education has outlined the rationale and goals for the new K-12 Career Education offerings: Rationale Today’s graduates must be able to adapt to ongoing change in many aspects of their lives. For most people, career life planning will not be a matter of making one major decision and living with it for a lifetime. Instead, purposeful career-life development, where students learn how to set personally meaningful goals, recognize and cultivate relevant opportunities and supportive relationships, and continually re-evaluate and revise their plans, is a requirement for educated citizens in an ever-changing world. Educated citizens are lifelong learners who continually build on their self-awareness about evolving interests and strengths, and who are able to use this personal knowledge to inform their career-life choices with flexibility as opportunities and challenges arise. Career Education fosters development of the confidence, knowledge, and competencies necessary to succeed in personal, educational, and workplace contexts throughout life. From Kindergarten to graduation, the Career Education curriculum offers students many opportunities to explore and develop personal interests, strengths, and competencies while making connections with experiential learning, career life possibilities, and preferred post-graduation opportunities. Under the guidance of their teachers, students discover that career life development with intent is not simply figuring out what they want to be when they grow up, but a lifelong journey of being and becoming who they want to be in the world and how they can make meaningful contributions in their communities. Career Education includes reflection on learning experiences both in school and out of school, and facilitates connections with communities and networks to support personal career-life interests and goals. The Career Education curriculum aligns with the First Peoples Principles of Learning, highlighting a holistic view of students placed at the centre of their learning, and recognizing the importance of experiential learning, guidance from mentors, and community involvement. Goals The Career Education curriculum contributes to students’ development as educated citizens by achieving the following goals. Students are expected to: recognize the need to be adaptable, resilient, and flexible in order to meet the ever-changing opportunities and challenges of today’s world understand how ongoing purposeful career life development contributes to the success and well-being of individuals, communities, and society build personal career life development capacity to effectively learn and grow new interests, knowledge, skills, and competencies throughout their lives develop awareness of their personal strengths, competencies, values, and passions, and use this self-knowledge to inform career life choices communicate and interact collaboratively with others, valuing diversity of people, perspectives, worldviews, ideas, and opportunities explore a range of experiences, roles, and opportunities in personal, educational, and workplace contexts to advance their personal career-life journeys Flex Academy Grad Program Offerings Students must complete Career Life Education and Career Life Connections before graduating. You only have to complete the course once! Career Life Education should be completed prior to taking Career Life Connections.  Career Life Connections culminates with a student Capstone presentation. Flex offers both Career Life courses as Hybrid courses. Please connect with your Grad Advisor to plan the best time for you to take these as well as which course option is best for you!  Comparative Civilizations Program (with Overseas Travel) Flex Academy Grad students can cross-enroll with HCOS if they would like to participate in the Comparative Civilizations Program (in years it is running). See this page for more information on this opportunity. Course Options Flex Academy offers the ability to design a unique High School experience with a variety of different learning options. All courses provide credit towards the BC Dogwood Diploma. Hybrid Courses Flex Academy offers blended courses at the grad level in Math, Science, Social Studies, English Language Arts, Career Education, Career Life Connections, and Spanish. For each blended course, course content and unit lessons are hosted in Bright Space for students to complete on a flexible schedule throughout their week. Students then participate in weekly learning labs where they engage in high-engagement hands-on activities to support the subject area's learning. Flex Hybrid courses run the length of the school year with the support of a Flex Academy subject specialist teacher. Online Courses Flex Academy offers Grad Students the ability to cross-enroll with HCOS to access an impressive online course catalogue that provides engaging online learning. HCOS offers two flexible pacing options: Asynchronous : work at your own pace to complete the course within twelve months from activation date. Synchronous cohorts : work at the same pace as your peers, meeting regularly on Zoom with your online teacher.  If available, Flex Students should take the Flex Academy Blended course instead of the same HCOS synchronous online course. Please talk to your Grad advisor or the Director of Flex Academy if you have any questions. Course Withdrawals or Changes Students and parents can request course withdrawals or changes during the year, however, there are some implications that need to be acknowledged when changes are made to courses that are in progress. If you withdraw from a course you were activated in (in progress), you may need to wait until the following school year to take it again. If you are dropping a hybrid course, you may choose an alternative course. Core Courses that are required for graduation, such as Science 10-11, Math 10-11, Language Arts 10-12, Career Education 10, and Career Life Connections 12 should not be dropped. Please speak to your grad advisor or school administrator for more information. To proceed with a course withdrawal or change, please reach out to your grad advisor or school administrator. Dual Credits The Ministry of Education and Child Care has provided an option for students to be involved in dual credit programs where they enrol in and complete post-secondary courses or training and also earn secondary (high school) credits at the same time. These dual-credit programs are stand-alone agreements set up between a specific secondary school and a specific post-secondary institution, usually within the same school district.  Flex Academy does not currently offer dual credit course offerings for our Grade 10-12 students. Students interested in dual-credit courses are encouraged to explore options for cross-enrolment with a local secondary school, and your grad advisor is happy to help you create a schedule and plan for graduation that includes any information on local dual-credit options you bring to them. For more information on Dual Credits please visit the Ministry of Education website. Exams Flex Academy grad teachers will walk students through the process for scheduling exams for any Flex Blended courses that have an exam component. Course-specific exams will be scheduled during mid-year and year end assessment periods.  Flex Academy schedules the required Government Assessments in collaboration with HCOS, and as per the Ministry of Education and Child Care timelines. See  Provincial Assessments - Literacy and Numeracy for details.   Flex Academy Graduation Certificate This page outlines the requirements needed to receive a Flex Graduation Certificate on top of a student's BC Dogwood Diploma.  Students who complete the BC Graduation requirements receive a BC Dogwood Diploma. HCOS students who complete a minimum of 8 credits in Christian Studies programming also receive an HCOS Graduation Certificate. These 8 credits can be earned through: Christian Studies (offered in-person at Flex).  Specific course programming can include cross-enrolled options like Adventure Discipleship, Humanities and Comparative Civilizations Travel Program.  These 8 credits also satisfy elective requirements for a student's BC Dogwood. Why a Flex Academy Graduation Certificate? Often we are asked what is the purpose to working towards this certificate? There are a few beneficial reasons we suggest to all students to take Christian Studies courses with us.  Faith Development - We are a Christian school and as such believe that our students should continue to be learning and growing in their personal faith journey.  Our Christian Studies courses help equip students for their future by ensuring they have a strong foundation and can clearly articulate their beliefs. Courses are designed to encourage personal development for students as articulated in the HCOS Learner Profile . The certificate has been helpful to students applying to Post Secondary studies at Bible Colleges, YWAM programs and universities such as Trinity Western. Showing completion of some under graduate studies in the field they are pursuing can help with entrance requirements.  Grad Planner - FAQ What is the purpose of the Grad Planner?  As students complete Grades 10-12 in British Columbia, they begin building their transcript and accumulating credits towards a diploma. The Grad Planner module in Encom is used for planning and tracking student progress through the various graduation requirements in BC.  The Grad Planner seen in Encom reflects the graduation program a student is currently enrolled in, either Dogwood, Adult Graduation or School Completion Certificate. It is meant to be a simple tool used to understand graduation requirements and a student’s current standing at any point in time.  Who sets up the Grad Planner?  When a student first connects with their Grad Advisor (GA) and prepares to enter the grad program at Flex, the GA will initiate the set-up of the Grad Planner. If you think your Grad Planner still needs to be set up, please contact your GA. When a GA initially sets up a Grad Planner, they will: Pull any existing final marks for grade 10-12 courses already completed with HCOS. Manually enter marks for grade 10-12 courses completed at other schools as reported on the the student’s transcript. Manually enter external credits for extracurricular programs the student has completed. As the GA continues to support a student through grades 10-12, further updates to the Grad Planner may include:  Automatic updates to course marks and credits earned as a student receives final grades on HCOS report cards. Adding courses the student plans to take in the future. These are easily removed or changed if plans or required courses change. Adding ‘suggested’ courses that the GA feels would help meet graduation requirements or pathway to the student’s post secondary aspirations. Adding course marks and credits for courses or external credits completed at another institution while the student is in the Grad program.  Who can view the Grad Planner?  The grad planner in a student’s Encom profile is viewable and printable by the student, the parents, course teachers, Grad Advisors, IE case managers, and administrators.  Grad Advisors and Grad Program administrators are the only ones who have the ability to update, edit or alter the Grad Planner. How is the Planner updated?  Once created, the Grad Planner will automatically update when HCOS course information changes. This includes updates when: a student enrols in a course a student becomes active in a course a final course grade is entered on the HCOS report card a student withdraws from a course Grad Advisors will manually update Grad Planners when:  a student moves to a different graduation program a student informs them they have completed a cross-enrolled course a student informs them of completed External Credit programs. What if I change Graduation programs at some point?  