Success for All Students is the academic theme for Calgary Catholic. This stems from the belief that all students can be successful. Students learn in different ways and at different rates.

To assist students in being successful, a learner profile is developed. This is accomplished through observation, assessment and communication. Effectively planning instruction and providing the right level of support are crucial elements in supporting student success. Getting to know students by talking to parents, students and previous teachers begins the process of acquiring data. Inventories, Student Learner Assessment (SLA) and other diagnostic assessments provide key information on how an individual learns and processes information. These tools provide useful information that can determine if a student may need additional support in the classroom to achieve success. Every child has strengths that with persistence and effort, can be realized. Differentiated options which focus on a Universal Design for Learning (UDL) are provided to support students in achieving success.

The majority of students are able to work effectively within the regular classroom; however, some students may encounter academic difficulties that impact their learning as well as their social emotional interactions with others. Some students may require special programs or services that are geared to their abilities. This includes students who are English Language Learners, gifted or students who have mild, moderate or severe learning needs, as defined by Alberta Education or are experiencing other learning challenges. School personnel play a key role in identifying students who have diverse learning needs. With early identification and intervention, students’ needs can be successfully addressed. Situations may arise in which school personnel require assistance in determining appropriate programming and/or placement for a student.

Referrals to Instructional Services are completed by the school in collaboration with parent input. School personnel (administration, Diverse Learning Coordinating Teacher (DLCT) and homeroom teacher) work with parents to explain the process allowing parents to make an informed decision regarding support for their child/family. Referrals may occur for any of the following:

  • Psychologists: assessment, consultation and diagnostic services
  • Family Support: parenting, resourcing and navigating connections to community services to support families at home
  • Mental Health: consultation and therapy for students with mental health issues
  • Behaviour: support and strategies for students who are experiencing social/emotional/behavioural issues at school
  • Special Needs: support and strategies for students with cognitive challenges
  • Kindergarten: identify and support children with mild, moderate and severe needs including Program Unit Funding (PUF)
  • Counselling: support school counsellors during critical incidents as well as daily interventions with students
  • Attendance Officers: supporting students and families with truancy
  • First Nations, Metis and Inuit (FNMI): support and resources for FNMI students in school or at home
  • English Language Learning (ELL): support for students with identified ELL needs, including multicultural and intercultural wellness support.


Program Supports

Success for All Students is the academic theme for Calgary Catholic. This stems from the belief that all students can be successful. Students learn in different ways and at different rates.

To assist students in being successful, a learner profile is developed. This is accomplished through observation, assessment and communication. Effectively planning instruction and providing the right level of support are crucial elements in supporting student success. Getting to know students by talking to parents, students and previous teachers begins the process of acquiring data. Inventories, Student Learner Assessment (SLA) and other diagnostic assessments provide key information on how an individual learns and processes information. These tools provide useful information that can determine if a student may need additional support in the classroom to achieve success. Every child has strengths that with persistence and effort, can be realized. Differentiated options which focus on a Universal Design for Learning (UDL) are provided to support students in achieving success.

The majority of students are able to work effectively within the regular classroom; however, some students may encounter academic difficulties that impact their learning as well as their social emotional interactions with others. Some students may require special programs or services that are geared to their abilities. This includes students who are English Language Learners, gifted or students who have mild, moderate or severe learning needs, as defined by Alberta Education or are experiencing other learning challenges. School personnel play a key role in identifying students who have diverse learning needs. With early identification and intervention, students’ needs can be successfully addressed. Situations may arise in which school personnel require assistance in determining appropriate programming and/or placement for a student.

Referrals to Instructional Services are completed by the school in collaboration with parent input. School personnel (administration, Diverse Learning Coordinating Teacher (DLCT) and homeroom teacher) work with parents to explain the process allowing parents to make an informed decision regarding support for their child/family. Referrals may occur for any of the following:

  • Psychologists: assessment, consultation and diagnostic services
  • Family Support: parenting, resourcing and navigating connections to community services to support families at home
  • Mental Health: consultation and therapy for students with mental health issues
  • Behaviour: support and strategies for students who are experiencing social/emotional/behavioural issues at school
  • Special Needs: support and strategies for students with cognitive challenges
  • Kindergarten: identify and support children with mild, moderate and severe needs including Program Unit Funding (PUF)
  • Counselling: support school counsellors during critical incidents as well as daily interventions with students
  • Attendance Officers: supporting students and families with truancy
  • First Nations, Metis and Inuit (FNMI): support and resources for FNMI students in school or at home
  • English Language Learning (ELL): support for students with identified ELL needs, including multicultural and intercultural wellness support.


Living and learning in our catholic faith