VAIL SKI & SNOWBOARD ACADEMY Handbook and Guidelines 2013-2014
10th Mountain Division Highway 1951 S Hwy 24 / P.O. Box 369 Minturn, CO 81645 970-328-2830 Fax 970-328-2835 http://www.skiclubvail.org/academics INTRODUCTION 9/30/13
This handbook is written for the student-athlete and their parent(s)/guardian(s) and is designed to acquaint them with the policies, services and activities offered by Vail Ski & Snowboard Academy. Should the student-athlete or their parent(s)/guardian(s) have questions concerning statements or policies outlined in these pages please contact the main office.
VAIL SKI & SNOWBOARD ACADEMY MISSION Vail Ski & Snowboard Academy (VSSA) provides a rigorous secondary and college preparatory academic program while supporting the athletic and personal goals of our students. In partnership with Ski & Snowboard Club Vail (SSCV) and the Eagle County School District, VSSA facilitates the attainment of our students’ dreams by offering challenging academics, flexible scheduling, and individualized attention.
VAIL SKI & SNOWBOARD ACADEMY HISTORY For the Vail Ski & Snowboard Academy, the most constant thing in the last six years has been change. VSSA began in 2007 as a school within a school program through Battle Mountain High School in the Eagle County School District. It began with 2.5 teachers and 31 students in grades 9-12. The program was allocated two classrooms on the south end of Minturn Middle School. Over the next five years, VSSA grew by a classroom here and there as enrollment grew to 90 students in 2010. In the spring of 2011, VSSA was granted its own building in Minturn, the former Minturn Middle School. This, combined with the expansion to grades 5-8 has grown VSSA to over 175 plus students and 25 staff. The program has methodically marched over many of it’s original goals, establishing itself as the first public snow sports academy in the USA, putting an athlete in the Vancouver Olympics, and students into Harvard, Dartmouth, Middlebury, Columbia and many more top tier universities. And now in 2013 we have approximately 180 students to be proud of. VSSA was featured in the New York Times in January 2011. It has begun to integrate athletic facilities into the school campus including athlete Training Table meals, aerial training facilities, and dry land training on the over 100 acre campus. VSSA has found success by tailoring its central schedule to the needs of elite athletes, implementing a rigorous and flexible academic experience for kids pursuing their dreams in snow sports.
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VAIL SKI & SNOWBOARD ACADEMY ADMINISTRATION Geoff Grimmer
Head of School
geoffrey.grimmer@eagleschools.net
970.328.2839
Cindy Suplizio
Lower School Math Assistant Principal Master Teacher
cynthia.suplizio@eagleschools.net
970.328.2830
Holly Beavers
Office Manager
holly.beavers@eagleschools.net
970.328.2832
Charlene Whitney
College Counseling
charlene.whitney@eagleschools.net
970.328.2833
FACULTY Samuel Bennett
Upper School Science
samuel.bennett@eagleschools.net
Chris Carter
Upper School Math
christopher.carter@eagleschools.net
Tom Gibson
Para Professional
Beth Huck
5th & 6th Grade English and Social Studies
elizabeth.huck@eagleschools.net
Scott Hopkins
Lower School Science Mentor Teacher
scott.hopkins@eagleschools.net
Mike Kimmel
10th-12th Grade English
michael.kimmel@eagleschools.net
Lauren Lange
Training Table Chef
llangechef@comcast.net
Katie MacFarlane
Lower School Math
kathryn.macfarlane@eagleschools.net
Ramiro Mendoza
Building Maintenance
ramiro.mendozagonzales@eagleschools.net
Allison O’Neill
Special Education
allison.oneill@eagleschools.net
Kelli Parish
8th & 9th Grade English and Social Studies
kelli.parish@eagleschools.net
Bindu Pomeroy
Upper School Social Studies
bindu.pomeroy@eagleschools.net
Katie Smith
7th & 8th Grade English and Social Studies
katie.smith@eagleschools.net
Aaron Strubel
Upper School Foreign Language Tutor
michael.strubel@eagleschools.net
John Widerman
Maloit Park Grounds Manager
john.widerman@eagleschools.net
SSCV ACADEMICS Kerry Donovan
Director of Academics
kdonovan@skiclubvail.org
Erin Beskid
Peak Performance
ebeskid@skiclubvail.org
Marian Cartin
Winter Tutorial Science
mcartin@skiclubvail.org
Mike Kane
Lower School Academic Coach
mkane@skiclubvail.org
KT Potter
Upper School Academic Coach
kpotter@skiclubvail.org
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Vail Ski & Snowboard Academy Handbook Academic Dishonesty Cheating (using the work or help of another person on a paper, test or examination), plagiarism (using the words or ideas of another person without noting the reference) and lying in reference to academic work will not be tolerated. Any of these infractions will be ground for disciplinary actions. First offense: All participants will receive a zero. Student-athletes will be responsible for explaining to their parents the situation. Teachers will document event with a follow up e-mail to parents, advisor and administration. Second offense: The above protocol will occur. Additional disciplinary action will occur with Head of School or Master Teacher. Academic Suspension Policy Excused participation in athletics is a privilege and contingent on the student-athlete maintaining a minimum score of 70% at all times, in each class. All student-athletes who have a score lower than 70% in any class will be listed on the “VSSA Academic Concerns List” which will be updated weekly, each Monday and is shared with student-athlete’s advisor, teacher, VSSA Head of School and SSCV Primary Coach and sport Program Director. Additionally, Primary Coaches and sport Program Directors will be provided updates on Friday to inform eligibility for the coming week. Following are the procedures for notification, remediation and consequences of Academic Notice and Suspension. WEEK 1 Academic Notice Student-athletes who have a grade lower than a 70% in any class will be placed on “Week 1 Academic Notice". 1. Advisor will e-mail student and cc: parent, teacher, Head of School, Counselor, Primary Coach and Program Director identifying low grade and reasons. 2. Advisor will be responsible for discussing the low grade and remedial plan with the student and teacher on Monday. 3. An Academic Advancement Plan (AAP) will be established for the student to raise the grade to the required level before reaching an “Academic Suspension”. WEEK 2 Academic Notice Student-athletes whose grade remains lower than a 70% in any class for two consecutive weeks will be placed on “Week 2 Academic Notice.” 1. Advisor will e-mail student and cc: parent, teacher, Head of School, Counselor, Primary Coach and Program Director identifying low grade and reasons. 2. Advisor will be responsible for discussing the low grade and remedial plan with the student and teacher on Monday. 3. The Week 1 Academic Advancement Plan (AAP) will be revised for the studentathlete to raise the grade to the required level before reaching an “Academic Suspension.” 9/30/13
WEEK 3 Academic Suspension Student-athletes whose grade remains lower than a 70% in any class for three consecutive weeks will be placed on “Week 3 Academic Suspension.” 1. Advisor will e-mail student and cc: parent, teacher, Head of School, Counselor, Primary Coach and Program Director identifying low grade and reasons. 2. Advisor will email parent by Monday evening communicating “Academic Suspension.” 3. Advisor will be responsible for discussing the low grade and remedial plan with the student on Monday and communicating Academic Suspension has begun. Student-athletes on “Academic Suspension” will not be allowed to participate in onsnow training during school days or be provided excused absences from school for training or competition. Student-athletes on “Academic Suspension” during the “Winter Schedule” will report to VSSA for a proctored study period at 10:00 am Tuesday – Friday. If a student is on “Academic Suspension” for 2 weeks (week 5 total), a meeting is required between Head of School, teacher, and parent. As soon as the student-athlete grade is at or above 70%, the teacher of the course in question will: 1. Email the primary coach to release the student-athlete to train or compete and update the “VSSA Academic Concerns List.” 2. Teacher will e-mail student-athlete, advisor and cc: parent, Head of School, Counselor, Primary Coach and Program Director to indicate in writing that the student is released from “Academic Suspension” in their class. 