The Grad Planner module is designed to automatically update whenever a Grad Advisor or Grad Program administrator changes the graduation program that a student is enrolled in.  For example, if a student decides at 18 to pursue an Adult Graduation Program, the GA would make that change in Encom and the Grad Planner module will automatically update to reflect the requirements for that program. It will also automatically pull any relevant course information from the previous version of the planner.  What do the different icons within the planner mean? There is a legend at the top of the Grad Planner that explains what each colour and symbol mean. Additionally, see the Grad Planner for Families page here for more detailed explanation of the most commonly seen icons and colours. Can I print a copy of my Grad Planner? Yes! To generate a print or pdf copy of your Grad Planner, navigate to the top of your Grad Planner, where you will see a Download PDF button. Click on that button and it will save a PDF of the Grad Planner which you can print. Please note, your electronic grad planner will automatically update when courses are completed, so be sure you are working with the most recent version of your grad planner when planning future courses.  Who do I contact if I have questions about the Grad Planner?  Please contact your Grad Advisor if you have any questions. Math Course Options and Streams This page provides information regarding the various courses and streams a student can take at HCOS for Math     Students in Grade 10 will have to make a decision regarding what Math courses to take Things to consider when choosing a Math Stream: Students need a math 11 or 12 course credit in order to graduate with a Dogwood diploma. Students can still go to university or college without taking the Foundations & Pre-Calculus Math Route. However students may not be able to enter into the Sciences or Engineering streams.  Pre-Calculus 12 should be taken if interested in going to a top level university. Nursing Programs or Business Programs usually require Pre-Calculus 11 or Foundations 12. Students interested in going into trades should take  Apprenticeship Math 12 Workplace Math 10 is the prerequisite for either Workplace Math 11 or Apprenticeship 12  Work Place Math 11 and Apprenticeship 12 are equivalent in workload and difficulty.  If you’d like to find out the content that is covered in a particular course please view the Course Description Website   Monitoring Progress & Official Reporting Your Student's Schedule Each of our dedicated Course Specialist teachers are there to support your student in their learning journey. Teachers can help set up course schedules, but it is best that you as the parent collaborate with your student to decide on the best schedule.  At the Grad Program level, each courses roughly takes 100-120 hours of work. Be sure that the schedule takes this into account. Generally, students should be dedicating 25-30 hours per week for specific course work, with additional time required for reading and research. This time allotment is standard for completing four courses per semester (an 18 week period).  Course Progress Be sure you know your student’s Bright Space User Name and Password (this can be set up in Encom). Until you are sure your student is on pace, please log in every week to monitor your student’s progress. You or your student should always contact the teacher if they need assistance, or would like to reset their schedule. They are there to help! Proctored Exams For some core courses, students will need to write a supervised Proctored Exam. This is at the teacher’s discretion and the student and parent will be notified by the teacher. At that time, the teacher will also inform the parent and student about the process of proctoring and how that exam mark is weighed. Official Report Cards If your student has an Active Date (having completed 5-10% or more of a course) they will receive a term report card until they are done. Term report cards are posted in Encom in January and the end of June. Interim reports may also be sent home at any time to update parents and students on their course progress or areas of concern. In Encom, there is the option to print out the report if you would like a paper copy. If you do not see a report for a course your student is active in, please get in touch with Bri Dyck, Director of Flex Academy Ministry of Education Official Transcripts We regularly submit final grades to the Ministry of Education and they post them onto the student transcript usually about four weeks after the school has submitted. Students can check on their transcript here . If you have any questions about your transcript, please contact your Grad Advisor or the Director of Flex Academy.  Grade 12 students can also request a copy of their final transcript at the same web-page above.  Note: you will need your PEN (Personal Education Number) in order to order your transcript. This can be found in Encom. If you need assistance, please contact your Grad Advisor.  Provincial Assessments - Literacy and Numeracy What is a Provincial Assessment? There are three provincial assessments that Grad program students need to take. Grade 10 Graduation Numeracy Assessment  The Graduation Numeracy Assessment (GNA) is a provincial assessment written in Grade 10. It is a graduation requirement. The GNA is based on mathematical concepts learned across multiple subjects from kindergarten to Grade 10, with an emphasis on K–9. It requires students to solve problems by using the five numeracy processes (different ways of thinking and working): interpret, apply, solve, analyze and communicate. HCOS has written a free resource for grad program students to access to help prepare for the Numeracy 10 assessment. To access the resource, click on this link:  https://lms.onlineschool.ca/course/view.php?id=2741 . Students can self-enrol in this online module, and simply need to contact their GA for the enrolment key to complete the enrolment steps. When a student is finished with this free tool they can unenrol themselves from the Moodle course by clicking 'Unenrol me from NAM' as seen in the image below. Ministry Resources for Numeracy 10 Assessment Grade 10 Graduation Literacy Assessment The Grade 10 Graduation Literacy Assessment (GLA 10) assesses students' ability to use critical thinking and analysis to make meaning from a diverse array of texts. It also assesses the ability of students to communicate their ideas. GLA 10 is not based on a particular course but on learning across multiple subjects, from kindergarten to Grade 10. Ministry Resources for Literacy 10 Assessment Grade 12 Graduation Literacy Assessment The Grade 12 Graduation Literacy Assessment (GLA 12) is currently under development by the ministry and more information will be provided as released. Ministry Resources for Literacy 12 Assessment  Who needs to take a Provincial Assessment? Students Graduating with a Dogwood Diploma Adult Students Graduating with the Adult Dogwood Diploma Students must complete: Grade 10 Graduation Numeracy Assessment Grade 10 Graduation Literacy Assessment Grade 12 Graduation Literacy Assessment Students graduating with an Adult Dogwood are not required to complete any of the provincial assessments. They can however, choose to complete an assessment. Students on a School Completion path are not required to write any provincial assessments in the Grad program.  Why do students need to take a Provincial Assessment?  The three provincial assessments are a required part of the graduation program in BC. Students who wish to graduate with a BC Dogwood Diploma must write the provincial assessments. Students who are not yet declared Adult Graduation Program students (AGP) are also required to take the assessments. Once declared, the assessments are no longer required to earn an AGP however, they may be required by post-secondary institutions.  Students should verify the admission requirements for any post-secondary institution they plan on applying to. For more information, or if you have any further questions, please contact your Grad Advisor.  General Information Provincial assessments are scheduled for two hours but all students are allowed an additional third hour if they need it. If a student is entitled to additional time, it is added beyond the third hour. The Ministry of Education (MoE) typically gives a window of a few days in which schools can schedule provincial assessments. The MoE does not specify a specific start time. HCOS typically tries to start at either 9:00 a.m. or 1:00 p.m. Students who are  declared (over 18) Adult Dogwood Program (AGP) are not required to take provincial assessments. Please carefully consider whether a student actually needs a private setting (i.e., a room in which they are the only student writing) or whether a quiet setting with a few students writing may be sufficient. HCOS is required to register each student who is writing at an HCOS location (group setting or private) with the MoE. If a student is not registered, they are able to walk into a location that is offering the exam, but a seat is not guaranteed. Case managers of IE students are required to make arrangements for their students. If you are an IE student, please contact your Case Manager or GA for more information and help with these arrangements.  The Role of the Academic Advisor In the grad program at Flex Academy, students are connected with a Grad Advisor. The Grad Advisor works alongside students and families throughout their time in the grad program to help plan, support and guide students to successfully complete grade 12. Grad Advisors are typically available during regular school hours to connect with students and families. They are willing and able to communicate in a variety of ways, including email, phone calls, in-person meetings or Zoom chats. Below is a brief outline of what your Grad Advisor can help you with, and what things are outside of their responsibilities.  Grad Advisors are Responsible for:  Knowing Students GA’s want to get to know students in order to understand a student's strengths and challenges. This helps them tailor a specific path to graduation for each student. In some cases this may also include connecting students with supports through Learning Services or Inclusive Education departments when appropriate Academic Advising and Course Selection This is the main job of our Grad Advisors and it includes:  Monitoring overall student progress Reporting of external credits Changing and withdrawing courses throughout the year Matching course selection with post-secondary goals Grad Planner GA’s update and maintain the grad planner tool in Encom. This represents a student’s current plan and path to graduation.  Share Relevant Community Information GA’s will communicate general information as it is made available. Throughout the year this may include:  Scholarship information communicated to Flex Academy Graduation event information Local Flex community events Student Record Transfers Ga’s will facilitate the transfer of student records and information to new schools when students leave Flex Academy.  This includes submitting requests to deactivate student accounts or instructing families on how to finish courses in progress Grad Advisors may also: Give advice, share ideas, brainstorm options GA’s may give advice on or suggest potential careers or areas of study that line up with student interests and abilities. This will vary among GA’s as each of them have different life experiences and areas of expertise.  