About the Program
The main goal of these programs is to help combat student stress. Stress on campus is a serious issue that affects all students. But many students also accumulate stress from recently moving schools, making new friends, or even being in a relationship for the first time. Studies have repeatedly shown numerous positive outcomes following interactions with animals, including but not limited to drops in heart rate, blood pressure, and stress hormones.
*All the dogs that participate in our program have completed extensive training, assessment and certification as therapy dogs in Alberta.
Student Support services at Dr. E. P. Scarlett HS provides students with support and resources to achieve their academic (learning) and personal goals (wellness). It aims to improve student retention and graduation as well as 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.
Wellness is an active process of becoming aware of and making choices toward a healthy and fulfilling life. Wellness is more than being free from illness; it is a dynamic process of change and growth. "...a state of complete physical, mental, and social well-being, and not merely the absence of disease or infirmity." Students are encouraged to connect with the Student Support team to discuss personal strategies to support the development of a more “balanced” school/personal life.
Whether you're a Grade 10 student trying to figure out how to manage the new work load 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 Tanya Miller 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 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.
*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 Tanya Miller via email.
- IPP reviews and updates
- Addressing student learning/wellness concerns
- Requesting support with accessing accommodations
Community Resources are assets in a community that help meet certain needs for those around them. These assets can be people, places or structures, and community services.
Family and Community Resource Centre (FCRC)
The FCRC is located on the 2nd floor of the Alberta Children's Hospital and is open to families, healthcare professionals, and community members.
Contact: FCRC@ahs.ca | 403 955 3272 | Basic needs, community resource centres, domestic violence, financial support, youth program, etc.
Alberta Health Services/Alberta Government Resources
- Smart But Scattered Teens
Executive Functioning in Children and Adolescents
7 Strategies of Highly Effective Teens
What Smart Students Know
- 25 Good Things About Having ADHD
13 Ways to Assist Your Adolescent in Handling Their Anxiety
Note: This is by no means an exhaustive list of supports/resources. Please feel free to connect with Tanya Miller or your child’s school counselor and/or Assistant Principal if you have questions.
220 Canterbury Drive, SW
Calgary, Alberta T2W 1H4
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?