3. Advisor will contact parent by the same evening communicating release from “Academic Suspension.” Additional “Academic Suspension” Details The student-athlete must maintain the grade above 70% for a minimum of 7 days following the release from “Academic Suspension” before their academic notice status is reset to “Week 1 Academic Notice.” While away from VSSA on excused athletic absences for 3 days or more in any week a student’s academic status will not change. The student-athlete will receive 1 school day for every school day of excused athletic absence to make up missed work without penalty. In exceptional circumstances, additional time to make up missed work may be granted following review by the Advisor and approval by the Head of School, per the Due Date Extension process. Advanced Placement (AP) Courses The College Board has developed a national program of college-level courses and exams for high school students. VSSA offers preparation in Calculus AB/BC and AP History. Studentathletes are responsible for the cost of the exams. Vouchers are available for students with financial need. The exams are given on national test dates in May. Each college establishes a level that it will accept for college credit, which can be viewed by visiting individual college websites. Contact the College Counselor for more information on AP courses. 9/30/13
Advisory Mission Advisory provides the student-athletes with a faculty advisor who is a conduit between the student, parents, teachers and coaches. It gives advisors a designated time during the week to check in with each student-athlete by monitoring their academic and athletic progress through weekly goal setting, grade checks and individual support. Advisory is also used to host special speakers, host events, administer district testing, silent reading and provides supervised study halls, where students can request extra help from a teacher. Social and community issues address student’s responsibilities to be involved and active in our community through community service projects and awareness of issues that affect our local communities are also focused. Anti-Bullying Pledge We, the student-athletes/parents of the Vail Ski & Snowboard Academy, agree to join together to prevent bullying at our school. We believe that everybody should enjoy our school equally, and feel safe, secure and accepted regardless of color, race, gender, popularity, athletic ability, intelligence, religion or nationality. Bullying can include pushing, shoving, hitting, and spitting, as well as name calling, picking on, making fun of, laughing at, and excluding someone. Bullying causes pain and stress to victims and is never justified or excusable as “kids being kids,” “just teasing” or any other rationalization. The victim is never responsible for being a target of bullying. Student Pledge 1. Value student differences and treat others with respect. 2. Not become involved in bullying incidents or be a bully 3. Be aware of the school’s policies and support systems with regard to bullying. 4. Report honestly and immediately all incidents of bullying to a faculty member. 5. Be alert in places around the school where there is less adult supervision such as bathrooms, corridors, and stairwells. 6. Support students who have been or are subjected to bullying. 7. Talk to teachers and parents about concerns and issues regarding bullying. 8. Work with other students and faculty, to help the school deal with bullying effectively. 9. Encourage teachers to discuss bullying issues in the classroom. 10. Provide a good role model for younger students and support them if bullying occurs. 11. Participate fully and contribute to assemblies dealing with bullying. I acknowledge that whether I am being a bully or see someone being bullied, if I don’t report or stop the bullying, I am just as guilty. Parents Pledge 1. Keep myself and my child(ren) informed and aware of school bullying policies. 2. Work in partnership with the school to encourage positive behavior, valuing differences and promoting sensitivity to others. 3. Discuss regularly with my child(ren) their feelings about schoolwork, friendships and relationships. 4. Inform faculty of changes in my child(ren)’s behavior or circumstances at home 9/30/13
that may change my child’s behavior at school. 5. Alert faculty if any bullying has occurred. Athletic Eligibility for Colorado High School Athletic Association (Not SSCV Programs) The student-athlete must be enrolled in a minimum 4 classes each trimester before and during participation, with no failing Colorado High School Athletic Association (CHSAA) guidelines are as follows. 1. The student-athlete may not fail more than one class per trimester, given five or more classes, in order to participate. Eligibility is based on the grades of the previous trimester of attendance until the date CHSAA has determined when eligibility can be regained with successful schoolwork. 2. The student-athlete may not participate in the upcoming year if they reach the age of 19 prior to August 1st. Students may not participate more than four years. 3. Any student-athletes who has attended more that 4 years of high school is ineligible for high school athletics. 4. Student-athletes interested in playing NCAA college sports need to contact their college counselor for eligibility information or visit www.ncaaeligibility.com Attendance & Absences Student-athletes must attend all of their classes unless they have an excused absence. Due to the highly condensed academic programming, families are expected to utilize the designated breaks for family vacations and not extend these designated breaks for vacation. Families that choose to take vacations during school days are compromising their child’s education at VSSA and their student-athlete will be held responsible to complete the assigned work for their courses. Absent Notifications When a student-athlete is absent due to something other than an SSCV Excused Absence, parents must notify the school by e-mailing the Office Manager. VSSA may request a doctor’s note for physical therapy appointments or if numerous days are missed due to illness. Student-athletes continuously need to inform their teachers and advisors via e-mail of their training and competition absences. Student-athletes are responsible for all work missed during absences. Excused Absences Excused absences include athletic competitions and training, college visits, illness and family emergencies. SSCV coaches are responsible for communicating with VSSA on all excused absences for competitions and training. Parents do not need to contact the school in regards to these absences. Late Arrival/Early Departure 9/30/13
Student-athletes arriving late or leaving early need to sign-in/out in the main office. Parents are strongly encouraged to schedule appointments during non-school hours. An email to office.vssa@gmail.com will suffice in letting the office know of the late arrival or early departure. Pre-Excused Absences Student-athletes with foreseeable future absences outside of their athletic Excused Absences need to fill out the pre-excused absence form, which is available in the main office. Forms must be signed by all teachers and a parent before they are submitted to the Head of School. Blackboard Blackboard is a web platform at VSSA used by teachers to provide student-athletes with academic resources and support. Student-athletes are expected to check Blackboard daily for assignments, notes, and communications. While on the road for training, competitions or if absent due to illness, it is critical that student-athletes use Blackboard as one of their organizational tools. *Also see Google. Cell Phones When a faculty member is using cell phones for classroom learning student-athletes may have their cell phones out. All other times student-athlete cell phones should be put away and silent. Code of Conduct All student-athletes and teachers are expected to behave in a respectful manner, including using appropriate language at all times. Vulgar words and slang are unacceptable, and sarcasm is discouraged. Hurtful, bigoted, or sexist words are not tolerated, and using this type of language will result in disciplinary action. *See also Strikes. Community Service All VSSA student-athletes are required to do community service. Advisors will keep track of community service hours.
