​​​Regular Program at the CBE

Even though most of our schools offer a regular program, no two are quite the same. All schools teach according to Alberta Education’s mandated curriculum, however a school’s focus, optional courses and school activities are as unique as every school.​​​

Program, Focus & Approach

TASC & CSSI

Central is proud to be the home of four special education system classes. Our learning community is enriched by three TASC classes and one CSSI class. As mentioned, Central is an inclusive learning community where every member not only belongs, but is also a valued and contributing member of the community. Although students in SPED classes aren’t registered in our ‘mainstream’ courses, they are very much a part of our learning community and are involved in all of our daily events and special events. Our SPED students support our recycling pro-gram, the daily operations of our cafeteria, and access all areas of our building partaking in learning opportunities in our athletic facilities, our shops, The Hub and all other areas for enriched learning.

For the most part our special education classes follow our regular program calendar, however, on rare occasions this may differ. In our school calendar, events unique to SPED are noted. Our SPED students maintain a regular schedule during Exam & Flex Opportunity times in January and June. SPED classes are NOT in session during any system non-instructional days, organizational days or holidays. They are also not in session during SPED planning days. These events are all noted on the school calendar. Classroom teachers will also send out reminders in student agendas.
Contact: Questions around our SPED classes can be directed to LL, Tamara McEachern.

The Individual Program Plan (IPP) Process

Students with special learning needs are accommodated through our IPP process. Students and their parents/guardians who are on these plans will be aware of this. Each student is assigned a Key Teacher (usually the Homeroom teacher). This teacher works with the student and parent/guardians to develop goals to support the student throughout the school year.

Students are provided learning accommodations based on recommendations out of psychological assessments. These accommodations vary. Students and parent/guardians need to be aware that only those accommodations listed in a student's assessment can be granted. In order for students to access special accommodations on Diploma Exams they will need to demonstrate a history of use. Students who chose not to access these accommodations prior to their Diploma Exam will most likely be denied by Alberta Education.

Our Student Learning Team collaborates to support students and teachers in the IPP process. Our Student Learning Team also offers a quieter place to work for students on IPPs and provides some one-on-one support in completing assignments and tasks. Students have access to assistive technologies through the Student Learning Team and are supported in learning to use these tools.

IPPs are generally initiated in late September to early October. Parents/guardians will be contacted at this time to provide input, review and sign official documents of the plan. School staff working involved in supporting students include:

  • Key IPP Teacher
  • Classroom Teacher
  • Learning Leader for Special Education: Tamara McEachern
  • Student Learning Team Teacher: Andie Shaffer
  • Educational Assistants
  • Assistant Principal and/or Guidance Counselor

At times, meetings may be called (initiated by any involved party) to bring together the entire team and discuss student progress, or strategize next steps These meetings are called Student Learning Team (SLT) meetings and can be called for a variety of reasons.

Questions directly linked to your child’s IPP can be directed to the Key Teacher but, in the event you need further clarification or don’t know who your child’s Key Teacher may be, please contact the Learning Leader, Adrianna Walker, directly and she will be able to assist you.

Contact: Adrianna Walker —Learning Leader Special Education


INTERNATIONAL LANGUAGES COURSE CHALLENGE PROCESS

Important Information to Start your Language Course Challenge

The process described in this guide is for students challenging a 30- or 35-level language course. If the student intends to challenge a language course at a different level, or a course in an area outside of Languages, then different processes will apply. Students can approach their guidance counsellor or principal for more details.

30-level language course challenges are offered twice per year in a centralized format. There are fall (October-November) and spring (February-March) sessions.

A student requests a 30-level language course challenge via their principal (or Assistant-Principal or guidance counsellor) before the second Friday of October for the fall session, or the second Wednesday of February for the spring session.

The Language Course Challenge Consent Form (page 14 of this document) must be signed and submitted to the student’s principal (or designated staff member) no later than the third Wednesday in October (fall), or the third Wednesday in February (spring).

Language Course Challenge Steps

  • The student formally indicates their intention to enter the Language Course Challenge process for a particular language.
  • The student prepares an audio sample and written transcript in the target language. This work is expected to be done independently. Topics and assessment criteria vary from language to language, but generally resemble the sample provided from French 30-3Y at pages 10-13 of this guide. Specific topics will be sent following enrollment.
  • The student attends the Part 1 Portfolio exam date and submits their audio sample and written transcript at registration. The student completes the Portfolio exam.
  • The Portfolio is assessed by a teacher to determine the student’s readiness to pursue the course challenge. The decision is shared with the student’s principal (or delegate), who then shares it with the student. The principal may recommend ending the course challenge process at this stage if the student’s success appears unlikely.
  • The student completes the Part 2 course challenge exam on a separate date, time and location.

For more information about this process, contact the main office and/or Student Services.

A detailed information about the application process can be found in the link below.

Course Challenge Information


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​​​​​​Exploring Career Choices

Career and Technology education provides CBE students with dynamic, personalized learning opportunities that​ support them to transition into education, training and work. It is a part of the Alberta Programs of Study and is offered in every school, every day and for every student.

 Career and Technology Studies (CTS) is a complementary program for high school students. Students develop career and technology-related skills while enhancing employability competencies. Here is an overview of CTS pathways and Knowledge and Employability (K&E) Occupational Courses and information on specialized facilities.

 

Career & Technology Centre at Lord Shaughnessy High School

The Career & Technology Centre (CTC) is a hub for CTS learning for students registered in CBE high schools across Calgary. Students who attend the CTC will take courses at their designated high schools. Still, they will also access the CTC to enhance their learning through credentialed, dual credit or pre-placement programs for specific periods.

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