Vssa handbook 2013 14 updated on 9 30 2013

9/30/13

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


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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.

http://www.nytimes.com/2011/01/12/sports/skiing/12skischool.html?pagewanted=all





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VAIL SKI & SNOWBOARD ACADEMY ADMINISTRATION

Geoff Grimmer Head of School [email protected] 970.328.2839

Cindy Suplizio Lower School Math [email protected] 970.328.2830

Assistant Principal

Master Teacher

Holly Beavers Office Manager [email protected] 970.328.2832

Charlene Whitney College Counseling [email protected] 970.328.2833

FACULTY

Samuel Bennett Upper School Science [email protected]

Chris Carter Upper School Math [email protected]

Tom Gibson Para Professional

Beth Huck 5th & 6th Grade English and Social Studies [email protected]

Scott Hopkins Lower School Science [email protected]

Mentor Teacher

Mike Kimmel 10th-12th Grade English [email protected]

Lauren Lange Training Table Chef [email protected]

Katie MacFarlane Lower School Math [email protected]

Ramiro Mendoza Building Maintenance [email protected]

Allison O’Neill Special Education [email protected]

Kelli Parish 8th & 9th Grade English and Social Studies [email protected]

Bindu Pomeroy Upper School Social Studies [email protected]

Katie Smith 7th & 8th Grade English and Social Studies [email protected]

Aaron Strubel Upper School Foreign Language Tutor [email protected]

John Widerman Maloit Park Grounds Manager [email protected]

SSCV ACADEMICS

Kerry Donovan Director of Academics [email protected]

Erin Beskid Peak Performance [email protected]

Marian Cartin Winter Tutorial Science [email protected]

Mike Kane Lower School Academic Coach [email protected]

KT Potter Upper School Academic Coach [email protected]

mailto:[email protected]




















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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.”


Primary Coach and Program Director identifying low grade and reasons.


the student and teacher on Monday.

3. The Week 1 Academic Advancement Plan (AAP) will be revised for the student-

athlete to raise the grade to the required level before reaching an “Academic

Suspension.”

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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.”


Primary Coach and Program Director identifying low grade and reasons.

2. Advisor will email parent by Monday evening communicating “Academic

Suspension.”


the student on Monday and communicating Academic Suspension has begun.

Student-athletes on “Academic Suspension” will not be allowed to participate in on-

snow 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. Student-

athletes 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.

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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

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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 oin’ni

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

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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 [email protected] 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


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particular purposes or audiences, distinguishing meaning and literary functions in texts, and

fluency in reading. Specific content depends upon state standards for grade 5.


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.




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.




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

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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


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.

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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.


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.


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.


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.

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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.


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

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state standards for grade 6.


Social Studies (grade 7) courses provide continued development of understanding and skills

in the social studies disciplines: history, geography, civics and government, and economics.



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


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)

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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)

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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.

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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.



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.


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,

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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,

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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.

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: [email protected]

Example: [email protected]

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, [email protected]

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 [email protected]. 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: Date:

_____ 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.


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: Date:

_____ 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

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.

Documents

Vssa handbook 2013 14 updated on 9 30 2013