COURSE DESCRIPTIONS ADVISORY (22999) 5th – 12th Grades Advisory courses include a technology component as well as social issues, individual career and academic planning as well as community connections components. The technology aspect covers usage and instruction of current technology applications as well as ethics in using technology. Social and community issues address student’s responsibilities to be involved and active in our community through community service projects and awareness of issues that affect our local communities. ENGLISH 5th Grade Language Arts (51033) Language Arts (grade 5) courses include the four aspects of language use: reading, writing, speaking, and listening. These courses may extend students’ skills in composition, writing for 9/30/13
particular purposes or audiences, distinguishing meaning and literary functions in texts, and fluency in reading. Specific content depends upon state standards for grade 5. 6th Grade Language Arts (51034) Language Arts (grade 6) courses build upon students’ prior knowledge of grammar, vocabulary, word usage, and the mechanics of writing, and include the four aspects of language use: reading, writing, speaking, and listening. These courses may emphasize the use of language for different effects, in different contexts, and for different purposes. Specific content depends upon state standards for grade 6. 7th Grade Language Arts (51035) Language Arts (grade 7) courses build upon students’ prior knowledge of grammar, vocabulary, word usage, and the mechanics of writing, and include the four aspects of language use: reading, writing, speaking, and listening. Beyond emphasizing different uses for language, these courses may also include using language (particularly written text) to construct meaning and connections. Specific content depends upon state standards for grade 7. 8th Grade Language Arts (51036) Language Arts (grade 8) courses build upon students’ prior knowledge of grammar, vocabulary, word usage, and the mechanics of writing, and include the four aspects of language use: reading, writing, speaking, and listening. Beyond emphasizing different uses for language, these courses may also include using language (particularly written text) to construct meaning and connections. Specific content depends upon state standards for grade 8. 9th Grade English/Language Arts I (01001) English/Language Arts I (9th grade) courses build upon students’ prior knowledge of grammar, vocabulary, word usage, and the mechanics of writing and usually include the four aspects of language use: reading, writing, speaking, and listening. Typically, these courses introduce and define various genres of literature, with writing exercises often linked to reading selections. World Literature (01058) World Literature courses use representative literature selections from ancient and/or modern times from countries around the world. Students improve their critical-thinking skills as they comprehend the diversity of literary traditions and the influences of those traditions. Oral discussion is an integral part of literature courses, and written compositions are often required.
Composition (01103) Composition courses focus on students’ writing skills and develop their ability to compose different types of papers for a range of purposes and audiences. These courses enable students to explore and practice descriptive, narrative, persuasive, or expositive styles as they write paragraphs, essays, letters, applications, formal documented papers, or technical 9/30/13
reports. Although composition courses may present some opportunities for creative writing, their focus usually remains on nonfiction, scholarly, or formal writing. AP English Language and Composition (01005) Following the College Board’s suggested curriculum designed to parallel college-level English courses, AP English Language and Composition courses expose students to prose written in a variety of periods, disciplines, and rhetorical contexts. These courses emphasize the interaction of authorial purpose, intended audience, and the subject at hand, and through them, students learn to develop stylistic flexibility as they write compositions covering a variety of subjects that are intended for various purposes. MATH 5th Grade Mathematics (52035) Mathematics (grade 5) courses typically emphasize number, operation, and quantitative reasoning; patterns, relationships, and algebraic thinking; geometry and spatial reasoning; and measurement. Course content may include activities that help students increase operational fluency, make connections between abstract symbols and concrete events or concepts, or present their mathematical reasoning. Specific content depends upon state standards for grade 5. 6th Grade Mathematics (52036) Mathematics (grade 6) courses typically emphasize skills in numerical operations (including basic operations and their proper order); measurement; patterns; simple functions; geometry; and concepts of data analysis, including statistics and probability. Specific content depends upon state standards for grade 6. Pre-Algebra (02051) Pre-Algebra courses increase students' foundational math skills and prepare them for Algebra I by covering a variety of topics, such as properties of rational numbers (i.e., number theory), ratio, proportion, estimation, exponents and radicals, the rectangular coordinate system, sets and logic, formulas, and solving first-degree equations and inequalities. Algebra I (02052) Algebra I courses include the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations.
Geometry (02072) Geometry courses, emphasizing an abstract, formal approach to the study of geometry, typically include topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles. 9/30/13
Algebra II (02056) Algebra II course topics typically include field properties and theorems; set theory; operations with rational and irrational expressions; factoring of rational expressions; in-depth study of linear equations and inequalities; quadratic equations; solving systems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of higher degree equations; and operations with rational and irrational exponents. Dual Enrollment College Algebra & Trigonometry (DEMAT300 & 301) Algebra includes a review of algebra, equations and inequalities, functions and their graphs, exponential and logarithmic functions, linear and non-linear system, as well as a selection of topics from graphing of the conic sections, introduction to sequence and series permutations and combinations, the binomial theorem, and the theory of equations. Trigonometry covers topics including trigonometric functions (with graphs and inverse functions), identities and equations, solutions of triangles, and complex numbers. Pre-Calculus (02110) Pre-Calculus courses combine the study of Trigonometry, Elementary Functions, Analytic Geometry, and Math Analysis topics as preparation for calculus. Topics typically include the study of complex numbers; polynomial, logarithmic, exponential, rational, right trigonometric, and circular functions, and their relations, inverses and graphs; rigonometric identities and equations; solutions of right and oblique triangles; vectors; the polar coordinate system; conic sections; Boolean algebra and symbolic logic; mathematical induction; matrix algebra; sequences and series; and limits and continuity. AP Calculus AB (02124) Following the College Board's suggested curriculum designed to parallel college-level calculus courses, AP Calculus AB provides students with an intuitive understanding of the concepts of calculus and experience with its methods and applications. These courses introduce calculus and include the following topics: elementary functions; properties of functions and their graphs; limits and continuity; differential calculus (including definition of the derivative, derivative formulas, theorems about derivatives, geometric applications, optimization problems, and rate-of-change problems); and integral calculus (including antiderivatives and the definite integral). AP Calculus BC (02125) Following the College Board's suggested curriculum designed to parallel college-level calculus courses, AP Calculus BC courses provide students with an intuitive understanding of the concepts of calculus and experience with its methods and applications, and also require additional knowledge of the theoretical tools of calculus. These courses assume a thorough knowledge of elementary functions, and cover all of the calculus topics in AP Calculus AB as well as the following topics: vector functions, parametric equations, and polar coordinates; rigorous definitions of finite and nonexistent limits; derivatives of vector functions and parametrically defined functions; advanced techniques of integration and advanced applications of the definite integral; and sequences and series.
