Prairie Rose Public Schools News Archive

<p>Earlier this semester, staff and students at Foremost School, along with some parent volunteers, put together a greenhouse. Some students were part of the project for the whole day and others participated as classes allowed. On the initial day of the project, the frame went up and most of the panels.&nbsp;&nbsp;</p><p>“It was a good learning process,” said Principal Stuart Shigehiro. “We had to do line locates and get a permit from the village and students learned the proper process from this initiative. One of the biggest issues was reading instructions, everyone just wants to build it because they all know how to build. There were a few hiccups on the way, but we overcame them and got it up.”&nbsp;&nbsp;</p><p>Grade 5 student Gus Haraga and Grade 6 student Hayden Stryker were part of the group who participated for the whole day. “It was pretty interesting to build, and I learned the step-by-step process,” stated Hayden Stryker.&nbsp;</p><p>“It was fun to build,” added Gus Haraga. “I struggled with the instructions at times and stepped back to watch (the older students) and then when I knew what I was doing, I would catch back up again.”&nbsp;</p><p>The school occasionally has meetings with high school students and staff to generate ideas, which is where the plan to build a greenhouse originated. “The entire school will participate,” explained Shigehiro. “The younger students will help with watering and planting. The construction kids will build the irrigation unit. It is a whole school initiative.”&nbsp;</p><p>A staff member suggested growing bedding out plants in the greenhouse. The school was looking for a way to use the greenhouse that encompassed all their goals and outcomes but did not involve having to staff it over the summer. The plan is to hold a celebration event sometime in the spring next year where the bedding out plants will be sold.&nbsp;</p><p>Trustee for the Foremost area Nancy Haraga said, “I’m so proud of the students that took part in the build of the greenhouse. The Grade 9 boys shop class built the project with the help of Tyler Haraga guiding them in the right direction. At one point I think we all thought we had Ikea instructions. The instructions were hard to understand, but the boys managed to put their thinking caps on and pivot their way of thinking. Huge shout out to AgroPlus for helping us fund the project with $8,000 the school won through a Winfield United and Ag Retails contest, which donates money to small communities. Excited to watch the kids get their hands dirty!”&nbsp;&nbsp;</p><p>Outside the greenhouse there are some raised flower beds that aren’t used much because the deer eat anything grown in them. Shigehiro explained they intend to reclaim some of the beds and convert them into benches so the area can be used as an outdoor classroom.&nbsp;&nbsp;</p><p>Coming up next month, Foremost School will be holding a holiday carnival. “We are changing it up, it used to be a concert each year, so we decided to hold a holiday carnival where there will be games and activities throughout the school,” said Shigehiro. “Some classes are going to perform live singing and others will prerecord their performance that will be running on TVs around the school.”&nbsp;</p><p>Shigehiro is hoping the entire community will participate in the carnival, which will be a more interactive event than a concert. “We are going to do the carnival every other year because many people love the traditional Christmas concert, so we’ll rotate between them.” The inaugural Foremost School holiday carnival will be held on December 19 starting at 10 a.m.&nbsp;&nbsp;</p><p>Also happening in December is Skills Exploration Day. The younger students who are taking shop will be presented with an issue and will need to create a project around it. “They won’t know the issue; it could be water conservation or something else. They find out about it that day and they must create a project to help solve the issue being presented,” stated Shigehiro.&nbsp;</p><p>Eight high school students at Foremost who enrolled in the School of Trades have been travelling into Medicine Hat once every two weeks to learn how to weld at Medicine Hat College. “They love it. They love their gear, their hard hats and boots, overalls and learning how to weld. Some of the certificates they get, like confined space, some of the larger boys didn’t like that so much, but everything else they are really enjoying,” said Shigehiro.&nbsp;</p><p>By Samantha Johnson, Prairie Rose Public Schools Content Writer&nbsp;</p>

<p>This past September, Seven Persons School added a nature element to the existing Kindergarten program. On scheduled Fridays, two or three each month, the class ventures to natural areas in Medicine Hat and the surrounding region. Teacher Natasha Finnie obtained her Forest and Nature practitioner certificate through Child Nature Alliance of Canada (childnature.ca), who offer an outdoor five-day in-person course along with a one-year online component, to teach the skills to offer the program safely and successfully.&nbsp;&nbsp;</p><p>“The premise is to open the walls of the classroom and let nature act as the primary educator with me there to facilitate learning opportunities,” explained Finnie. “The intent is not to take our existing classroom and simply move it outside, but to create a new learning experience where curricular outcomes are met in an organic way sparked by the curiosity of the students.”&nbsp;</p><p>The idea for Wondering Wolves Nature Kindergarten came to Finnie during her time off after welcoming her second baby. Her eldest, who was three at the time, was exhibiting developmentally appropriate, yet frustrating behavioural issues. After delving into the research to nurture her son’s development, she discovered being outdoors in the natural environment were recurring themes.