Discuss Provincial Assessment preparation GA’s can provide guidance to help plan, register, and prepare for Provincial Assessments  Session registration is completed through the Provincial Assessment Coordinator.  GA’s are not involved in Provincial Assessments beyond discussing recommended sessions for students to write assessments in, alerting students to the registration windows,  and providing resources students can use to prepare for assessments.  Write Reference Letters With enough time and information provided, GA’s are willing to write reference letters for scholarships and post-secondary applications.  If your GA feels there is another individual better suited to write the reference letter, they may suggest you contact that person for a stronger reference.  Grad Advisors do not: Act on behalf of a course instructor or teacher GA’s will not respond to or interpret course specific questions or instructions (interpret teacher emails etc).  If you have questions about a specific course, they will direct you to contact the course teacher for more information. Complete application forms for students Post-Secondary Applications  Grad Advisors will work with families to help students plan for the appropriate course or program prerequisites IF families bring that information to their Grad Advisor.  Grad Advisors do not research post-secondary programs or institutions to determine entrance requirements, course prerequisites, application deadlines, etc for students. This is the responsibility of the student/family. Scholarship Applications Grad Advisors do not research scholarship information and/or apply for scholarships for students. This is the responsibility of the student/family. Provide regular, daily support for students GA’s do not monitor student work, activity, or engagement of students in their courses (or with teachers) on a daily basis to report to parents. It is the responsibility of the parent to maintain the ongoing, regular oversight of their student as they work through their grade 10-12 courses.  Students may access the Student Success Centre at any time if they need extra help with specific assignments, planning, or time management. Set up LS/IE Assessments or Services This is the responsibility of the Flex Academy IE Coordinator. They will contact you directly once the referral process is completed.  Part-Time Enrollment At Flex Academy This page provides information for families interested in cross-enrolling with Flex Academy. HCOS Students Cross Enrolling in Flex Courses HCOS Grade 10-12 students who wish to take a face-to-face offering at Flex may do so with approval from the Flex Admin. Families can express interest through this Cross-Enrollment Registration Form: Flex Cross-Enrollment Registration Form HCOS students should NOT complete a separate Flex Academy Encom application.  Completing an expression of interest does not mean that students will automatically be accepted. While it is our heart to serve as many students as possible in the face to face environment, class composition and capacity will be considered before accepting students. Spaces are given to full-time enrolling students before part-time applications are considered.  HCOS students will be charged a tuition for face-to-face courses at Flex. This tuition amounts are adjusted each year and are posted in the table below. Families will also be charged a non-refundable $100 application fee.  External Students Enrolling as Part-Time Flex Students Students who are not currently attending Flex Academy are also welcome to enrol at Flex as part-time students. Families can complete an application through our website and select "Part-Time" as their Enrollment preference.  Completing an application does not mean that students will automatically be accepted. While it is our heart to serve as many students as possible in the face to face environment, class composition and capacity will be considered before accepting students. Spaces are given to full-time enrolling students before part-time applications are considered.  Part-time students will be charged a tuition for courses at Flex. This tuition amounts are adjusted each year and are posted in the table below. Families will also be charged a non-refundable $100 application fee.  2026-2027 Preliminary Part-Time Tuition Info Part-time/Cross-Enrolling students can take 3 or fewer courses with Flex Academy. Once students are taking four or more courses with Flex Academy, they are considered full-time Flex students and pay full tuition. You can view Flex tuition rates here.  The "First Course" fee is higher than the fees for the second and third course. This extra charge subsidizes the students involvement in retreats, clubs, trips, grad, and other school events.  Number of Courses Annual Tuition Per Course First Course $1,160 Two Courses $2,110 Three Courses $3,060 What to expect after submitting an Expression of Interest Once the expression of interest form or application is completed, the family will be invited to join in a meet & greet and tour to learn more about Flex and allow the Flex admin to further understand the student and family’s goals and hopes related to attending Flex. From there, the Flex admin will review class composition, capacity, and determine if they are able to accept the student. Wherever possible, the Flex admin team will alert families prior to meet & greets if classes are full, etc.  If the student has been accepted and the student is an HCOS student, the HCOS student’s Grad Advisor will be notified and will add the Flex course offerings to the students course list in Encom.  Computer Loans for Part-Time Students  All students attending Flex Academy must have their own laptop to use at school. Flex Academy will loan computers out to students taking three or more courses with Flex Academy. Students taking one or two courses must provide their own laptop.  If you have further questions about cross-enrolling with Flex Academy, please contact your Grad Advisor or our office ( info@flex.academy ).  Transitioning from Grade 9 Welcome to the Grad Program! This page is to help you understand some of the ins and outs and changes as you move from Grade 9 to Grade 10. At any time, if the information is confusing please feel free to reach out to your Grad Advisor (GA). They are your sidekick through your grad years!  Student Support There are lots of resources and people to support your student's learning journey: The Office - office@flex.academy Your Grad Advisor - check Encom under your Home information: Your Grad Advisor is the one to answer any questions you have about the grad program, requirements, course selection - the list goes on! Your Student's Teachers - each course, online or individualized, has a course specialist teacher at the grad program level. Please feel welcome to reach out at anytime to have discussions, or check in to see where you student is at.  Director of Flex Academy - Bri Dyck, bri.dyck@flex.academy   Inclusive Education (IE) Department - Learning Services (LS) and Inclusive Education. If this is something you feel your student could benefit from, please bring it up in discussion with your Grad Advisor who can connect you to the right person on the team! Prerequisite Courses Although the ministry does not mandate prerequisite courses - having taken a specific course before being able to take another - it is highly recommended that in core subject areas you have completed the prior grade level. Core Courses: Mathematics, Sciences, English Language Arts and Social Studies For example, to take Foundations and PreCalculus Math 10, it is expected that a student has successfully demonstrated completion of a Math 9 course.  Course Types  The Flex Academy grad program currently has three different types of course offerings, all with subject specialist teachers: Flex Academy Hybrid Courses Flex Hybrid courses are a creative blend of online and in-person learning. These courses use Bright Space as a platform to structure the learning journey and are teacher-directed. Teachers post material for students to follow along with in a synchronized fashion. Teachers host learning labs for students where they engage in hands-on learning related to the course material. Flex Academy Traditional in-person courses. Flex Academy offers a variety of in-person elective courses in Physical Education, the Sciences and the Arts. HCOS Online Courses These courses are hosted in Bright Space, and all the of the learning activities and resources are provided for the students to complete. Curriculum is designed by the HCOS team and directed by an HCOS teacher. Parent involvement is encouraged, though not required. All courses follow the modernized curriculum and the content outcomes, curricular competencies, core competencies, big ideas as well as biblical worldview integrations. Please feel free to check out the ministry curriculum here .  Starting in 2023, during your Grade 9 year at Flex, you will have been able to try several online courses. Middle school students at Flex Academy will also complete several hybrid courses during their middle school years. This will greatly support students in their most flexible years at the Academy during the grad program, where they will have opportunities to schedule their course loads in a way that fits their needs. While in middle school, students should participate in their learning by understanding what is expected from their teachers and communicating regularly to ask questions, seek clarification and let teachers know what works and doesn't work for them as learners. When students do this at younger ages with the support of their families, the transition to those discussions with the grad program teachers will be smoother. For more tips and tricks about getting ready for the Grad Program, please click here .  Viewing Graduation Assessment Results and Your Transcript This page provides information for students that would like to view their unofficial transcript or see the results of a Graduation Assessment Results.  Step 1: Create BCeID To access your StudentTranscripts Services, you will need to sign up for a BCeID. If you already have a BCeID please go down to step 2.  Complete the registration form for a Basic BCeID on the Ministry of Education's website Register for a Basic BCeID by entering your personal information. Use a personal email account that you will have for a number of years. When done, click  continue. The next page will ask you to Register for StudentTranscripts. You will need information used by your School of Record (ex. Personal Education Number).  You will receive a confirmation email indicating that you have registered for the BC Ministry of Education StudentTranscripts services. To complete the registration process you will need to activate your StudentTranscript Registration. Be sure to keep your userID and password on file as you will need both for future use. Step 2: Register for StudentTranscript Services Log in to StudentTranscript Services  using your BCeID information (userID and password). Once logged in you will have access to: Transcripts & Certificates Account Information Marks & Scholarships  System Notice(s) Video Tutorial for setting up BCeID and StudentTranscripts Services Technology at Flex This chapter outlines the technology access and support we have in place for Flex Academy Students. Accessing Tech Support If you're experiencing technical difficulties (logging in to Bright Space, Encom or student google workspace account), please get in touch with your student's teacher or reach out to our Tech Support department using this email address: tickets@onlineschool.ca . Our Tech department aims to respond to your requests within 24 hours.  