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Probability and Statistics Probability and Statistics, a one-semester course, begins with a survey of data displays. Students will learn how to create and analyze bar graphs, line graphs, pie charts, and stem-and leaf plots. Students will build on this knowledge to analyze data by calculating measures of central tendency and variation. The course continues with an analysis of different ways to collect data, including sample surveys, experiments, and observational studies. Next, students will use data to create scatterplots and determine the linear, quadratic, or exponential model that best fits the data, and use the model to predict values that are not in the dataset. The students will then study probability, including theoretical and experimental probabilities, joint probabilities, and independent and dependent events. The course concludes with a study of risk, reliability, binomial distribution, and normal distributions. A graphing calculator TI-83 or TI-84 is a technical requirement for this course. Prerequisites: Algebra I, Geometry, Algebra II (Advanced Academics Introduction to Probability and Statistics) SCIENCE 5th Grade Science (53235) Science (grade 5) courses build on the study of various systems. They may include identification and description of cycles, comparisons of forms of matter and energy, forces, or content consistent with 24 • Prior-to-Secondary School Course Classification System state academic standards. Students may make comparisons and interpret and analyze information. Specific content depends upon state standards for grade 5. 6th Grade Science (53236) Science (grade 6) courses typically include subject matter from several strands of science, including earth/space sciences, physical sciences, and life or environmental sciences, and may organize material around thematic units. Specific content depends upon state standards for grade 6. 7th Grade Science (53237) Science (grade 7) courses build on previous years of scientific inquiry and typically include subject matter from several strands of science, including earth sciences, physical sciences, and life or environmental sciences, and may organize material around thematic units. Specific content depends upon state standards for grade 7. 8th Grade Science (53238) Science (grade 8) courses typically include subject matter from several strands of science, including earth sciences, physical sciences, and life or environmental sciences, and may organize material around thematic units. Specific content depends upon state standards for grade 8. Physical Science (03159) Physical Science courses involve study of the structures and states of matter. Typically (but not always) offered as introductory survey courses, they may include such topics as forms of energy, wave phenomenon, electromagnetism, and physical and chemical interactions. 9/30/13
Biology (03051) Biology courses are designed to provide information regarding the fundamental concepts of life and life processes. These courses include (but are not restricted to) such topics as cell structure and function, general plant and animal physiology, genetics, and taxonomy. Chemistry (03101) Chemistry courses involve studying the composition, properties, and reactions of substances. These courses typically explore such concepts as the behaviors of solids, liquids, and gases; acid/base and oxidation/reduction reactions; and atomic structure. Chemical formulas and equations and nuclear reactions are also studied. Dual Enrollment General Chemistry (DECHEM111 & 112) Includes the study of measures, atomic theory, chemical bonding, nomenclature, stoichiometry, solutions, acid and base, gas laws, and condensed states. Laboratory experiments demonstrate the above concepts qualitatively and quantitatively. Designed for science and non-science majors and students in occupational and health programs. The only prerequisite is the accuplacer, however, a strong math background is necessary. Physics and/or Chem1 are recommended. CMC placement test required. Physics (03151) Physics courses involve the study of the forces and laws of nature affecting matter, such as equilibrium, motion, momentum, and the relationships between matter and energy. The study of physics includes examination of sound, light, and magnetic and electric phenomena. Environmental Science (03003) Environmental Science A, the first course of a two-semester series, explores the nature of science and the natural world. Students examine environmental issues and learn to make informed decisions using scientific problem solving. Specific topics include ecological interactions, matter and energy flow in ecosystems, biodiversity, characteristics and growth of populations, evolution, succession, biogeochemical cycles, soil and land resources, agriculture, waste management, and characteristics of terrestrial biomes. Recommend Prerequisites: Biology A, Biology B (Advanced Academics Environmental Science A) SOCIAL STUDIES 5th Grade Social Studies (54435) Social Studies (grade 5) courses continue to develop skills in history, geography, civics and government, and economics. These courses may be more discipline-specific (dividing up state history, U.S. history, geography, government, and so on). Specific content depends upon state standards for grade 5. 6th Grade Social Studies (54436) Social Studies (grade 6) courses provide a greater understanding of social studies disciplines, including history, geography, civics and government, and economics. These courses often focus on the history, culture, and government of various specific world societies. Typically, students develop skills used in the social studies disciplines. Specific content depends upon 9/30/13
state standards for grade 6. 7th Grade Social Studies (54437) Social Studies (grade 7) courses provide continued development of understanding and skills in the social studies disciplines: history, geography, civics and government, and economics. Specific content depends upon state standards for grade 7. 8th Grade Social Studies (54438) Social Studies (grade 8) courses provide continued development of understanding and skills in the social studies disciplines: history, geography, civics and government, and economics. Typically, these courses focus on single disciplines at a time (e.g., state-specific history and government, U.S. history, world history, or civics) to develop discipline-related skills. Specific content depends upon state standards for grade 8. World Geography (04001) World Geography courses provide students with an overview of world geography, but may vary widely in the topics they cover. Topics typically include the physical environment; the political landscape; the relationship between people and the land; economic production and development; and the movement of people, goods, and ideas. World History—Overview (04051) World History—Overview courses provide students with an overview of the history of human society from early civilization to the contemporary period, examining political, economic, social, religious, military, scientific, and cultural developments. World History—Overview courses may include geographical studies, but often these components are not as explicitly taught as geography. 04104 AP U.S. History Following the College Board’s suggested curriculum designed to parallel college-level U.S. History courses, AP U.S. History courses provide students with the analytical skills and factual knowledge necessary to address critically problems and materials in U.S. history. Students learn to assess historical materials and to weigh the evidence and interpretations presented in historical scholarship. The course examines the discovery and settlement of the New World through the recent past.
04151 U.S. Government—Comprehensive U.S. Government—Comprehensive courses provide an overview of the structure and functions of the U.S. government and political institutions and examine constitutional principles, the concepts of rights and responsibilities, the role of political parties and interest groups, and the importance of civic participation in the democratic process. These courses may examine the structure and function of state and local governments and may cover certain economic and legal topics. ELECTIVES: Anthropology (04251) 9/30/13
Anthropology aims to use a broad approach to gain an understanding of our past, present, and future to address the problems humans face in biological, social, and cultural life. This course will explore the evolution, similarities, and diversity of humankind through time. The course will look at how we have evolved from a biologically and culturally weak species to one that has the ability to cause catastrophic change. Exciting, online videos lead students through journeys to different areas of the world throughout the course. (Advanced Academics Introduction to Anthropology) Art Appreciation (05151) Art Appreciation is a one-semester course that explores various aspects of art in an effort to intrigue students and encourage them to develop an understanding of fine art. As students begin to examine the elements and principles of art, they will study important works selected from various types of media, including painting, sculpture, architecture, and photography. Students will explore various types of art media and techniques as they investigate the question of what compels artists to create works of art. This course will provide students with a working knowledge of concepts and an enriched vocabulary so that they can become more critical observers of art. (Advanced Academics Fundamentals of Art Appreciation) Art History (05152) This one-semester course is designed to develop students’ understanding and appreciation for the visual arts. This course explores the arts, artists, and their cultures from prehistoric times through the present. Students will begin to explore important works of art, selected from various types of media, including painting, sculpture, architecture, and photography. As the course presents works of different periods, students will receive the historical and geographic context necessary for gaining a deeper appreciation of the pieces. This course will provide students with a working knowledge of concepts and an enriched vocabulary so that they can become more critical observers of art. (Advanced Academics Fundamentals of Art History) Career Exploration (22151) Career Exploration is the first part of a two-semester course that covers skills to prepare students for workplace success. Students will explore their interests, aptitudes, and skills plus their individual learning styles in order to find possible career matches. Students will also consider their values and expectations as they learn and practice the skill of goal setting. Students will apply their knowledge of learning styles and memory techniques to enhance their study skills. The course also presents an overview of basic technology skills, including the use of word processing, spreadsheet, presentation, and database software, that are so vital to success in the workplace. Practice opportunities help students master the use of such software. The course provides open source software programs to the students. Students will explore a variety of career options plus use the steps in the decision-making process to develop their own career plan. To help achieve career goals, students research a variety of posthigh school opportunities. Students will create and evaluate job application materials, learn to search for job opportunities, and conduct a successful job interview. Finally, the course presents the role of government in business; global, national, and local economic trends; and how these factors affect working people. (Advanced Academics: Career and Technology A) 9/30/13