&nbsp;</p><p>“The research brought me to the idea that children today, and our society as a whole, are being deprived of the natural world and its benefits to human development and well-being. We began dedicating more of our days to being outdoors and the results for all of us were amazing.” &nbsp;</p><p>This got Finnie thinking about her day-to-day experiences in the classroom, and she wondered how she could incorporate more outdoor time into her classroom activities. “The research kept indicating that the real benefits of being outdoors come from children being given unstructured time to engage their natural curiosities about the world around them in a natural environment.” &nbsp;</p><p>When the class was at Police Point Park, they went on a short walk before stopping for a snack and playtime. On the walk, lots of spontaneous questions came from the students about the shape of the trees, the wildlife in the park and the river. After the snack the students enjoyed a period of unstructured play, either singly or in groups, and used the natural elements to enhance their experience.&nbsp;&nbsp;</p><p>“We look for places that offer untouched natural landscapes for the kids to engage in, but we also need infrastructure such as washrooms and a contingency plan for inclement weather. Kin Coulee has the kitchenette we rented and at Police Point they had a couple of hours in the theatre room,” said Finnie. “We are also teaching them how to be outdoors and what kind of clothing is going to be the most comfortable in certain types of weather.”&nbsp;&nbsp;</p><p>She created a gear guide for families on how to dress for different weather and sends out a memo a few days before the program. The memo has the forecast along with appropriate gear to dress their child in so they will be comfortable.&nbsp;&nbsp;</p><p>“If they aren’t comfortable, they won’t enjoy the day and it’s also a huge safety concern. We always have extra stuff as well should the kids lose anything. We do a bag and gear check before we come out to ensure they have what they need,” stated Finnie. The day the group went to Police Point Park started out colder than anticipated and many of the students weren’t wearing outer pant wear. Finnie and Educational Assistant Sarah Widmer ensured each one was wearing snow pants, along with warm shoes, coats, hats, and gloves before getting on the bus. They also brought a tub of extra gear with them to the park so children could remove layers or add new ones as required.&nbsp;&nbsp;</p><p>By Samantha Johnson, Prairie Rose Public Schools Content Writer&nbsp;</p>

<p><br>The agenda package for the November 26, 2024, public meeting can be found here: <a href="https://www.myprps.com/news/november-26-2024-public-board-meeting-20241125154420">https://www.myprps.com/news/november-26-2024-public-board-meeting-20241125154420</a></p><p>---------</p><p><strong>1. Seven Persons School Presentation</strong></p><p>Seven Persons School Principal Catherine Usher provided an overview of a project the school has been piloting alongside the PRPS Student Experiences team. The project focuses on developing social and emotional skills in children to help students build self-awareness, empathy, resilience and strong interpersonal relationships. The Second Step Program addresses growth mindset and goal setting, emotional management, empathy and kindness, problem-solving, and bullying and harassment. Using Dessa assessments, students complete a check-in three times a year. For those students who score below 40, the team follows up with a secondary assessment to determine where the student needs more support. Additional details can be found in the board agenda package.</p><p><strong>2. Dual Credit Programs</strong></p><p>Sherry Craven with South Alberta High School shared a presentation about dual credit programs offered in PRPS and students earning graduation credits and work experience through this option. Dual credit also means the credits students receive can often be allocated toward a college, university or apprenticeship program. The option to take dual credit is available for high school students and can consist of a single course, certificate program or part of a larger PRPS program. Currently, PRPS has 50 students enrolled in the School of Trades, 18 in Health Care Aide, two in the Veterinary Technician’s Assistant Certificate program, 18 in Aircraft Systems I, and six in a single online course. Taking dual credit in high schools has several advantages, including earning post-secondary credits early, cost savings, exposure to career paths, hands-on experience, increased engagement and motivation, scholarship opportunities and customized learning options. Learn more about dual credit in PRPS online:<a href="https://www.myprps.com/dual-credit-programs">&nbsp;https://www.myprps.com/dual-credit-programs</a></p><p><strong>3. Audited Financial Statements</strong></p><p>Finance Controller Candice Hintz presented the 2023-2024 Audited Financial Statements for approval. Total revenues for the 2023-2024 year totalled $60,502,963, up from $55,697,369 in the 2022-2023 year. Expenses for 2023-2024 totalled $60,158,855, resulting in a surplus of $344,108. Overall, PRPS was presented with a clean audit from MNP with no recommendations.</p><p>Key financial factors impacting the 2023-2024 budget:</p><ul><li>Enrolment was 3,049.5 FTE, an increase of 74 FTE from estimated.</li><li>The transportation grant is now a targeted grant and can only be spent on transportation. Therefore, any unused funds are to be recorded as deferred revenue.</li><li>With Bus Route RFP’s coming in significantly higher than expected, the decision was made to provide our own bussing transportation for a portion of our routes starting in 2024/25.</li><li>An increase in enrolment resulting in increased revenue</li><li>South Alberta Flight Academy was granted collegiate school status for the 2024/25 school year. In the 2023/24 year, costs related to the startup were incurred.</li></ul><p>The Board approved the Audited Financial Statements as presented. A second motion was also passed to approve the net transfer of $180,514 from Unrestricted Operating Reserves to Restricted Operating Reserves. The complete audit report can be found in the board agenda package.