Brightspace Q&A At Flex Academy, students will experience a variety of innovative educational programs, some of which will be delivered through an Online Learning Management System (LMS). Brightspace is the platform the Ministry of Education and Childcare mandates us to use for our online and hybrid courses. See this page for helpful information about Bright Space. September 2023 Brightspace Q&A and Information Session Brightspace Troubleshooting Logging into Brightspace It is best to do this while logged into a Flex Academy or HCOS Google account, either in a browser (laptop, MacBook) or from a dedicated school user profile (Chromebook) Students will receive an email from Encom requesting a password reset.  If a student hasn’t received a reset email, contact a school administrator.  In the reset email, students click the password reset link, and it will bring them to a place where they can choose a new Encom password. Then, take note of the user name (usually it’s in the format of FirstnameLastname) There will be a link after the password reset that they can click to get to Brightspace where they can log in with their Encom username and newly created password The Brightspace login website is https://hcos.onlinelearningbc.com/d2l/login   Students should bookmark the BS login page and save their login information so that they don’t need to remember it all. If a student gets an error on logging into Brightspace (e.g., invalid username or password error), they can shut their browser, re-open it and try logging in again carefully with their login info. Even one mistyped letter will result in a failed login. Brightspace Errors If a student discovers that they are missing a Flex Blended course or an HCOS online course, please let your teacher know as soon as possible so that we can you into the course or fix any issues. If a student discovers that something is broken in one of their Brightspace courses, email your teacher with the link to the page that is broken. If you are in class, clearly explain what is happening or show your teacher. It sometimes takes a little while to fix problems like that, so see if you can move on and circle back. Teachers might need to remove conditions they’ve set up that don’t allow students to skip the (broken) lesson. Make sure to ask your teacher about this for any broken lessons. One of the more common errors is not using a supported browser. Please only use Firefox or Chrome to access Brightspace. Other Browsers are not guaranteed to work. Troubleshooting Lesson Errors in Brightspace (StudyForge Content) Only use Brightspace with the most current version of Google Chrome or Firefox Do a HARD refresh on the page (Hold down Ctrl and click the Reload button) Log out, close your browser and log in again Clear your browser’s cache How to Clear your Browser’s Cache  Chrome instructions Firefox Instructions A great way to see if it is a caching issue is to open an “incognito window” or “private browsing window” which will always start from scratch with cache and browser sessions, and try logging in from there. If the problem persists, move on to the next step. If none of that works, email your instructor a picture or screenshot that shows the lesson or question ID If there is an error message, show that as well The link to the page When reporting a Brightspace error, please share the student’s first and last name, and any other information that can’t be found in the picture. Sending Files to your Teachers Some Brightspace assignments ask you to submit PDFs. There are a few ways you can do this. If you are working in Google Docs, here are instructions for saving your doc as a PDF (this also works for sheets and presentations). If you are sending in work that you have completed on paper, you can use a scanning app such as Adobe Scan app for iPhone & Android. If you use an Android phone or tablet, the Google Drive app will let you scan documents to PDF and upload them to your Google Drive. Here are the instructions. If you are using an iPhone or iPad, you can scan to PDF using the notes app . If you are using a Chromebook, you can use Google Drive and the Chromebook's camera app to scan documents. If students still run into trouble after working through the steps on this page, please submit a detailed ticket to tickets@onlineschool.ca Email, Chromebook, and Wi-Fi Troubleshooting Student Email Students will receive an @ student.flex.academy Google Workspace account, which includes Gmail, Google Drive and a host of other tools for getting work done. If they do not know whether they have one, please contact a teacher or send an email to tickets@onlineschool.ca When a new student email account is made or their password is reset, the default new password is standard. If you do not know the password, ask a teacher, learning coach, EA or at the office. Students will then be asked to create their own unique password on their first login. Students should not share passwords with others. Chromebook log-in in Steps Wi-Fi access is automatically enabled on all school Chromebooks.  At the login screen, choose “new user” Then the student should put their flex email address and password in. If this does not work or gives an error and you are at school, let a teacher or learning coach know. You may also contact administration or send an email with details of what isn’t working and what steps you have already taken to address the issue to tickets@onlineschool.ca . If you have a school Chromebook, please provide the IT Asset tag, which can be found on the bottom of the Chromebook. Wifi Login Steps (For Personal Devices) See this document for complete instructions on getting students into the school's WIFI system. Important: when looking at the Wi-Fi settings on a Chromebook for the KCCS network, It needs to be set to  PEAP for protocol and "Don't validate certificate". Personal Chromebooks If a student is using a personal Chromebook, the best way to make sure they can get onto Wi-Fi and all of their sites like Encom and Brightspace easily is to have them create a brand new Chromebook user profile using their Flex Academy email address.  If a student's personal Chromebook is parent-locked, Families will need to either unlock the Chromebook for us or they will need to do the setup of the new profile with the student at home.  Students must use a school google chrome profile or be signed out of their personal accounts (even if on a personal laptop) while at school, or they will not be able to log into the school’s wifi.  School Devices and Personal Laptops On School laptops, personal laptops and school Chromebooks: If a student is struggling to login to wifi, make sure they can login to their Flex Academy email account on a device that has an internet connection. Go to gmail.com and have the student login with their @student.flex.academy account. Quick Tip: Use the Chrome browser’s guest profile or a Private Window to let them login using a laptop as a test  If you see this error message at any point, clear the browser cache and try again: Here are instructions for Google chrome Flex Academy Computer Leases Leasing a Computer through Flex Academy Flex Academy provides leased computers and iPads to students as a service, not an entitlement. Leasing a Laptop or Macbook through Flex Academy can provide your student with a high-quality computer with good warranty protection and easy payment options. Flex Academy Computer Lease Payment Schedule: Year Payment PC Laptop Macbook 1 50% $750 $1250 2 30% $450 $750 3 20% $300 $500 * There is an optional buyout in the 3 rd year if the family wants to keep the computer. based on total cost of $1500 Based on total cost of $2500 Please note.  The computer lease is facilitated by Heritage Christian Online School (HCOS). HCOS has an agreement with Staples to provide both Delivery and Warranty for HCOS Computer Equipment at reasonable prices, including an extended warranty.  Families who find online bargains are welcome to purchase units at "bargain prices" (but remember that you get what you pay for).  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 and emails it to matthew.knegt@flex.academy or bring it to Flex's Main office. In the list of equipment to be leased section, write any specifications for the machine you would like. PC Laptops: we can order 15" or 17" screens. Generally, larger screens cost more and more storage and processing power will cost more. We order the newest generation of Intel i5 or better. Macbooks: We can order Macbook Air or Macbook Pro.   Important: We are not leasing Chromebooks, iPads or Tablets at this time. Put your address in the "mailing address" section (this is for verification purposes. The Computer will be delivered to Flex Academy) STEP 2 : If not already done as part of your student's onboarding at the beginning of the school year, complete the Student Computer & Wi-Fi Agreement Form . Make sure to select “A WiFi Key for my personal device”. And that's it! Once the lease is approved, you will be notified when your machine is ready for pick-up, and your first payment can be made at the Flex Academy Main Office. Technology and Programs As a division of Heritage Christian Online school, Flex Academy is pleased to provide students with a wide array of Technology, including laptops and chrome books at school, as well as software platforms to support learning, Please see this page for more information. 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   A paper copy of the form is available from the Flex Academy office on request Computer & Wi-Fi Agreement Students and guardian(s) acknowledge the following regarding borrowed laptop or Chromebook computers, the use of the Flex Academy’s Wi-Fi network and responsibility for using computer technology while at school. Wi-Fi Access to online resources is provided to students via a wireless network maintained by the onsite IT department and is intended for educational use only. Access to the network is a privilege, not a right. Misuse may result in restriction or permanent loss of this privilege. As such: Students agree to use the network for educational purposes only unless given approval by a teacher or member of the leadership team. Students are accountable for the sites they visit. While at school, this also includes personal devices not connected to the school’s WiFi network. All network access is logged and may be reviewed in case of an incident involving a student device. Access is provided exclusively for use on a laptop or Chromebook. Any mobile devices must first be approved by the Director of Flex Academy. Laptop and Chromebook Computer Loans Students in Grades 6-12 require a computer for their studies. If a student cannot bring a device from home, they may lease or borrow a device from Flex Academy. Students and guardians acknowledge that: Computers loaned to students remain the property of Flex Academy. Computers leased to families remain the property of Flex Academy unless the family decides to buy out the lease. Students who borrow or lease a school computer must protect it using a sleeve or case and take every precaution to not damage or destroy the machine or its shell. Students may not personalize the physical shell of a device provided by Flex Academy. This includes adding stickers or drawings on the device. All borrowed Laptops or Chromebooks must be returned (or replaced) By the end of the school year. Failure to return the Laptop or Chromebook will result in a replacement cost being added to the student’s family account. Students & guardian(s) agree to cover the entire cost involved in repairing or replacing any lost, stolen, misused or abused computer provided by Flex Academy. Device damage is evaluated