Creative Art Drawing (05156) Creative Art Drawing is a one-semester course that allows students to practice application of artistic processes and skills. Students learn the basics of line, contour, shading, texture, perspective, composition, and action drawing. They will create several original works of art and compile portfolios of their artwork. (Advanced Academics Introduction to Drawing) Economics (04201) Economics courses provide students with an overview of economics with primary emphasis on the principles of microeconomics and the U.S. economic system. These courses may also cover topics such as principles of macroeconomics, international economics, and comparative economics. Economic principles may be presented in formal theoretical contexts, applied contexts, or both. Finance (12103) This one-semester course in financial literacy helps students establish an appreciation and respect for money. Students will understand the short- and long-term effects of financial decisions, the pitfalls of debt, the benefits of saving, and the relevance of education to earning money. (Advanced Academics Financial Literacy) Graphic Design (05162) This one-semester course is designed to develop students’ understanding and appreciation for design. By raising students’ awareness of design, this course will serve as a strong foundation in the basic principles of graphic design. Students will learn to communicate visually; they will present their own ideas and information graphically by applying graphic design principles in their own work as well as interpret visual representations presented to them. The course will introduce students to problem-solving scenarios that can be solved graphically. Students will apply creativity techniques to create innovative and effective design solutions. Students will also learn about the history of design, how various design movements have contributed to the field of design today, what role design plays in society, and how the field of design relates to other facets of society. Though the course is structured around computer-assisted graphic design, other types of design are discussed as well. Students will learn to use Inkscape, an image-editing program that will be provided for them and will be required to create several design compositions using this program. (Advanced Academics Introduction to Graphic Design) Health Education (08051) Topics covered within Health Education courses may vary widely, but typically include personal health (nutrition, mental health and stress management, drug/alcohol abuse prevention, disease prevention, and first aid) and consumer health issues. The courses may also include brief studies of environmental health, personal development, and/or community resources. (Advanced Academics Personal Health and Safety with Sex Education) Independent Study
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Independent Study is intended to provide highly motivated students the opportunity to construct a unique educations experience that goes beyond the courses contained in the existing course catalog. Journalism (11101) Journalism is the first of a two-part series that introduces secondary school students to the world of journalism. They will see how their strengths and interests compare with those associated with careers in journalism. In this course, students will gain a basic knowledge of journalism, its early history, and its importance in our culture. Students will be introduced to different types of news stories and learn about the reporting and writing skills involved with each. (Advanced Academics Journalism A) Media Technology—Other (10249) This course introduces students to key concepts, technologies, and issues to digital media. Topics include emerging standards, key technologies and related design issues, terminology, media formats, career paths, and ethical issues. Music Theory (05113) Music provides a way for students to express themselves artistically, but music also enhances intelligence and creativity. Music Theory A is a semester-long, elective course designed to develop students’ visual and aural understanding of the structure of music. In this course, students will study the language and symbols of music. Not only will students learn to read various musical elements, such as scales, chords, pitch notations, and time signatures, they will also learn to construct these elements themselves. The course also teaches students to understand basic forms in music compositions, including the skill of notation. As students learn these various aspects of music theory, they will undergo ear training to teach them to recognize these elements aurally as well. (Advanced Academics Music Theory A) Particular Topics in Computer Literacy (10008) This one-semester course develops students’ overall understanding of computers and enhances technical skills in both basic computer functions and in the use of various types of software. By providing technical instruction and several practice opportunities, this course offers a strong foundation in basic computer literacy. After completing this course, students will be able to recognize computer hardware and use Windows XP and Mac OS operating systems. Students also will learn to use various software applications (word processing, spreadsheet, and presentation software), which are based on OpenOffice.org unless otherwise noted. (Advanced Academics: Computer Literacy A) Physical Education (08001) Physical Education courses provide students with knowledge, experience, and an opportunity to develop skills in more than one of the following sports or activities: team sports, individual/dual sports, recreational sports, and fitness/conditioning activities. Psychology (04254)
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Introduction to Psychology is a one-semester course that challenges students to decide whether psychology is a true science. It discusses research methods used in the field and delves into specific areas of psychology, such as developmental psychology, learning, memory, and psychological disorders, in order to help students answer that question for themselves. (Advanced Academics Introduction to Psychology) Sociology (04258) The world is becoming more complex. How do your beliefs, values, and behavior affect the people around you and the world we live in? In this increasingly connected world, students will examine problems in our society and learn how human relationships can influence the life of the student. This course presents exciting, online video journeys to different areas of the world. (Advanced Academics Introduction to Sociology) Web Page Design (10201) There’s more to creating a Web site than writing HTML code and uploading files. A good Web site must be designed before it’s created. This one-semester course introduces students to both Web site design and development. The course introduces students to the basic Web site design principles, which can be used to both design and evaluate their own sites and to evaluate other sites. Students will learn development languages such HTML and CSS. In addition, students will be introduced to two software programs: GIMP, an image-editing program, and Nvu, a Web development program. (Advanced Academics Fundamentals of Web Development) World Area Studies (04061) World Area Studies courses examine the history, politics, economics, society, and/or culture of one or more regions of the world, such as Africa, Latin America, the former Soviet Union, Far East Asia, and the Middle East. These courses may focus primarily on the history of a particular region or may take an interdisciplinary approach to the contemporary issues affecting the region. Furthermore, these courses may emphasize one particular country (other than the United States), rather than emphasizing a region or continent. FOREIGN LANGUAGE (Pre Secondary) 5th Grade Foreign Language (56035) Foreign Language (grade 5) courses engage students in language arts skills (listening, speaking, reading, and writing) necessary to communicate in a foreign language. Cultural and/or historical aspects of the people(s) speaking the language(s) being studied are typically included as topics of study. Specific content depends upon state standards for grade 5. 6th Grade Foreign Language (56036 Foreign Language (grade 6) courses engage students in language arts skills (listening, speaking, reading, and writing) necessary to communicate in a foreign language. Cultural and/or historical aspects of the people(s) speaking the language(s) being studied are typically included as topics of study. Specific content depends upon state standards for grade 6. 9/30/13
7th Grade Foreign Language (56037) Foreign Language (grade 7) courses emphasize the language arts skills (listening, speaking, reading, and writing) necessary to communicate in a foreign language. Grammar and syntax, vocabulary, and applicable accents typically are studied so that students have the knowledge and ability to express themselves and understand others. Students usually explore the customs, history, and art forms of the people(s) whose language is being studied. Specific content depends upon state standards for grade 7. 8th Grade Foreign Language (56038) Foreign Language (grade 8) courses emphasize the language arts skills (listening, speaking, reading, and writing) necessary to communicate in a foreign language. Grammar and syntax, vocabulary, and applicable accents typically are studied so that students have the knowledge and ability to express themselves and understand others. Students usually explore the customs, history, and art forms of the people(s) whose language is being studied. Specific content depends upon state standards for grade 8. FOREIGN LANGUAGE (Post Secondary) Spanish I (06101) Designed to introduce students to Spanish language and culture, Spanish I courses emphasize basic grammar and syntax, simple vocabulary, and the spoken accent so that students can read, write, speak, and understand the language at a basic level within predictable areas of need, using customary courtesies and conventions. Spanish culture is introduced through the art, literature, customs, and history of Spanish-speaking people. Spanish II (06102) Spanish II courses build upon skills developed in Spanish I, extending students’ ability to understand and express themselves in Spanish and increasing their vocabulary. Typically, students learn how to engage in discourse for informative or social purposes, write expressions or passages that show understanding of sentence construction and the rules of grammar, and comprehend the language when spoken slowly. Students usually explore the customs, history, and art forms of Spanish-speaking people to deepen their understanding of the culture(s).