</p><p><strong>4. PAT and Diploma Results</strong></p><p>Assistant Superintendent Boyd Craven presented the spring 2024 results for information. At the provincial assessment testing (PAT) level, the division is trending above the provincial average in all subjects at the Acceptable Standard and upward compared to the 2023 results at the Standard of Excellence. The results could have been stronger at the diploma exam level, coming closer to the provincial average or slightly below. The division will be doing a deeper review of the diploma results. Some possible reasons for the lower diploma results include loss of learning continues to be noticeable in students who were in junior high during pandemic and online learning, PRPS encourages more students to participate in the testing compared to the provincial average, and PRPS tends to encourage students to take 30-1 level courses who may have previously been advised to stream down to 30-2 classes. The division will continue to support and work with the schools to provide time and support to close student gaps in learning. The complete results can be found in the board agenda package.</p><p><strong>5. Annual Education Results Report</strong></p><p>Superintendent Reagan Weeks presented the 2023-2024 Annual Education Results Report for approval. The report highlights the results from the accountability survey, the PAT and diploma results, and commentary on the results. Overall, it was noted that PRPS has a very positive ‘report card,’ with 8 of the 12 measures listed as high or very high. The full report is required to be posted on the PRPS website and can be found in the board agenda package.</p><p><strong>6. Redcliff Capital Plan</strong></p><p>At the public board meeting on November 26, 2024, the Prairie Rose Public Schools Board of Trustees passed a motion changing the Capital Plan request from a modernization of the current Parkside Jr High School to a new school facility located in the new Eastside Subdivision development of Redcliff. Having received construction funding for the Parkside Jr High School modernization project in early October as part of the&nbsp;<i>School Construction Accelerator Program</i>, the Board voted to adjust the project after consultation with Alberta Education and based on input from the Town of Redcliff. The town has until August 31, 2025, to have all the required servicing and subdivision complete. Additional information about the project change can be found in the release on the PRPS website:<a href="https://www.myprps.com/news/school-accelerator-program-results-in-changes-to-the-parkside-jr-high-school-construction-project-20241127154815">&nbsp;https://www.myprps.com/news/school-accelerator-program-results-in-changes-to-the-parkside-jr-high-school-construction-project-20241127154815</a></p><p><strong>7. Cell Phones and Social Media</strong></p><p>The Board approved&nbsp;<i>A313—Use of Personal Mobile Devices and Social Media in Schools,&nbsp;</i>which must be in place by January 1, 2025, as per the Ministerial Order on cell phone use in schools. The procedure outlines how PRPS schools will be required to manage the use of personal student cell phones in their buildings, including how non-compliance will be handled for those students who do not comply. The approved policy can be found in the board agenda package.</p><p><strong>8. Other:</strong></p><ul><li>Trustee Candidate Criminal Record Checks that are no older than 60 days old will be required for any trustees running for office. The bylaw passed all three readings.</li><li>ASBA/ PSBAA/ Rural Caucus - No reports.</li></ul>

<p>At the public board meeting on November 26, 2024, the Prairie Rose Public Schools Board of Trustees passed a motion to change the capital project request for a modernization of the current Parkside Jr High School to a new school facility located in the new Eastside Subdivision development of Redcliff.&nbsp;</p><blockquote><p><i>Approved Motion: That the Board of Trustees of Prairie Rose Public Schools request a change in the Redcliff Capital Project to the design and construction of a new school to be located on the Eastside Subdivision of Redcliff as per the Eastside Area Structure Plan.</i></p></blockquote><p>In early October, PRPS received construction funding for the modernization of Parkside Jr High School. Later that month, the province announced the&nbsp;<i>School Construction Accelerator Program</i>, and the board engaged in conversations with the Town of Redcliff, Alberta Education, and Alberta Infrastructure to investigate the possibility of a new school instead of the modernization. Based on those conversations, it was determined that a modification to the plan could be beneficial to all parties.</p><p>“This change in plans provides mutual advantages,” says Redcliff Trustee Pam Cursons. “Prairie Rose will be able to provide students with the benefits of a new school, and avoid the need to find a place for students during the 2025-2026 school year when construction was scheduled. Redcliff Council benefits by developing a new area of the town and attracting new families to the community.”</p><p>As is outlined in the&nbsp;<i>School Construction Accelerator Program</i> requirements, the Town of Redcliff is responsible for completing the servicing to the new school location which includes subdivision, road construction and utilities. As this work has not yet been started, the Town will require time to get this infrastructure in place before construction can begin at the new site. The estimated timeline for completion of that work is August 31, 2025.</p><p>“Understandably some in the community will be disappointed by the project delay and the extended time required to get the servicing in place,” says Chief Financial Officer Ryan Boser. “However receiving funding for a new junior high school means Redcliff will have a state of the art new learning facility for students designed with the priorities identified by the Redcliff community. These include a larger gymnasium, spectator seating, the ability to host tournaments, and enhanced CTS learning space for science, trades and additional options courses."</p><p>Additional information will be shared with the Redcliff community once it is available. The change of request will not impact the current grade configurations of the three Redcliff schools, however Prairie Rose has asked that the new junior high school built under specifications to ensure future growth can be accommodated in Redcliff.</p>

<p>The November 26, 2024, PRPS Public Board Meeting will take place at the Prairie Rose Public Schools Division Office starting at 12:45 p.m. The meeting is only available in-person.</p><p>The complete agenda package can be found here: <a href="https://drive.google.com/file/d/14JeKUqpBvxtHBdrjulTK7oBZ6dB5SlSd/view?usp=drive_link">https://drive.google.com/file/d/14JeKUqpBvxtHBdrjulTK7oBZ6dB5SlSd/view?usp=drive_link</a></p>