on a case by case basis . Below are guidelines that will be used to determine any damage or replacement costs. If damage and/or replacement costs are required, the costs will be  added to the family’s My School Bucks account based on the following cost tables: Chromebook Replacement Cost Table *all values subject to change Year Book Value Annual Depreciation % Depreciated Notes Purchase $500 Nil 0% New device Year 1 $467.50 $82.50 15% Light wear Year 2 $385 $82.50 15% Battery Performance Declines Year 3 $192.50 $192.50 35% Repairs More Common Year 4 $0.00 $192.50 35% End of Use Common Issues & Fix Costs Table *all values subject to change Category Issue Common Symptoms Typical Fix Estimated Cost (CAD) Battery Battery degradation Won’t hold charge, shuts down unexpectedly   Battery replacement $75-125 Display Cracked/damaged screen   Cracks, black spots, flickering Screen replacement $100-150   Keyboard Broken or missing keys Keys not registering, stuck keys Keyboard replacement $50-75 Touchpad Touchpad failure   Cursor jumps or doesn’t respond Touchpad replacement $50-100 Charging Charger failure Device not charging Charger replacement $75 Students are responsible for the device they are provided and, as such: Must not loan it out to another student, Must store it in a locker if not taking it home after school. Installing unapproved software on a school computer or attempting to circumvent the computer's security is prohibited and may result in permanent restriction or loss of the ability to borrow a school computer. All Innovations students will be given a Google Workspace for Education account for school communication and access to Google services used to enhance their educational journey. Students acknowledge that their information (name, school, academic work, and personal use at the student's discretion) will be stored in the cloud via Google Drive outside of Canada. HCOS & Flex AI Literacy Model At HCOS and Flex, we know that artificial intelligence (AI) is increasingly becoming a part of life. We want to help our students learn how to use AI wisely without losing the skills that make them thoughtful and creative. Our goal is for students to become wise, discerning, and creative learners, rooted in God’s love, who can use AI for good in school and in life. Why We Teach AI We want students to be  AI-equipped, not AI-dependent . AI can help with learning, but it should never replace critical thinking or personal responsibility. We aim to teach students to see the line between when AI is helpful and when it gets in the way of authentic learning and growth. What Students Learn We teach about AI in ways that match appropriate student development: Middle School: Students learn what AI is, how it shows up in daily life (e.g., ads, images, online searches), and why safety and honesty matter. High School: Students go deeper with AI by using it for projects, problem-solving, and research. They practice checking facts, thinking critically, and exploring how AI affects society, all while keeping a Christian perspective. Core Focus Areas Students practice: Privacy & Fairness:  Keeping information safe and watching for bias in AI. Critical Thinking: Asking questions and checking if AI answers are accurate. Creativity: Using AI to support ideas, while still using their own imagination. Human Connection: Remembering that AI is a tool, not a replacement for people. Integrity: Using AI responsibly, within clear boundaries. How AI is Used in Courses Teachers set clear rules for using AI in Grades 7–12. There are three levels: Limited Use:  Students should not use generative AI without the teacher’s permission, except in special cases. Partial Use: Permits some use with guidance and/or with citations and supplemental material. Full Use : Focuses on allowing and encouraging generative AI use to demonstrate to students both limitations and possibilities. No matter the level, students must always do their own work and cite AI correctly when used. Flex Academy - FAQ for HCOS families with Inclusive Education Students Clarifying not home-learning: Flex is a teacher-directed brick and mortar experience.  If a Inclusive Education (IE) student is attending Flex Academy full time, will the family have any say in how the student is supported and funds are spent?  A: Funding will be decided by the Flex Academy administration team and will be allocated as needed to support students in a brick and mortar environment.  How will cross-enrolment work and what grades will it be available for? Will there be costs associated with Flex Grade 10-12 courses if HCOS is the School of Record (SOR)? If so, what will it be? A: Cross enrolment will not be offered in the K-9 grade levels due to funding restrictions, but will be offered for Grades 10- 12. Students taking 3 or fewer courses at Flex can pay a part-time tuition fee, which is $800 per course. Explain cross-enrolment with Flex from 1 course to multiple courses. A: Cross-enrollment and part-time options in Flex Academy are only available for Grades 10-12. Priority enrollment will be given to full-time enrolling families. A part-time student at Flex is any student who is taking 3 or fewer classes. Once a student is taking 4 or more classes, they are expected to pay full tuition as Flex Academy will oversee their entire program and include extracurricular aspects like retreats, graduation ceremonies and events, subsidized travel, electives, etc.  If an HCOS IE student is cross-enrolled with Flex, will they be able to have their HCOS Education Assistant (EA) provide the 1:1 support for the Flex courses, or will Flex provide the EA? A: The EA will be provided by whichever school is providing the majority of the student’s programming (i.e., the SOR). So, if a student is an onsite Flex student for 5 classes and is taking 2 online courses, Flex would provide the EA support. Conversely, if the student is an HCOS student with 3 or fewer Flex classes, HCOS would provide the EA. We have had the same support teacher for years. Can that support teacher stay as their support teacher in Flex?  A: IE teacher support at Flex Academy will be provided by and determined by Flex Academy. There will not be HCOS IE Case Manager cross-over with Flex.  What courses will be offered for students? Will there be offerings such as: mechanics, foods, shop, photography? A: Our elective offerings are determined in part by our hiring. We hope to hire staff who have a background in teaching various electives. In April, we will share with the Flex Academy families and interested HCOS families what the onsite Flex programming will be. If Flex Academy is the School of Record (SOR), what will the cross-enrolment look like on the HCOS side? How will online courses be supported? What are the costs associated with HCOS courses? A: Flex students can cross-enroll with HCOS at the Grade 10-12 level (via the BCOS department). For full-time Flex Academy students, no additional tuition will be charged. For part-time Flex students, regular additional BCOS course fees will apply. If there is a cost associated with Flex courses, can IE funds from HCOS be used to cover those costs? A: IE Funds cannot be used towards student tuition but would be used to support the student through other supports like counseling, EA support, occupational therapy, etc. depending on the student’s designation and support needs.  Will HCOS students still be able to participate in sports teams? A: Yes - Sports Team tryouts will be open to Flex Academy students and HCOS students who are not enrolled at Flex.  Can my student do part-time enrollment in Middle School? A: Unfortunately due to funding restrictions, part-time enrollment is not available until the Grad program.  Quick Links Here are some helpful and important links shared in past newsletters: Flex Academy Merchandise Orders Calendar (Live) Brightspace Training for Parents Encom PAC Email Sign Up Athletics Sign-Up Flex Academy - Junior Kindergarten Tuition Information Flex Academy is proud to offer Junior Kindergarten (JK) as part of a full suite of educational programming. Junior Kindergarten is available for ages 3 to 5 with various scheduling options. Please note, the dates/times listed below will only proceed with sufficient applicant interest. Following initial enrollment, we will contact families to confirm which days and times our Junior Kindergarten will be offered.  Please take a moment to read over the Junior Kindergarten Parent Handbook 2026-2027 Junior Kindergarten Tuition Scale Age Days Times Annual Tuition Per Learner Monthly Fee (Sep-Jun) CCFRI Discount Net Monthly Payment 3 & 4 Years Old Mon/Wed/Fri Mornings (8:30-11:15) $2,780 $278 -$57.00 $221 3 & 4 Years Old Mon/Wed/Fri Afternoons (12:15-3:00) $2,780 $278 -$57.00 $221 3 & 4 Years Old Tue/Thu Mornings (8:30-11:15) $1,850 $185 -$38.00 $147 3 & 4 Years Old Tue/Thu Afternoons (12:15-3:00) $1,850 $185 -$38.00 $147 Tuition Guidelines Junior Kindergarten runs from September through June following the Flex Academy school calendar. Fees may be pre-paid at any time. Any fees for which an official receipt for child care fees has been issued are non-refundable. The monthly fees represent payment for each calendar month, September through June, regardless of the number of school days in the month.   Monthly fees are payable through Pre-Authorized Debit (PAD) and are automatically debited from your bank account on the 1st of each month (September 1st through June 1st).   Credit Card payments may be made for Semi-Annual payments only (September 1st and January 1st). Affordable Child Care Benefit (ACCB) Funding is available for lower income families through the Affordable Child Care Benefit Program. Parents/Guardians can apply online at http://www.gov.bc.ca/affordablechildcarebenefit. Child Care Arrangement forms must be completed by the Flex Academy ELC Manager as part of the application. We ask that you come with the form filled out to the best of your ability so we can review and answer any questions you may have. Please contact the ELC Manager if you need assistance in filling out your application. Charitable Tax Receipt Information Please note, Junior Kindergarten is not eligible to receive a Charitable Tax Receipt but parents do receive a receipt for child care/pre-school fees paid which can be claimed accordingly on tax returns. Flex Academy Education FAQ This page contains frequently asked questions & answers regarding Hybrid Education. We will continually update this FAQ page with new questions and answers as we receive them.  What is Flex? Flex Academy is a hybrid campus school located in Kelowna, BC, offering programming from Jr Kindergarten to Grade 12.  This model is designed for families who want the best of both worlds - a connected, Christ-centered school community without sacrificing the adaptability that modern learners need. Operated under the umbrella of Kelowna Christian Center Society alongside HCOS (Heritage Christian Online School), Flex Academy shares the same foundational mission: to develop innovative Christ-centered educational opportunities for learners to explore and embrace God's unique purpose. What is hybrid pedagogy?  A school using hybrid pedagogy combines online instruction with onsite, face-to-face interaction in a way that supports personalized, inquiry-based learning for students. Students are still learning from their onsite certified teachers in a school setting with digital tools being used to support and expand student learning opportunities. This approach a llows teachers to focus on relationships with students, and e ncourages students to envision and pursue their interests, linking academics to careers, jobs, internships, sports, arts - or whatever captivates each student. How would this look for the early years of a child’s education?  