Spanish III (06103) Spanish III courses focus on having students express increasingly complex concepts both verbally and in writing while showing some spontaneity. Comprehension goals for students may include attaining more facility and faster understanding when listening to the language spoken at normal rates, being able to paraphrase or summarize written passages, and conversing easily within limited situations. Spanish IV (06104) Spanish IV courses focus on advancing students’ skills and abilities to read, write, speak, and understand the Spanish language so that they can maintain simple conversations with sufficient vocabulary and an acceptable accent, have sufficient comprehension to understand speech spoken at a normal pace, read uncomplicated but authentic prose, 9/30/13
and write narratives that indicate a good understanding of grammar and a strong vocabulary. AP Spanish Language (06112) Designed by the College Board to parallel third-year college-level courses in Spanish Composition and Conversation, AP Spanish Language courses build upon prior knowledge and develop students’ ability to understand others and express themselves (in Spanish) accurately, coherently, and fluently in both formal and informal situations. Students will develop a vocabulary large enough to understand literary texts, magazine/newspaper articles, films and television productions, and so on. French I (06121) Designed to introduce students to French language and culture, French I emphasizes basic grammar and syntax, simple vocabulary, and the spoken accent so that students can read, write, speak, and understand the language at a basic level within predictable areas of need, using customary courtesies and conventions. French culture is introduced through the art, literature, customs, and history of the French-speaking people. French II (06122) French II courses build upon skills developed in French I, extending students’ ability to understand and express themselves in French and increasing their vocabulary. Typically, students learn how to engage in discourse for informative or social purposes, write expressions or passages that show understanding of sentence construction and the rules of grammar, and comprehend the language when spoken slowly. Students usually explore the customs, history, and art forms of French-speaking people to deepen their understanding of the culture(s). French III (06123) French III courses focus on having students express increasingly complex concepts both verbally and in writing while showing some spontaneity. Comprehension goals for students may include attaining more facility and faster understanding when listening to the language spoken at normal rates, being able to paraphrase or summarize written passages, and conversing easily within limited situations. French IV (06124) French IV courses focus on advancing students’ skills and abilities to read, write, speak, and understand the French language so that they can maintain simple conversations with sufficient vocabulary and an acceptable accent, have sufficient comprehension to understand speech spoken at a normal pace, read uncomplicated but authentic prose, and write narratives that indicate a good understanding of grammar and a strong vocabulary. AP French Language (06132) Designed to parallel third-year college-level courses in French Composition and Conversation, AP French Language courses build upon prior knowledge and develop students’ ability to understand others and express themselves (in French) accurately, 9/30/13
coherently, and fluently. Students will develop a vocabulary large enough to understand literary texts, magazine/newspaper articles, films and television productions, and so on. Dress Code Vail Ski & Snowboard Academy is an academic community that subscribes to a dress code. VSSA expects that clothing fit properly, as well as be neat, clean, modest, and not be distracting. The Head of School and the faculty will determine what is considered appropriate. Noncompliance will result in disciplinary consequences. *See also Strikes. FALL & SPRING SCHEDULE Monday: Monday Dress Tuesday-Friday: Academic Dress
WINTER SCHEDULE Monday: Monday Dress Tuesday-Friday: Athletic Dress
MONDAY DRESS Boys: Ties with collared button down dress shirts.. No polo shirts. Shirt-tails must be tucked in and a belt worn. Dress slacks such as chinos, corduroys, or polyester/wool blend trousers. Shorts must be mid-thigh or lower in length. Girls: Dresses, skirts, business-suit-style pants. Skirts, dresses and shorts must be no higher than 3 fingers above the knee. Dress shirts or sweaters. No t-shirts. ACADEMIC DRESS Boys: Collared shirts are to hang no more than four inches below waist. When wearing sweaters, students must wear collared shirts underneath. Shorts must have a zipper and be mid thigh or lower in length. Girls: Dresses, skirts, shorts or pants. Collared, jewel neck or v-neck shirts. No t-shirts. Skirts, dresses and shorts must be no higher than 3 fingers above the knee. ATHLETIC DRESS Sweatpants, warm-ups, T-shirts or sweatshirts. STUDENT-ATHELETES MAY NEVER WEAR Denim or any color for Monday Dress. Jacket, sweatshirts and hoodies for Monday Dress. Spaghetti-strapped tank tops, cropped tops, halter-tops, v-neck (or any top) with straps less than three fingers width wide. Clothing that leaves shoulders, midriffs and backs bare, reveals cleavage or in which undergarments that can be seen. Dresses, skirts and shorts that are more than 3 finger widths above the knee Tie-dyed pants, over-sized pants, pants the show undergarments Pants, shorts or skirts with holes or frayed hems. Garments with inappropriate graphics or text including but not limited to sexual connotations, violence, swearing or drugs/alcohol/tobacco. 9/30/13
Hats, bandannas, items intended for use as head-wear are prohibited in the building but may be worn during lunch and recess.
Driving/Parking Lot All student-athletes with licenses must adhere to posted speed limits, Colorado law and drive with care on campus. Faculty parking is in the west parking lot. Student-athletes are to park in the east lot and must always park on the pavement and never drive over the grass. Student-athletes must have insurance and registration for the vehicle they bring to VSSA, and should be prepared to present these documents to the main office. Student-athletes with driver’s licenses must fill out the Campus Access Form send in the registration packet or obtained from the main office. Dual Enrollment (DE) Courses Dual Enrollment courses are specific courses at VSSA that earn both high school credit and college credit. This year we are offering DE College Algebra and Trigonometry and DE Chemistry. Contact the College Counselor for more information on DE courses. Due Date Extensions When student-athletes recognize that they will be unable to meet assignment due dates, they may request an extension. Student-athletes need to email a request for specific assignments with desired new deadlines to teacher. Student-athletes must copy parents and their Advisor in the e-mail. Extensions need to be requested 72 hours prior to due date otherwise the “Late Work” Policy takes effect. Teacher will “reply all” when responding to the extension request. The student-athlete’s request may not always result in an extension. Extensions are not available on current extensions and work submitted beyond the extension due date will be considered late. Extensions are reserved for extenuating circumstances and typically involve athletic competitions of an extraordinary nature or medical situation.