<p>Students at Seven Persons School (SPS) in Grades 7 through 9 who choose to take the option in construction and mechanics now have a new shop to learn in. Previously, the class was taught in a one and half car garage that was unheated and not insulated. This year they moved over to the old firehall in Seven Persons and, with money raised by the SPS Parent Council and some funds from Prairie Rose Public Schools (PRPS) division office, the shop is now in operation.&nbsp;&nbsp;</p><p>The building is divided into two bays and one side is being used for the construction part of the option and the other side for mechanics. Teacher Mark Resch and the students in the two classes have been setting the shop up since September while also working on new projects. Along with purchasing new equipment and tools, along with installing some new wiring in the building, all items from the old shop were moved over. Recently purchased was a hydraulic lift for the maintenance side and a tire change machine along with a balancer will be arriving shortly.&nbsp;&nbsp;</p><p>On the construction side there were some recently completed projects, such as some cat houses and a septic tank cover, along with some new projects in progress. Other students were helping to set up and organize the shop by hanging tools and small equipment on boards or cleaning up the work areas.&nbsp;&nbsp;</p><p>“It says mechanics and construction, but they have the flexibility to choose what they want to do,” explained Resch. “The students tend to have an idea of what they would like to work on and then we build it.” Resch is hoping everything is set up by May 2025 and then he plans to start a welding module, explaining the courses are an introduction to various trades for the students.&nbsp;</p><p>Toby Fisher is in grade 9 and has taken shop all three years because he enjoys it and said he is considering enrolling in the School of Trades next year. He and Grade 7 student Jaxon Arnal were working on getting a carburetor out of an ancient International 55 ride on mower. “It’s basically all I do at home,” stated Fisher, “you kind of figure it out yourself. If you take something apart and figure out how it works, it’s self-explanatory.”&nbsp;</p><p>Arnal explained someone was taking the lawnmower to a scrap yard near where he lives and agreed to let him have it for $10. “We got it home that night and it started right up, but then it started to power down, so we have to take out the carburetor,” said Arnal.&nbsp;</p><p>Chanel Bergen is also in Grade 9 and has taken the shop option since her Grade 7 year. She wants to train to be a vet tech after high school but also wants to live on a farm. &nbsp;“I grew up on a farm and it’s something I enjoy. My friends are in this option, so I do it with them. Sometimes we build things for us and sometimes for other people when they order it. This is the second septic tank cover we’ve built.”&nbsp;</p><p>Trustee Graeme Dennis initially brought the idea of a new shop for SPS to the board. “I am excited for the students of SPS with this shop and learning facility. The shop program will allow students to get a hands-on start with an early experience into many of the different trades. This is a win for students as they will be able to enter a separate building which will allow them to have that true working shop experience. Students’ safety is extremely important in any shop environment and the larger dedicated space will certainly help keep students safe. The Seven Persons Community (via fundraising), Hydraco Industries (who helped outfit the entire shop),&nbsp;and Cypress County (with the building) has certainly helped PRPS make this shop for the school a reality. PRPS can’t express thanks enough to all that have helped bring this shop to life for student learning.”&nbsp;&nbsp;</p><p>By Samantha Johnson, Prairie Rose Public Schools Content Writer&nbsp;</p>

<p>Two years ago, Tracy Frank, Vice Principal at I.F. Cox School, started a program called TNT, Try New Things. The options program runs twice a year for six weeks on Friday afternoons and allows the students to select from 12 different courses.&nbsp;&nbsp;</p><p>“We’ve just started our first session now and then we do another one in the spring,” explained Principal Linda Asham. “We ask the teachers to do something they are excited about and would love to share with their students. We have karaoke this time, I’m doing puppetry, we’ve got basketball, a mixed-media class along with some other crafts.”&nbsp;</p><p>Each six-week session could offer some of the same options as last time along with some different ones. “We’ve now, with the new classes we’ve implemented, we have about 40 different options we’ve offered since the start of the program,” stated Frank.&nbsp;&nbsp;&nbsp;</p><p>Asham brought in some borrowed hand puppets for the students to play with on the second week of the fall program. The students each took one of the puppets and there was some play time amongst the tables. Keira and Daxton both wanted to be in the class because they like puppets. “I like playing with them and you can act with them,” said Keira who likes to try giving them different voices.&nbsp;&nbsp;</p><p>Students in the Pixel Art class were learning that a pixel is a picture element and watched a short, fun video created by Cosmo and Friends before beginning a project. The week prior, students had learnt about using a grid and creating a picture on it. This week, they needed to pay attention to the different rows and columns so they could recreate a picture using the coloured blocks, to represent pixels, on a grid board.&nbsp;&nbsp;</p><p>Grade 2 student Reese enjoys using the different coloured blocks and building the picture on the grid. Ashlynn wanted to take Diamond Art and was put in Pixel Art instead but is enjoying the process of making pictures.&nbsp;&nbsp;</p><p>In coding, the students were split into four groups. One group was on the floor working with an electronic centipede they were coding to make it remain on the carpeted area. A second group was at a table where they were creating a maze for a mouse to navigate, and the third group was working with tablets where the login process was taking longer than expected.&nbsp;&nbsp;</p><p>Logan and Alexa wanted to take coding because neither had done it before. “I wanted to do coding because I thought it was interesting,” added Daniella “and I’ll learn lots of stuff.”&nbsp;</p><p>All TNT options are provided by staff at the school, allowing them to share with classes activities they enjoy. It also enables community members to become involved, broadening the horizons of the students. Additionally, the classes are cross-graded, helping to build leadership skills in the older students as they provide support to the younger ones. More information about TNT can be found at <a href="ifcox.myprps.com/tnt-try-new-things">ifcox.myprps.com/tnt-try-new-things</a>.&nbsp;&nbsp;</p><p>By Samantha Johnson, Prairie Rose Public Schools Content Writer</p>