For K-Grade 5, students experience a predominantly teacher-led, learner-focused program. Classroom learning would be facilitated by teachers who would have close relationships with their students.  Personalized inquiry-based learning allows students to focus on passion areas and be supported in foundational academics while growing their independence as learners.  How would this look in the middle years of a student’s education?  Beginning in grade 6, students will use increasing amounts of digital curriculum tools to create the chance for teachers to focus on inquiry and experience-based learning. Experiments, collaborative problem-solving, and exploration of the world around them and who they are, form the core of the student experience. Teachers and Learning Coaches support students at every step and their relationship with caring adults and a caring community of peers remains our focus. How would this look in high school?  Freedom! Teachers and Learning Coaches work with students to design a high school program that celebrates their passions and gifts and ensures they’re ready for whatever they pursue post-graduation. Programming and curriculum are made as flexible as possible to allow students to pursue their passions. I’m concerned that using digital tools means lots of screen time?  The emergency remote learning that schools underwent during the pandemic meant a lot of “Room and Zoom” - teachers engaging with some students while others watched from home. This, by and large, has not been successful for students or for teachers. In the Flex model built with intention and students at the center, the best tools are used to accomplish the purpose;  technology is not the “only” tool. Relationships remain the primary concern of teachers at Flex Academy and the intentional and measured use of technology actually frees up teacher time to focus on student care. Student needs and progress are carefully monitored, digital skills and effective use of technology are taught, and well-being is a priority. What would I need to do from home to support my child in this model?  Kids will always be more successful in school when education is valued and supported at home. Reading with your child at home, discussing their learning with them, supporting them to work on homework - all of this will continue to be a part of a student’s school experience in Flex Academy.  But, whether the student’s learning is happening through an online course module or through their teacher, the school will continue to carry the responsibility for their school education.  How many days/week will my kid be onsite for school? Elementary : K-5 would have a 5 days/week program. Four days would be structured classroom instruction and the 5th day would be an explorations day - field trips, mixed-grade activities, etc.  Middle School : Grades 6 and 7 would have a 4 day/week program. The 5th day would still be used for school but students wouldn’t have structured classes. Grades 8 and 9 would have 3.5 days/week in structured classes and 1.5 days of unstructured school time where they could be working on their class work. Kids in middle school could still be on site, doing school, for 5 days per week. Their “unstructured” time where they aren’t in a classroom, could be at school with teacher supervision and support but not direct instruction.  High School : Grades 10-12 would have as much of an on -site program as necessary for them to pursue their goals. Some kids learn better independently in some subject areas - they’d be free to do so. Other students need more direct classroom instruction - that would be available as well.  So - as of right now, our plan is that from K-12 kids could be on site 5 days per week in school. However, depending on their grade and program, they wouldn’t be in full-time classes each day; instead, on some days will have the chance to learn independently in a supervised environment that works for them.  When does the online course aspect of this model start?  In our current planning, the first time a student participates in an online course with their Flex teacher would be in the second half of grade 5. That course wouldn’t be in a discipline like Math or English, but would rather be a practice course that would teach students how to navigate online curriculum. Students would learn how this “custom textbook” works and get to practice using it with the guidance of their on-site teacher.  Prior to Grade 5, student use of computers would be focused on practicing all these skills but in smaller segments - moving a cursor, typing a sentence, creating a document, saving a file, and organizing a folder are all skills that we take for granted but that students need to learn before they dive into an online course.  However, the K-4 grade range focus isn’t on creating “online learners”. Not at all. Rather, the focus of our Foundations program is on helping students become learners who have a strong sense of agency in their learning. Even in Elementary, we want students to practice answering the questions “What do you want to learn about?” and “How do you want to show what you’ve learned?” So that by the time they begin an online course in Middle School they’ve developed skills in self-reflection, curiosity, self-compassion, resilience, decision-making, and have kept the sparks of their wonder and excitement for learning alight.  What is mixed-grade learning and why would we explore that? Believe it or not, just because a student is in Grade 2, that doesn’t necessarily mean they are reading at a Grade 2 level.  Where this becomes concerning is if a student moves from grade-to-grade and the gap between their classroom learning and their ability widens. Imagine a student is only grasping 50% of the content in Language Arts in Grades 2, 3, and 4. Over time this gap in their learning compounds.  This results in frustration for the child. They begin to hate Language Arts as year-on-year it’s become a source of frustration. They avoid reading. Come middle school, they’re in a tricky spot.  This is a frequent problem in core disciplines like Math and Language Arts. The instruction speeds up and a child’s gap in their learning widens. A big reason for this is the arbitrary “Grade Level” system of school.  Imagine instead a model of school where that same child had support with a tricky concept until they understood it and then they moved on. What if there were checks and balances along the way to make sure kids were getting it instead of just being scooted through to the next grade. We would create an opportunity for success and confidence. So, maybe in this model that “Grade 2 student” is doing LA with some “Grade 1 students” and maybe a “Grade 3 student” as well.  Oh dear - well, will they feel self-conscious that they aren’t with their peers?  In our planning there are LOTS of times where kids are learning across grades and working to solve problems together - from exploration blocks, to chapels, to clubs, to support teacher times. The frequency of collaboration, exploration, and cross-grade relationships can make this feel less like being “pulled from my friends to learn with the Grade 1s” and more like “I learn with everyone in my school at different times.”  As is the case with many things, culture is so important. Instead of kids feeling segregated grade-to-grade, what if we welcomed kids into a learning community where they fit right in at just the right place for them.  FAQ for HCOS families with Inclusive Education Students Flex Academy Information Session for HCOS Families The following recording was an information session about Flex Academy specifically geared towards current Heritage Christian Online School families. Flex Academy Tuition Information As an independent school in BC, Flex Academy receives 50% of the funding that an equivalent public school receives. In order to provide the educational services expected of a school, independent schools need to charge tuition to make up a portion of the difference from what a public school receives. Flex Academy does the same, though at a lower rate than other independent schools in the region. Additionally, the majority of independent schools charge an increasing rate of tuition as students move into higher grades due to the inherent increased costs of running educational programs at the middle and high school levels. However, at Flex Academy, our hybrid educational model allows us to keep the same full-time tuition rate all the way through Grade 12. 2026-2027 Preliminary Tuition Scale Number of Learners (K-12) Annual Tuition Per Learner Total Annual Family Tuition Average Annual Tuition Per Learner 12 Month Payment Amount First Learner $5,855 $5,855 $5,855 $487.92 Second Learner (40% Discount) $3,515 $9,370 $4,685 $780.83 Third Learner (65% discount) $2,050 $11,420 $3,806 $951.67 Fourth Learner (85% discount) $880 $12,300 $3,075 $1,025.00 Fifth+ Learner (100% discount) $0 $12,300 $2,460 $1,025.00 Click here for Junior Kindergarten Tuition Information Part-Time Tuition Information If spaces allow, Flex Academy does have a part-time Kindergarten option. Please reach out to our office to learn more about part-time Kindergarten fees.  Click here for information on Grade 10-12 part-time enrollment with Flex Academy. Part-time enrollment in the 10-12 program allows a student to take three or fewer classes at Flex.  Tuition Guidelines By enrolling your child(ren) at HCOS: Flex Academy, you are committing to partner with the school for the entire school year. Tuition Payments Tuition is collected on a 12-month Pre-Authorized Debit plan (July 23rd through June 23rd) or a Semi-Annual plan paid through Pre-Authorized Debit or Credit Card (July 23rd and January 23rd). Ongoing failure to maintain a current tuition account and the ability to meet financial obligations of the chosen payment plan may result in the family being placed on Probationary Enrollment and/or the family’s enrollment being rescinded. If a payment is rejected by the financial institution for any reason, there will be a $25 fee. Should a family be facing circumstances that impact their ability to pay tuition, they are expected to contact the school at the earliest notice to inform the office and administrative staff. Continuous Enrollment Upon enrollment at HCOS: Flex Academy, students in good standing are continually enrolled from year-to-year until they graduate or leave the school. Continuous enrollment requires that families maintain up-to-date contact and personal information with the school to ensure effective communication. The school will publish the upcoming school year’s tuition rates no later than January of each year. While students are continually enrolled at HCOS: Flex Academy, their placement status is not guaranteed until all financial obligations from the previous year are fulfilled. Late Enrollments Late enrollments are defined as after September 30th each year Late enrollments will be accepted based on vacancy for the requested grade(s). Tuition for late enrollments will be calculated as a percentage factoring in the portion of the school year remaining and fixed administrative costs. Withdrawal Policy A student or family who elects to withdraw for an upcoming school year must provide written notice of withdrawal on or before June 1st to avoid the collection of 2 months’ tuition (July and August). For example, a student or family who withdraws between June 2nd and September 14th is responsible for 2/12s of the annual tuition. If you choose to withdraw your child(ren) on or after September 15th for any reason, the prorated annual tuition (over 12 months), including the current month plus two additional months, will be charged to your family's account. For example, if a family chose to withdraw in November, they would be required to pay all tuition due from July – November in addition to December and January. When a student is expelled or asked to withdraw for disciplinary reasons all prorated tuition and any other outstanding fees are due and payable. When a student leaves HCOS: Flex Academy for any reason, all unpaid accounts remain due to the school, even after graduation. Families enrolling in the summer are expected to pay July (and August if after Aug 15th) tuition upon enrollment. If a family withdraws prior to the beginning of school, tuition for July and August will not be refunded.  