Early Graduation Seniors who will have completed their graduation requirements prior to the spring term of their senior year and wish to graduate early, must complete the following. 1. A written request and accompanying letter to the principal stating the reasons for wanting to graduate early signed by the student-athlete and their parent(s). This form must be presented to the principal two weeks prior to the beginning of the term in which they wish to finish. 2. Upon receipt of the written request, the principal will review the student academic standing with a guidance counselor and respond accordingly. If approved, diplomas will be awarded during commencement ceremonies the following spring. Only those students who have earned their required number of credits may participate in the graduation exercise. All outside credits need to be submitted and approved at least 10 school days prior to the graduation ceremony. Early Withdrawal
Student-athletes/families who choose to move their student from VSSA prior to the last day of school will be asked to reapply to the program for the following year, and will forfeit their semester credits. Student-athletes will not be accepted to VSSA after the first day of school unless under exceptional circumstances. Fees at VSSA There is a required Eagle County School District fee of $550 for every ECSD student. For VSSA students, this fee goes towards the following: transportation, books, the wilderness trip, social events/dances etc., classroom supplies, lab renewables, spring trips, and printing and copying. The breakdown of this fee varies depending on the grade of the student, however this is a district-required fee. The fees are bundled and can be paid in full or a payment plan may be arranged with the Office Manager. All fees must be paid no later than March 15. We are proud to have hold fees at $550 for the last five years. Final Exams Attendance is mandatory during the scheduled final exam window. All courses will have a final assessment, which will not be administered prior to the designated exam window unless there are extreme circumstances. Student-athletes who do not attend their final exams will forfeit a significant percentage of their final grade. Free Period Student-athletes who do not have a scheduled course are expected to report to the Think Tank. Seniors who have Off Campus Access may leave campus by signing out in the main office. *See Off Campus Access. Forgiveness Policy Student-athletes who receive a D or F on a course may seek approval from the College Counselor to retake the course. The new grade will be binding and the previous grade will be changed to a NC for No Credit, but will remain on the transcript to indicate that the course was repeated. Students need to have pre-approval when retaking a course and need to sign a contract at that time. Grading All staff will complete their grading of student assignments within 48-72 hours of receiving it. Some exceptions my apply to large assignments/projects. Google Google is a web platform at VSSA used by teachers to provide student-athletes with academic resources and support. Student-athletes are expected to check their Google account daily for assignments, notes, and communications. While on the road for training, competitions or if absent due to illness, it is critical that student-athletes use Google as one of their organizational and work tools. Gmail
All student-athletes are required to have a VSSA Google Mail account (gmail). We ask that all students set up their gmail before the first day of school. Accounts should follow the following format: Firstname.lastname.vssa@gmail.com Example: jane.smith.vssa@gmail.com Graduation Requirements VSSA Academic Graduation Requirements are set by the Eagle County School Board. Close attention is given to NCAA requirements when a VSSA student-athlete is interested in competing athletically at the college level. In the Spring 9th-12th grade course scheduling will be done with the College Counselor. Parents are welcome and encouraged to participate in these meetings. To receive a diploma from VSSA, students must earn a minimum number of credits. Please note that 25 credits are required for the Class of 2015 and beyond. Students graduating in 2013 will need 26 and students graduating in 2014 will need 25.5 credits. The requirements are as follows: 4.0 English 3.0 Mathematics 3.0 Science 2.5 Social Studies 1.5 Physical Education (SSCV) 1.0 Computer Technology (Earned through Advisory) 0.5 Civics/Government 0.5 Health 9.5 Electives (This number will lower each year until 2015) 25.5 Hall Passes Students are required to carry hall passes whenever they are not inside of their classroom. Hats Hats are not permitted in any academic environment including classrooms, main office, and All School Meetings. Hats must be left in lockers during the academic day, except for lunch and recess. Head of School Round Table (HRT) The Head of School's Round Table is a gathering of the VSSA parent community. The focus of the gathering is to share perspectives on what is going well at VSSA and what is not going well. It is an opportunity to collaborate directly with the Head of School on ideas that will make VSSA a better place for kids. Parents should feel free to attend with specific feedback or just to hear what others are sharing in pursuit of a more perfect snow sport academy. Many school wide decisions have been shaped by this meeting, including the addition and subtraction of course offerings, transportation times and methods, facility use decisions, special events, policies, other handbook items and more. Parents are encouraged to bring both 'problems' and proposed 'solutions' as we brainstorm together. All perspectives are
valued; and participants are encouraged to present items in a universal (rather than personal) way, succinctly and productively to allow for maximum idea sharing. Host Family Program A hosted student-athlete is 14 years or older and has been accepted into the program by demonstrating excellent athletic, academic and leadership abilities. It is SSCV/VSSA/WT’s practice to screen each athlete using detailed applications and interviews. This process helps ensure that only highly mature and responsible athletes are accepted in the Host Family Program. Athletes accepted into the program will sign and agree to abide by a list of host family rules prior to moving in with the family. The suggested monthly fee for the hosted athlete is based on “Room & Board with transportation” or “Room & Board without transportation”. Each athlete is responsible for their own extra expenses including competitions, travel, entertainment, additional food outside the home, clothes, personal needs, and tuning equipment. Parents of hosted athletes are asked to locate personal lodging accommodations when coming to Eagle County to visit their child unless otherwise arranged with the Host Family. The Host Family is not expected to accommodate their hosted athlete’s parents. Typically, Host Families are SSCV families with an athlete in the same discipline as the hosted athlete so they have the same discipline in common and are on the same training schedule for transportation convenience. The host family has the responsibility to provide a safe, nurturing, non-threatening, respectful and appropriate environment. In addition to providing room, board and possibly transportation, host parents are expected to exercise general parental supervision. It is also the host parents’ responsibility to notify the athlete’s parents and host family coordinator if the athlete is having exceptional problems such as illness, injuries, training issues, and difficulty in adapting to the host family or serious homesickness. Host Family Coordinator: Elizabeth Sullivan, yogeliz.es@gmail.com
Late Work Student-athletes who submit work after the due date will receive deductions: 1 day: additional 10% off 2 days: additional 15% off 3 days: additional 25% off 4-9 days: additional 50% off 10 days: no credit Lunch Student-athletes in the Lower School are required to be in the cafeteria or at recess during the lunch period unless they have a written note and pass from a teacher. Upper School student-athletes have open-campus status during lunch but must be on campus boundaries. These student-athletes and parent(s) understand there will not always be supervision at these times should they choose to be outside of the cafeteria and or recess area where designated faculty are stationed for duty.
Seniors who have Off Campus Access may leave campus for lunch and must sign out in the office and sign back in upon return. They are not allowed to bring 5th-11th grade students with them. *See also Training Table Lunch Program. Newsletter A regular e-mail newsletter outlining events, issues and upcoming calendar activities is available by sending an email request to office.vssa@gmail.com. Please email pictures from competitions, news about athletic and academic events, and information that would be helpful for our school community to know. In addition to being an information resource, we want it to be a place to celebrate and highlight our wonderful student-athletes. Head of School (HOS) updates will also be regularly sent throughout the year. Off Campus Access Seniors are given ‘off campus access’ during lunch hours, pending they check out with the office and have signed and submitted the Campus Access Form (in the registration packet). New for the 2013-2014, seniors may gain an exception from attending 1st period Study Hall if: 1 they are not on the Academic Concerns list for any class, any week. 2. They demonstrate punctuality throughout their regular schedule including less than three tardies per semester including the All School Meeting. Online Courses Foreign Language and elective courses are taken through Advanced Academics. There are numerous online academic opportunities, yet VSSA partners with Advanced Academics as the pace of their courses are student-centric. Advanced Academics understands our student-athletes and the communication is in place between their administration and their and our teachers Parent Conferences Parent conferences are an opportunity for parents and teachers to share information with students about their progress, strengths and weaknesses. Parents and teachers are also encouraged to periodically meet throughout the year as needed. Physical Education All student-athletes participating at SSCV in their discipline’s full time program will receive 1.0 credit per year towards their required credits for graduation. PowerSchool (PS) PowerSchool is the database system that ECS uses to allow parents and student-athletes to access grades and attendance online. PowerSchool can be accessed from the Eagle County Schools website. The Parent Access Letter will be given out the First Day of School to all parents to obtain your personal login. Parents who discover an error on PS are encouraged to email the teacher directly and follow the Student Recourse Model (see below).