<p>Three classes of Grade 5 students from Senator Gershaw School and Irvine School are working together on a cross-school project that will culminate in building three trading post next year.&nbsp;&nbsp;</p><p>The first time the students collaborated was a Google Meet where Irvine students explained to those at Gershaw the process of harvesting corn from the garden of the Agricultural Discover Centre (ADC), removing the kernels from the cob and freezing the corn for later use. At the beginning of October, all classes met in person for the first time at Neubauer Farms to harvest pumpkins.&nbsp;&nbsp;</p><p>Students met again on October 18 at Senator Gershaw School, where the pumpkins harvested by Gershaw students had been carved and were on display at the front of the stage. Nichole Neubauer was there to teach the students about companion planting and regenerative agriculture. The day started off with an icebreaker using pinto beans in acknowledgment of Pinto Macbean, the town mascot of Bow Island, and the importance of growing beans for agriculture in SE Alberta.&nbsp;&nbsp;</p><p>Regenerative agriculture is managing soil erosion from wind and rain either by covering soil or using cover crops. “It’s important to conserve our soil. Topsoil goes down about six inches, probably only about four inches here in SE Alberta. It takes about 100 years to grow one inch of topsoil, this is where all the macronutrients and micronutrients are, which has all the living things we grow our food in,” Neubauer explained to the students.&nbsp;&nbsp;</p><p>Following the presentation, the students headed outside to conduct experiments on soil erosion. Neubauer showed the students what happens to bare soil during a heavy rain, particularly for soil on a slight slope. Students were divided into ten groups of six students each, with each group preparing a tray of soil and then covering it with different combinations of materials, such as leaves, grass clipping, coconut fibre, and sawdust.&nbsp;</p><p>Following lunch, students created a garden using seeds for corn, beans, and squash (the Three Sisters), which thrive when planted together. Students watched a video about the legend of the Three Sisters and the importance of collaboration. Neubauer explained how beans fix nitrogen from the atmosphere into nodules on their roots, which provides natural fertilizer to the corn and squash.&nbsp;&nbsp;</p><p>“That is what companion planting and regenerative agriculture looks like and how we can use companion planting and the power of nature to grow more food in a harmonious way. That’s what we will learn about today when we go out later today and create our very own Three Sisters Garden,” said Neubauer.&nbsp;&nbsp;</p><p>In late November, students will meet at Irvine School with an architect to have a blueprinting session for the trading post buildings. Weather permitting, the first build is scheduled for January 21, 2025, with two more building days to follow. Students from both schools will also do a fundraiser where they will prepare a hot lunch using crops harvested from the ADC garden and the Three Sisters Garden. Money raised from the fundraiser will go toward an end of year overnight stay in Elkwater for all three classes.&nbsp;&nbsp;</p><p>Jessica Shigehiro, Grade 5 teacher at Senator Gershaw, said, “the project has been going well on all ends, with students coming up with names, (for their trading posts) and inquiry-based questions and discussions on the fur trade. The students have learned coding on Minecraft Education and developed their trading post on there, which is a part of the Grade 5 science curriculum. Students were very engaged and interacted extremely well with each other on Friday (Oct. 18). The three sisters’ crops are planted, watered and we are hoping for some growth over the winter months so we can harvest our vegetables. My students and all of the parents are extremely excited about this project.” &nbsp;</p><p>By Samantha Johnson, Prairie Rose Public Schools Content Writer&nbsp;</p>

<p>Grade 3 students in Jennifer Tiffin’s class at Bow Island Elementary recently completed a project on oral storytelling to share the culture and/or traditions of each student’s family. Over a series of school days, time was set aside for three or four students to give their presentations. On Wednesday, October 9, the three students presenting were Lucas, Spencer and Braden.&nbsp;&nbsp;</p><p>Rather than have the students present in the classroom, Tiffin moved the class down the hallway to an open area so they could sit in a storytelling circle. Prior to lining up to leave the classroom, Tiffin and the class reviewed listening and presenting skills. “The person who is speaking is giving us a little bit of their heart and we want to be respectful of that,” explained Tiffin. Presenters were reminded to speak clearly, make eye contact, and engage their audience. Suggestions by the students on how to be a good listener included not talking during the presentation, watching the presenter, sitting still, and waiting until the end for questions along with asking good questions.&nbsp;&nbsp;</p><p>Tiffin recognized Lucas as being the one student who had asked each presenter thus far a great question. “I love that we are not only listening but are asking questions because that shows me that you are really listening,” Tiffin told her class.