Previously “Paws to Relax”
Student Support
Student Services at Dr. E. P. Scarlett HS provides students with support and resources to achieve their academic (learning) and personal goals (well-being). It aims to improve student retention and graduation and student social and emotional wellness. We strive to help ALL students develop strategies and identify best practices to foster success that goes beyond the high school years.
Well-being
Well-being is an active process of becoming aware of and making choices toward a healthy and fulfilling life. In CBE, well-being is understood as a balanced state of being that provides a foundation for resilience, belonging, and purpose in life. Students are encouraged to connect with Student Services to discuss personal strategies to support the development of a more “balanced” school/personal life.
Learning
Whether you're a Grade 10 student trying to figure out how to manage the new workload or a grade 12 student writing diploma exams for the first time . . . or maybe you are looking to improve academic performance or discover how to access accommodations, we have team members ready to help you navigate high school.
Qualifying for Accommodations
To receive adaptive accommodations and services, prospective students must have:
a diagnosed physical, sensory, psychiatric (including anxiety) disorder or other specific learning disability
formal documentation with a DSM diagnosis must be completed by a qualified professional (please see Shane Donovan for details)
Adaptive academic accommodations and services means accommodations and/or services that retains the learning outcome of the Program of Studies and where adjustments to the instructional process are provided to address the special educational needs of the student. As stated by Alberta Learning, students with special needs taking curriculum courses for credit are expected to meet those course requirements.
Transitions
Transitions are any events that result in changes to relationships, routines, expectations or roles. Although they are a normal part of life, these changes can be difficult for students. School transition strategies are purposeful approaches designed to help students successfully move from home to school to post-secondary education or employment. This planning is ongoing and begins at the start of each new school year and evolves throughout the year. The probability of successful transitions increase when school communities work together to coordinate school transition support strategies.
Dr. E.P Scarlett endeavours to provide robust transition planning with our grade nine feeder schools through classroom visits, registration workshops, course consultations, High School 101 for students and families, grade nine tours and open houses. For our current students, we host several lunch and learn series throughout the year, including post-secondary planning workshops, scholarship information sessions, and post-secondary recruiter sessions.
Important Dates
*Please refer to the Calendar page for an up to date Calendar of Events.
Lancer parents are welcome to schedule meetings (in person or online) throughout the school year by reaching out to Shane Donovan via email.
- IPP reviews and updates
- Addressing student learning concerns
- Requesting support with accessing accommodations
Contact Information
Tanya Miller
talmiller@cbe.ab.ca
220 Canterbury Drive, SW
Calgary, Alberta T2W 1H4
403-281-3366
IRIS
Each student comes to their learning with a wide range of interests, strengths, needs and plans for the future. Priority Learning Cycles (PLCs) invites teachers, in consultation with the student and additional learning team members to thoughtfully identify those aspects of learning where targeted attention to cycles of assessment and instruction will most meaningfully affect student growth. Focused on specific aspect of learning, and anchored in curriculum and closely connected to classroom assessment information, priority-learning cycles define the path that teachers and students take together through day-to-day learning over the course of weeks, months or even years.
When creating Priority Learning Cycles we consider the following questions:
- What is most important for the student at this time?
- What are the priorities in other classes?
- In terms of broader questions of quality of learning or quality of life, how does this fit into the bigger picture for this student?