Charitable Tax Receipt Information Payee(s) are issued a charitable tax receipt in February for the portion of tuition paid that pertains to religious instruction (please note, any tuition payments for which a charitable tax receipt has been issued are non-refundable). The receipt amount varies from year to year and is calculated in accordance with Canada Revenue Agency requirements. In recent years, Flex families have benefited from tax receipts over 75% of tuition paid. This receipt may be used to reduce the amount of personal income tax paid and, consequently, reduce the total cost of tuition. Tuition Assistance Families seeking financial assistance can complete this assistance application available online until September 30. Regular tuition will be charged until the application is submitted and approved. Assistance is based solely on your family’s income and allocated funds for this program are limited. CRA Requirement - Families receiving Tuition Assistance bursaries of more than $500/student will have a T4A issued in the name of each applicable student. The total Tuition Assistance will be split equally among all siblings enrolled for each school year. Families wishing to discuss tuition assistance can email our Administrative Accounts Assistant .  Flex Schedules Below are some examples of what scheduling may look like. Please note these are subject to change at any point. Flex Academy Foundations (K-5)  Monday Tuesday Wednesday Thursday Friday  Grades K-2 Mixed Grade Explorations Day  Regular Class Programming  Regular Class Programming  Regular Class Programming  Grades K-2 Regular Class Programming Grades 3-5 Regular Class Programming  Grades 3-5 Mixed Grade Explorations Day  Flex Academy Innovations Middle (6-9)  Monday Tuesday Wednesday Thursday Friday  Regular Class Programming  Grades 6-7 Explorations  Regular Class Programming   Flex Day: Independent Supervised Learning   Regular Class Programming  Grades 8-9 Explorations Flex Academy Innovations High (10-12) Monday Tuesday Wednesday Thursday Friday  Regular Class Programming  Flex Day: Independent Supervised Learning Regular Class Programming Flex Day: Independent Supervised Learning   Regular Class Programming  Foundation Skills Assessment - FSA The  Foundation Skills Assessment is an annual, province-wide assessment of British Columbia students’ academic skills, and provides a snapshot of how well BC students are learning foundation skills in Literacy and Numeracy. These are assessments for students in Grades 4 and 7.  The FSA is not optional unless students meet a very narrow set of requirements for exemption. HCOS will be administering the assessments and families receive a package in order to carry them out at home. Here is some information to help you and your child prepare for the tests. There are two categories of assessment; the assessments in total take about four hours. Here are the categories: Literacy Numeracy The FSA will take your child about 4 hours to complete over a few days during a four week writing period. The assessments include online and written questions and a reflection activity. The written parts of the assessment will be marked by teachers from HCOS and the results sent to your support teacher. The results will be based on the following proficiencies: Extending – Sophisticated understanding of the concepts and competencies in relation to expected learning. Proficient – Complete understanding of the concepts and competencies in relation to expected learning. Developing - Partial understanding of the concepts and competencies in relation to expected learning. Emerging –Initial understanding of the concepts and competencies in relation to expected learning.  FSA Questions and Answers What does FSA stand for? FSA stands for Foundation Skills Assessment and this test is given to all students in BC enrolled in grades 4 and 7. What subjects are tested? The student is tested in Literacy and Numeracy. What is an invigilator?   An invigilator is a person responsible for supervising a test. The invigilator for the FSAs is either a teacher (in our case, with HCOS)  or  any person the administration deems as unbiased. This can be the parent of the child.  What time is involved for each test? About 2 hours for each of the two sections.   Inclusive Education Inclusive Education (IE) Program Our IE Program works with students who receive additional funding to help build specialized programs that aid in their success as learners. Our diverse and robust program is made up of British Columbia certified teachers who specialize in IE education, Education Assistants (EAs) who work directly with students in home, an experienced office support team, and a wide variety of community-based support services throughout the province. If you would like more information on our IE Program, please visit the  IE Program  page. Learning Services (LS) Program We also offer an LS Program for students who are not designated IE students but would benefit from specialized planning and, where possible, some additional support. Some students may have learning challenges that are outside of IE designations; these include but are not limited to Attention Deficit Hyperactivity Disorder (ADHD), dyslexia, speech difficulties, giftedness, and written output delays. If you suspect your child would benefit from extra help and are seeking advice with regard to their learning, please contact your support teacher with your concerns. The support teacher will then contact our LS Team to discuss how best to offer support. For more information on our LS Program, please see this page:  LS Program. Individual Education Plan Students in our IE Division and some LS supported students will have an Individual Education Plan (IEP) that outlines specifically how their education program will be adapted to help them succeed. Teachers work closely with parents and other support team members to write the IEP. Education Assistants The Education Assistant provides the following services, as requested by Flex Academy:   Participate in the creation of the IEP, and if necessary, be available for collaboration on term reviews with the IE Teacher. Perform and comply with the duties listed in the IEP and with any other reasonable requests from administration considered to be normal relational responsibilities between the IE coordinator, the EA, the child(ren), and the parents/guardians of the child(ren). Collaborate with the IE Coordinator on the acquisition, organization and modification of instructional material. Be in weekly contact with the IE Coordinator around student progress Attend EA meetings as required Give advance notice to the the IE Coordinator if unable to complete their duties for a specific period of time (i.e., vacation, etc.). Create guidelines around provision of service pertaining to sickness of the EA, student or other family members. Follow the time-sensitive behaviour/incident reporting protocols. Collaborate in a respectful manner and as a team member. Prioritize the needs of the student. Skills for Online Success ADST: Skills for Online Success 1 Course Overview All Flex Academy Students in Grades 6-9 will take this ADST Module as a Hybrid class. Skills for Online Success introduces students to many tools they will need to use to succeed in their Hybrid and online courses. Topics covered include Brightspace, Zoom, email, file management, screenshots, screen recording, online communication guidelines, scanning and digitizing documents, presentation programs, recording video presentations, and more. This module culminates in a final presentation. Time Commitment This module satisfies ⅓ of the ADST requirements for grades 6-9 students. There are 17 lessons which take between 15-45 minutes. Many lessons are short and practical, introducing skills students will practice and further develop in their future studies. Most of the lessons end with review questions or a short assignment. The final project may take several hours to complete. This module can be taken at any point in grades 5-9, which is why you will see it offered at each grade level, but please note it is the same module offered at each grade, so it only needs to be taken once. Tools required Computer with webcam and microphone Digital Camera Scanner or smartphone for uploading content. Major Units and Topics Email, Brightspace, Zoom, File Management, Screenshots, Screen Capturing, Digitizing Your Work, Cameras & Scanners, Recording Yourself, and Digital Presentations.  Tips for Middle and High School Educational Success Navigating regular in-person, online and hybrid courses together can be challenging for students. Here are a few tips to help your child find success in their courses at Flex Academy. No one ever sets out to fail!  We know students want to succeed with their in-person, online and hybrid courses. Students will hit roadblocks and technical difficulties. It is important to keep a positive mindset about these things, and for students or families to reach out for help from their Education Assistants, Learning Coaches, Teachers, Tech support or School Administrators. We are here to help!  1. Role of Teachers We are here to provide great courses and a positive learning experience with a teacher ready to support your student and give feedback to their work. Flex teachers care about each student. If your student is struggling, please get in touch with the teacher involved.  2. Role of Students Students are responsible for showing up consistently throughout the school year. That means being active in their course and being “present” with their teacher through assignment responses, Zoom, email and Learning Labs. 3. Role of Parents Parents are an essential part of the learning process. We value when families are involved throughout the school year. Your student needs your encouragement and interest. Plan to sit down together at the computer every week to see where your child is at in their courses. Just asking, “Are you done?’  is not enough. It’s easy for a student to say “Yes, Mom” when they are not done at all. It happens all the time. You are your student’s advocate, so don't be afraid to ask questions of your student or their teacher.  4. Quality Communication Most teachers prefer Email or Zoom for all communication. Use good manners. Please start all communication with a polite greeting. Teachers are committed to answering within 48 hours. Please respect the fact that they may be unable to answer more immediately than that at times. Parents are encouraged to respond to grading comments, and report card comments, and communicate with the teacher if the student is experiencing problems. The teacher only knows what you tell them. If you find you or your child is becoming overwhelmed by workload or struggling due to a learning need, remember every course can be adapted to suit your child’s learning needs – a conversation is all it takes to develop a plan for your student. Students are encouraged to speak with their teacher about assignments. In hybrid and online courses, this becomes important as sometimes a student may become stuck and not able to move forward in their course due to an ungraded assignment that the teacher may not even know is sitting there. A polite request is always welcome and shows initiative.  