&nbsp;&nbsp;</p><p>Once the students were sitting in the storytelling circle, with pillows in the middle for the presenter to sit on, Tiffin asked the class to tell her why they had undertaken this project. One student said so they could learn how to listen and speak to an audience. “Listening for me is one of the hardest parts of this but also one of the most important parts because listening is tricky,” stated Tiffin. Additionally, sitting in a circle lets the presenter know the other classmates care about them and want to hear what they have to say.&nbsp;&nbsp;&nbsp;</p><p>Lucas was the first presenter and told the circle that each Christmas Eve his grandpa makes yummy Rice Krispie Squares. His mom and dad invite all the family to their house for a gift exchange, which results in the house being full and boisterous. Answering questions from his audience, Lucas said his favourite part of the day was the gift exchange and then he explained how Rice Krispie Squares are made, opening the box he brought to show the class the treats he was planning to share with them.&nbsp;&nbsp;</p><p>Spencer brought a storybook of pictures to use his during his presentation and talked about the tradition of feeding their cows using heavy horses hitched to a large wagon load of hay. This tradition has been in his family since the 1980’s, long before Spencer was born. Since Spencer was old enough, a rope has been tied to the back of the wagon so Spencer, along with any friends who are over, can ride in a toboggan behind the wagon. The cows are only fed this way in the winter, Spencer explained, because they can graze in other seasons. When asked his favourite part, Spencer said it was going into the ditches, where the snow is the deepest, on the toboggan, although if he doesn’t manage to steer it onto the tracks, he often tips over.&nbsp;&nbsp;</p><p>Braden was the last presenter of the day and explained his family is Mexican Mennonite. One tradition his family practices is to take an annual visit to his grandparent’s house to help with butchering the cows and chickens then making sausages. Another one is travelling to Mexico each Christmas to spend time with family and friends. Braden brought some sausages his family made with him to class for sharing. When asked how difficult they are to make, Braden said he didn’t know because his grandma makes the sausages each year. His favourite part of these two traditions is the travelling.&nbsp;&nbsp;&nbsp;</p><p>The class had briefly discussed earlier in the year that making connections is one way we can comprehend the world around us. Tiffin explained to her students that this project is about making connections through personal stories, highlighting how Braden and Spencer shared similarities in their stories. Another similarity is having large family get togethers at Christmas or making Rice Krispie Squares with a family member, which most students in the class could identify with. While the project examined what is unique for each student, it also showed each other what they have in common.&nbsp;&nbsp;</p><p>By Samantha Johnson, Prairie Rose Public Schools Content Writer&nbsp;</p>

<p>While enrollment with South Alberta High School (SAHS) is in constant fluctuation, the number of students accessing the online school continues to climb. Some choose to take all their high school courses through SAHS while the majority take one or two courses at a time. Sherry Craven has been involved with SAHS since its creation two years ago. Changes this year include bringing on Corey Steeves as principal along with hiring a math/sciences teacher so all marking can be done in-house.&nbsp;&nbsp;</p><p>“Our school is tailored to the individual and every student is unique. There was a student last year who realized in the second semester he needed CHEM 30 to get into an education program,” explained Craven. “He didn’t have it, wasn’t registered for it, and couldn’t have completed the course by the registration deadline. He decided to enrol in our school, took CHEM 30 and completed the course in about 90 days. Each student can go through courses as fast or as slow as they want.”&nbsp;</p><p>The benefit for this student was his post-secondary education wasn’t delayed by having to wait another year to complete the CHEM 30 course at an in-person school. SAHS is also ideal for students who are involved in extra-curricular activities that consume much of their time.&nbsp;&nbsp;</p><p>“Rodeo, dance, ballet or hockey, they are totally invested in that, and they need everything else to fit around what is essentially a full-time job. Instead of having to take all the option classes and attend school with required attendance, they are able to choose what they want to take, and the program is individually tailored to what fits them with interest levels, profile, extracurricular, and future plans/goals,” stated Craven.&nbsp;&nbsp;</p><p>For each student who is enrolled, Craven starts a text thread with them as that works better than emails. Each student has access to her phone number and, on initially contacting her, only has to give their name and what class(es) they are enrolled in. As many of the students don’t work on their schoolwork during regular hours, it is expected texts will come in during evenings and weekends.&nbsp;&nbsp;</p><p>As Craven explained, “one student is in ballet five days a week, it’s a huge commitment. We have to expect that sometimes students will text at 10:30 p.m. because that’s when they are doing schoolwork and when they have facilitation or logistical questions, such as how to book a test, or accessing different booklets, links, or grades.”&nbsp;&nbsp;</p><p>In a regular school, if a student misses a class, they never get that back. With SAHS, all lessons are pre-recorded and have a slide deck with a teacher in the corner of the screen going through the lesson.&nbsp;&nbsp;</p><p>“Another type of student we get are those who struggle in a physical school setting and find it difficult sitting in a classroom but will thrive online. One student took several classes and at the end provided a testimonial that said when he’s sitting in a normal class and zones out, he never gets that back. In a class of 30 students, if he doesn’t understand something, he’s not going to ask a question because the teacher doesn’t have time to slow down, and he feels stupid asking. The next day it builds and builds, and he would get frustrated along with having increased anxiety.”