Students will receive their login and passwords will be available on your schedules give out the first day of school. PTA VSSA has an active PTA in which all parents, teachers, students, coaches and staff are invited to participate. Our goals are: 1. To develop and maintain open communication between parents, teachers, student/athletes, school administration and coaches 2. To promote a cooperative effort in educating and providing athletic opportunities for the student/athletes 3. To provide support for each entity to create a positive environment among the VSSA Community Re-application to VSSA Any VSSA student-athlete who is repeatedly on the Academic Concerns List, is unable to adhere to the SSCV athlete expectations or Codes of Conduct at VSSA or SSCV may be asked to reapply for the upcoming school year. Re-application- 8th Graders All 8th graders interested in joining the Upper School will need to reapply in April for the upcoming school year. The Admissions Office will provide information in February in their Advisory and the VSSA Newsletters. School Color and Mascot School colors are Blue, White, and Black. The school mascot is the Yeti. Sexual Harassment Sexual harassment is unacceptable whether between students and students or adults and students. Any behavior that is unwanted or that makes another person uncomfortable can constitute harassment. Student-athletes should immediately report this type of behavior to the Head of School. Ski & Snowboard Club Vail Volunteerism SSCV cannot exist without the incredible support and dedication of all our members and friends. This support can be provided through volunteering for SSCV events and fundraisers throughout the year. The Eagle County and Colorado Program Fee subsidies are directly linked to SSCV Volunteer Requirements. Eagle County and Colorado families are fortunate to benefit from subsidies which help reduce the real cost of program fees. In exchange for this privilege, SSCV requires each family to complete a predetermined amount of volunteering which is calculated by discipline. Throughout the year, points can be earned through various duties/jobs, both on and off the snow. Volunteering for Vail Ski & Snowboard Academy is not linked to SSCV Volunteerism; points are not earned when volunteering involves VSSA. State Testing
Student-athletes may earn .25 elective credits by scoring Proficient on all sections of their Grade 9 and Grade 10 TCAP tests and an 18 Composite score on the State ACT test during Grade 11. A total of .75 elective credits may be earned. Strikes All student-athlete misconducts are documented as strikes. Strikes can be considered any misconduct such as being outside of Dress Code, having an unexcused absence, disobeying the bullying pledge, using a cell phone at an inappropriate time, or misbehaving in class. The following consequences will occur for students. First strike: Student-athletes will be reminded of the misconduct and that they have signed the handbook. Second strike: Students will call parents and let them know that they have received a second strike on their disciplinary record. Student will be required to discuss and debrief the issue with the parent that night a bring in a written summary of what the issue was how the student and parent plan on resolving the issue so that it does not reoccur. This will be a document signed by both the parent and the student to be kept of file for the semester. Third strike: Student-athlete’s parent(s) will be asked to have a meeting with the Head of School or Master Teacher to discuss the misconduct. Student Printing Students will be allowed to email documents to teachers to print or should print documents at home. Students are not allowed to print to the staff printer in the teacher lounge. *See Teacher Lounge Study Hall Student-athletes will be assigned a designated classroom while scheduled in a Study Hall. Student Recourse Communication Model In the instance where a student-athlete does not understand or disagrees with an assignment, a grade, or a teacher decision or policy, the following steps should be taken. 1. Student discusses the issue directly with the teacher. 2. Student brings new information or perspective to discuss an issue directly with the teacher. 2. Student initiates the concern with their advisor, and advisor either coaches the student that the issue is not worthy of complaint, or the advisor mediates a solution with the teacher. 3. Students who disagree with teacher and advisor initiate the concern with Head of School. 5. Student’s parent initiates a discussion with student teacher. 6. Student’s parent initiates a discussion with student’s advisor. 7. Student’s parent initiates a discussion with Head of School. 8. Student’s parent initiates a discussion with Director of Secondary Education
with Eagle County Schools. 9. Student’s parent initiates a discussion with Superintendent of Eagle County Schools. 10.Student’s parent initiates a discussion with School Board of Eagle County Schools Tardies 1. Students are given one tardy ‘free’. 2. On the second tardy students will call their parents from the front office. 3. On the third tardy students will have to set up a meeting with the Head of School. 4. On the fourth-sixth tardy students will miss their next athletic commitment after school and spend one hour doing community service at VSSA. 5. On the seventh tardy students will be asked to reapply to VSSA and will be given 90 hours of community service. 6. On the eight tardy students will be suspended from school for24 hours and have a final meeting with the Head of School. Teacher Lounge Students will not be permitted, under any circumstances, to enter the teacher’s lounge in the back of the office. This is a FERPA violation as sensitive student documents are printed on the machine in that room. Technology iPads All 5-8th grade student-athletes are required to have an iPad and must abide by the Eagle County Schools Technology Policy. Computers All 9-12th grade student-athletes are required to have a laptop and must abide by the Eagle County Schools Technology Policy. The iPads and computers should be visibly marked with the student-athlete’s name. The student is responsible for their iPad/computer and it is recommended that they keep their iPad/computers with them throughout the day, as well keeping them in protective cases when not in use. Sharing of iPads/computers is discouraged. VSSA is an academic environment; movies and video games are not to be watched on campus, unless assigned. I-pods may be on campus but kept in backpacks or lockers, unless approved by teacher for use. Internet Use Student-athletes are expected to use the Internet for educational purposes related to classroom activities. Users are expected to abide by the generally accepted rules of network etiquette. These include, but are not limited to avoiding web pages or email that contain abusive, bullying, obscene, vulgar, defamatory, confidential, or threatening information.
Think Tank The Think Tank is what VSSA has dubbed the library. The Think Tank is used for students who have a free period as well as a place to engage in continuous learning. Training Table Lunch Program VSSA is proud to have a professional chef hired by SSCV that provides a nutritious meal and snacks though out the day. Student-athletes may purchase the meal plan or punch cards. Detailed information will be provided at the beginning of the school year. *See also Lunch. Website VSSA uses SSCV’s website (http://www.skiclubvail.org/academics) for it’s main website. ECS has their own website with a link to their own VSSA website, however please go to the SSCV website for information on VSSA. Withdraw/Fail Student-athletes can withdraw from a course, with College Counselor approval, up to 5 school days after the first day of the semester. After that date any changes need to be teacher initiated, otherwise a W/F (withdraw/fail) will be placed on the permanent transcript. Exceptions are made only if the teacher/counselor/administrator initiates schedule changes.
Acknowledgement of VSSA Handbook Please turn in with your Registration Packet Student-Athlete Name: _____ Academic Suspension Policy _____ Academic Dishonestly _____ Anti-Bullying Pledge _____ Attendance & Absences _____ Campus Boundaries _____ Cell Phones _____ Code of Conduct _____ Dress Code _____ Due Date Extensions _____ Power School _____ Re-application to VSSA _____ Strikes _____ Student Recourse Communication Model _____ Technology Pledge Please initial that you have specifically read these areas in detail.
Date:
I, _______________________________, am signing this handbook and initialing these pledges confirming I have read, understood and agree to the Vail Ski & Snowboard Academy’s policies and guidelines. I understand that if there is any failure to abide by the handbook consequences will occur. Parent(s) Name: _____ Academic Suspension Policy _____ Academic Dishonestly _____ Anti-Bullying Pledge _____ Attendance & Absences _____ Campus Boundaries _____ Cell Phones _____ Code of Conduct _____ Dress Code _____ Due Date Extensions _____ Power School _____ Re-application to VSSA _____ Strikes _____ Student Recourse Communication Model _____ Technology Pledge
Date:
I, ______________________________, am signing this handbook and initialing these pledges confirming I have read, understood and agree to the Vail Ski & Snowboard Academy’s policies and guidelines with my student. I understand that if there is any failure to abide by the handbook consequences will occur for my student.