Flex Academy cares about your family's online experience. If you are thrilled with your experience, We would love to hear from you. Likewise, if you feel you are not being well served, please get in touch with Bri Dyck , Director of Flex Academy. Truth and Reconcilation Truth and Reconciliation Week How the Church is Responding Website Resources   Flex Family Newsletter Archives Here is where you can find the Flex Family newsletters archive! https://drive.google.com/drive/folders/1bq7LkJHu-Ha0ZLE1s7psyB6YeNJzPoa6       Violent Video Games and Gaming Addictions Video games have become a dominant form of entertainment in today's digital age. While games can provide cognitive benefits such as problem-solving skills, hand-eye coordination, and social interaction, they also raise significant concerns, particularly when they involve violent content or lead to addictive behaviours. Understanding the potential impact of violent video games and gaming addiction on children and teens is essential to developing healthier gaming habits and mitigating negative consequences. The Appeal of Violent Video Games Many video games, especially those popular among youth, contain violent themes. From first-person shooters to action-packed adventure games, children are often immersed in virtual worlds where conflict, destruction, and combat are the primary modes of interaction. These games are often highly stimulating, offering fast-paced action, exciting graphics, and a sense of accomplishment after completing challenges. The appeal of violent video games lies in their ability to engage players by providing immediate rewards, progression systems, and, in multiplayer formats, social validation from peers. The Bible teaches us that we are called to pursue peace and love others as Christ loved us. In Matthew 5:9, Jesus says, “Blessed are the peacemakers, for they will be called children of God.” Violent video games, which often glorify aggression and conflict resolution through force, stand in contrast to this biblical calling to be peacemakers in our actions and thoughts. Regular exposure to virtual violence can desensitize children to real-world suffering, making it more difficult for them to cultivate empathy and kindness. The Psychological Impact of Violent Video Games From a biblical standpoint, what children watch, listen to, and play matters because it influences their hearts and minds. Proverbs 4:23 instructs us to “guard your heart, for everything you do flows from it.” When children immerse themselves in violent games, they are allowing potentially harmful content to shape their attitudes and perceptions. Critics argue that exposing children to violent video gaming content can desensitize them to real-world violence, potentially lowering their empathy for others and increasing aggressive behaviours. Some studies suggest that prolonged exposure to violent imagery and aggressive narratives can normalize violence, making it seem like a more acceptable response to conflict. Social and Developmental Implications The social consequences of violent games and gaming addiction are far-reaching. Children who excessively play violent games may struggle to develop empathy and cooperation skills, which are crucial for real-world relationships. Furthermore, video game addiction can hinder a child's emotional development by limiting their ability to experience boredom and find creative ways to engage their time outside the virtual world. Violent video games often emphasize aggression, competition, and self-promotion, whereas the Bible calls us to humility, gentleness, and selflessness. If their primary source of engagement comes from violent games that prioritize aggression, competition, and individual success over collaboration, children may be at risk of developing skewed perceptions of how relationships should function. Helping children balance gaming with activities that promote these virtues—such as service, prayer, and face-to-face relationships—will foster their spiritual and emotional growth. Behavioural Changes: Aggression and Impulsivity Children who regularly play violent video games may show signs of increased impulsivity, irritability, and reduced self-control. These behavioural changes can manifest in school environments or at home, leading to conflicts with peers, teachers, and family members. Kids who are highly engaged in violent gaming are sometimes more likely to interpret ambiguous social situations as hostile, which can fuel aggression in their real-life interactions. Yet, it's essential to understand that not every child reacts the same way. Factors such as personality, emotional regulation, and family dynamics can all influence how a child internalizes and reacts to violent game content. A child with strong emotional support and healthy coping mechanisms may be less likely to experience negative behavioural changes than one who feels isolated or stressed. Gaming Addiction: A Growing Concern Gaming addiction is characterized by excessive time spent playing games to the point where it interferes with a child's academic performance, social interactions, and even physical health. The World Health Organization (WHO) has officially recognized "Gaming Disorder" as a mental health condition, defined by an inability to control gaming habits, a prioritization of gaming over other interests and daily activities, and continuation of gaming despite negative consequences. Beyond violence, gaming addiction is an issue of increasing concern for parents and educators. Addiction, in any form, leads to a loss of self-control and enslavement to the desires of the flesh. The Bible is clear about the dangers of anything that controls us. In 1 Corinthians 6:12, Paul writes, “I have the right to do anything, but I will not be mastered by anything.” Gaming addiction, which can consume a child’s time, energy, and attention, risks becoming a master over them, drawing them away from their responsibilities, relationships, and their walk with God. The Effects of Gaming Addiction on Kids Children who become addicted to video games often suffer from a range of negative consequences, including: Poor Academic Performance: Time spent gaming can detract from studying, completing homework, and engaging in extracurricular activities. As gaming becomes a priority, children's academic performance may suffer. Social Isolation: Addicted gamers may withdraw from social interactions, spending most of their time in virtual worlds rather than engaging in face-to-face relationships. Over time, this can lead to loneliness, social anxiety, and a loss of real-world social skills. Physical Health Issues: Gaming addiction can contribute to a sedentary lifestyle, which may lead to obesity, poor posture, eye strain, and sleep disturbances. Children who game excessively often sacrifice physical activities, which are vital for healthy growth and development. Emotional Disturbance: Some kids may develop anxiety, depression, or irritability as a result of excessive gaming, particularly if their addiction leads to conflicts with parents or poor performance at school. The highs of gaming (success, rewards, and achievements) can create a contrast with real-world challenges, leaving children frustrated when their actual lives don’t mirror the instant gratification they get from games. Addressing the Issue: What Can Be Done? Parents, educators, and policymakers play a critical role in mitigating the potential harm of violent video games and gaming addiction. Here are several strategies to consider: Monitor and Limit Screen Time: Ensure all screens are used in common areas of your home. Children and youth do not need to have screens, devices, or phones in their bedrooms. Parents can set daily or weekly gaming limits to ensure that children have a balanced lifestyle that includes physical activity, social interaction, and academic engagement. Encourage Age-Appropriate Games: Many games come with age ratings and content descriptors. By selecting age-appropriate games, parents can help reduce their children’s exposure to violent content and ensure they are playing games that promote creativity, teamwork, and problem-solving. Promote Appropriate Gaming Habits: Teaching children the importance of moderation and setting clear boundaries around gaming can prevent addiction. Encouraging them to take breaks, engage in other activities, and maintain a routine is crucial for balanced habits. Find Healthy Alternatives: If children are asked to limit time spent gaming, be sure there are healthy alternative activities for them to enjoy. Ask your child what they enjoy for both indoor activities (e.g., board games, puzzles, Lego, art projects) and outdoor adventures (e.g., sports, hiking, geocaching). Have Open Conversations About Violence and Reality: Parents should have open discussions with their children about the difference between the virtual world and reality. Helping kids process the violence they see in games and reinforcing non-violent conflict resolution skills can reduce the potential negative effects. Model Healthy Media Consumption: Children often learn by observing the behaviours of adults around them. By modelling responsible and godly media consumption, parents can show their children the importance of prioritizing what aligns with biblical values. Philippians 4:9 encourages us to “put into practice” what is true, noble, and praiseworthy, setting an example for the next generation. Seek Professional Help if Needed: If a child exhibits signs of gaming addiction or increased aggression due to violent games, professional intervention may be necessary. Therapists and counsellors can help address underlying issues and provide strategies to manage gaming habits. Additional Resources Axis: Connecting Parents and Teens to Jesus in a Disconnected World A Parent’s Guide to Discipling Teens A Parent’s Guide to Video Games How to Talk About Video Games with Your Teen Articles Confessions of a Video Game Addict Do Video Games Influence Violent Behaviour? How Video Games Affect the Brain Shoot to Kill: The Real Impact of Violent Video Games When Should Kids Play Video Games? Videos Experiment Looks at Effects of Fortnight on 10-Year-Old’s Brain (4:01) How to Save a Loved One from Game Addiction (14:33) This is Your Child’s Brain on Video Games (4:39) Three Tips on What To Do If Your Child is Addicted to Gaming (1:00) Victory Over Video Game Addiction: Emmanuel Higgins’ Testimony (13:54) Learning Habits Students in synchronous, face-to-face and blended courses will receive assessment on Learning Habits at the end of each reporting period. The legend appears at the top of the report card page: Students will receive assessment in Learning Habits in one of the following categories: G - Good S - Satisfactory N - Needs Improvement The Learning Habits assessment will be displayed beside the proficiency level or percentage for each synchronous, face-to-face and blended course. A learning habit of G - Good or S - Satisfactory will not have an additional comment.  A learning habit of N - Needs Improvement will have an additional comment. The comment will appear beside the term comment and will describe ways to improve learning habits in one or more of the following areas: Class attendance Behaviour during class and what actions specifically need improvement Attitude during class Class progress Learning Habits comments do not replace early interventions, ongoing communication, or formative feedback provided by a teacher.