&nbsp;&nbsp;</p><p>With the online lessons, students can do as much or as little as they want. Additionally, they can listen to lessons more than once and complete extra practice problems depending on their needs. The formative work isn’t as heavily weighted as the tests for online courses, so students must do the work to pass the tests.&nbsp;&nbsp;</p><p>Craven was teaching high school social studies at Eagle Butte when she got involved with creating online courses during the pandemic, learning from others how to use the platform and create instructional videos. “After teaching for 20 years, I thought it would be a fresh and exciting thing to try something different. For myself, being on the other side of education now, instead of being concerned about improving a student’s writing or get my planning and prep done, or marking essays, now my train of thought is completely different. Now, I’m trying to think of ways to grow and expand and what other opportunities we can create, what else can we provide that students would want to take to better themselves.”&nbsp;&nbsp;</p><p>SAHS is continuously developing courses and Craven’s favourite part about teaching is the creating part, either new lessons or new learning. “I was always reading books on pedagogy along with all the latest trends and styles in teaching and now I still find myself excited about that, but it’s different. It’s finding a niche for what students need and trying to make that work.”&nbsp;</p><p>Being a SAHS teacher and course creator is only part of Craven’s job. She is also the Student Experience Designer for the School of Trades as well as secondee for CAREERS The Next Generation. Going into her role with SAHS, Craven was concerned it would be like teaching during the pandemic, where students were disengaged.&nbsp;&nbsp;</p><p>“It was painful, and most teachers would agree it wasn’t a good teaching environment. It was forced upon us and a situation nobody wanted to be in,” stated Craven. “This is completely voluntary, the students who choose to take these courses want to be online and they want to do it this way. I would say the biggest thing that has impressed me is how polite and respectful the students are, how considerate they are of my time and how dedicated and driven, and grateful they are. They know exactly what they want, and they are good at asking for what they want and that has been impressive.”&nbsp;</p><p>Learn more about South Alberta High School online: <a href="https://southalbertahighschool.com/">southalbertahighschool.com</a>&nbsp;</p><p>By Samantha Johnson, Prairie Rose Public Schools Content Writer&nbsp;</p>

<p>Jacalyn Poncelet joined Prairie Rose Public School (PRPS) this year as principal at New Brigden School and knew from her first day there she’d made the right decision in taking the position. Originally from Kinistino, Saskatchewan, a small town less than an hour southeast of Prince Albert, Poncelet enjoys the strong connection to community and families in a rural school.&nbsp;&nbsp;</p><p>“I went there from K-12 then away for university at the University of Saskatchewan and back to Kinistino where I taught elementary for almost 17 years. The last five years there I was focused on literacy and numeracy intervention, so I love that kind of work and working with elementary and rural education. I was so excited to return back to this.”&nbsp;&nbsp;</p><p>Poncelet moved to Alberta six years ago to be closer to her much younger sister, who had children just starting school within PRPS in Redcliff. She worked with the Medicine Hat Public School Division (MHPSD) for six years but last year involved much driving between Medicine Hat and Oyen after her boyfriend took a position at South Central High School with the hockey academy. Now living in Oyen, Poncelet enjoys watching the prairie roll by during her 20-minute commute to New Brigden.&nbsp;&nbsp;</p><p>“I love it, every day I come here very grateful I decided to take this opportunity,” stated Poncelet. “At first, I was a bit scared because everyone was saying how long it takes to get into MHPSD and now I was leaving. I knew on day one I made the right choice, it’s like a dream job.”&nbsp;&nbsp;</p><p>In addition to being principal, Poncelet teaches grade 4-6 students. There are 11 students in Poncelet’s class, who receives help from an educational assistant (EA) when teaching math and language arts. The Grade 4-6 EA at New Brigden is also the secretary and bus driver for the school. The K-3 class has 10 students and the teacher in that class has an EA helping four days per week. Along with the custodian, New Brigden has five staff members in total.&nbsp;&nbsp;</p><p>“It’s really nice and everyone seems to be working well together, I enjoy the family atmosphere. That was the biggest part I missed when moving from a rural to a city school, that family feel in a classroom, and you can feel it the minute you walk in the door here. Even with the older students and the younger ones, I love seeing that leadership within from the students. They treat each other like brothers, sisters and teammates.”&nbsp;</p><p>Currently, there are nine families sending children to New Brigden School and Poncelet met all of them during May and June this year when she came out for a few of the school events. Additionally, there was a pancake breakfast on the first day of school where she was able to interact with the families again.&nbsp;&nbsp;</p><p>“The pancake breakfast started at 8:30 a.m. and ended at 10 a.m. We only have one kindergarten student, who left when the parents did and started school the following day. In the classrooms, we went over school rules as a group and a few other things and then went into our classrooms to start. We do buddy activities once a week, reading or other activities the younger students might need some help with from the older ones. We do wellness usually on Fridays, we are doing lots of stuff on growth mindset right now. The family school liaison worker (FSLW) and mental health capacity come in regularly and some of that is together as a group, it depends on what they are focusing on,” explained Poncelet.&nbsp;</p><p>This year, Poncelet is intending to immerse herself into the school culture and is looking forward to getting to know the students, families and community better. The first parent council of the year is coming up soon, which will be a new experience for her now that she is in an administrative role, and she is excited to be involved.&nbsp;&nbsp;</p><p>&nbsp;By Samantha Johnson, Prairie Rose Public Schools Content Writer&nbsp;</p>

<p>Substitute bus drivers are needed through Prairie Rose Public Schools (PRPS) for extracurricular activities and field trips during school days and on weekends as well as to cover morning and afternoon routes. As a Class 2 license and S Endorsement is required, PRPS will train at no cost to the driver with a wage being paid as part of the training process. Those applicants who already hold a Class 1 or Class 2 license will still need to obtain an S Endorsement to be able to drive with students on board.&nbsp;&nbsp;</p><p>“School bus drivers do more than drive kids to and from school. They play an important role in fostering a stronger, more connected community by ensuring safety, building relationships, and contributing to the students’ and their families’ overall well-being,” stated Lois Bedwell, Chair of the PRPS Board of Trustees. “Every morning, after inspecting their buses, bus drivers start their day by greeting each child with a smile and a kind word. As a school bus driver, they may be more than just the person who gets the kids to school. They may also be a mentor, a confidant, and a pillar of the community. Does this sound like the perfect job for you? Please consider becoming a substitute bus driver for Prairie Rose.”&nbsp;</p><p>Chief Financial Officer Ryan Boser said PRPS is pleased with how the new transportation system is running so far this year. There have been some learning curves, but he feels PRPS has adapted very quickly, which was aided by making improvements based on feedback from drivers. Improvements were made in many areas, including altering routes, how drivers are compensated, paperwork and driver meetings.&nbsp;&nbsp;</p><p>“That part has been really good,” said Boser. “We’ve leaned on our drivers in many instances as they are the ones who have been out there driving. In many cases, for several years, so they know this industry better than we do and the feedback has been valuable. Overall, it’s gone well, and we are continuing to add staffing in the transportation department.”&nbsp;</p><p>PRPS is adding a transportation dispatcher/admin assistant, who will start in the next few weeks, and have also sat down to define current roles. Derek Beck is responsible for managing the fleet, which includes 39 new buses and five spare buses, and coordinates all maintenance and servicing. Wade Lanctot is the new Director of Transportation and oversees all driver and parent concerns, route planning, along with day-to-day operations.&nbsp;&nbsp;</p><p>“We need subs for our routes, but we are also in need of drivers who are able to pick up additional work through the academy programming, field trips and extra-curricular activities,” explained Boser. Some of the academies, such as hockey, are seasonal, but when they are running, the scheduling for a driver would be consistent from week to week. Substitute drivers would have as much or as little work as they want with a flexible schedule. “PRPS is willing to work with each person on the number of hours they want and the times of day they prefer to work,” said Boser.&nbsp;&nbsp;</p><p>Those individuals who are interested in being a substitute driver and already hold a Class 1 or 2 license must still obtain an S Endorsement because they will be transporting children. The S Endorsement course is all about safety as well as loading and unloading students properly. Currently, new drivers need to travel to Brooks or Lethbridge for this course with mileage and hotel costs along with a wage being paid. PRPS’s vision is to have their own driving school with route drivers acting as trainers whenever it works for them.&nbsp;&nbsp;</p><p>“Kids love getting on the bus in the morning and seeing a close friend, grandpa, dad or uncle drive them to school every day,” stated Trustee Nancy Haraga. “Sometimes it’s even someone who played a huge role in the community and has since retired and is looking for something to fill his/her time in the morning and afternoon.  It’s a way to kindle hearts and forge futures for the upcoming farmers and ranchers of our rural communities. The kids sure enjoy seeing new and old faces of their community. It’s a way, to put a face to their name. Don’t throw yourself under the bus, jump in and see what the ride is all about.”</p><p>By Samantha Johnson, Prairie Rose Public Schools Content Writer</p>

<p>Three of the six HALO pilots are licensed for both fixed-wing and rotary aircraft, so getting them certified to fly the Dave Rozdeba South Alberta Flight Academy student-built plane isn’t difficult. Thus far, only Captain Ryan Shrives is certified to fly the Vans RV-12 and said, “certification wasn’t complicated, it was more about time management and having people available. It was a few flights to get familiar with the machine and the systems.”&nbsp;</p><p>Shrives said the plane, which now has about 300 flight hours on it, was fun to fly and he has taken up CEO of HALO Paul Carolan to give him a feel for how the plane handles, what it can do and visibility.&nbsp;&nbsp;&nbsp;</p><p>“We haven’t used it on a search or a fire yet because in the cases where we were doing that this year, we needed to be able to deploy people and we can’t do that with the plane,” explained Carolan. “The idea is we might not always have to put people on the ground and then this makes way more sense because it can fly longer and is more affordable. We aren’t doing what I would call proactive patrols, but if someone reports something, the idea is between one of the two aircraft, we can confirm if there is a fire and identify the seriousness of the situation.”&nbsp;</p><p>This past summer, there were reports in Cypress County of the smell of smoke, but nobody knew where the fire was. This is the type of situation, said Shrives, where the plane could have been used to scout the area. “The reason we have the specific partnership with the plane,” added Carolan, “is because if the situation doesn’t require taking people out and being able to land and put them on the ground, the plane is a great asset to go look from an aerial reconnaissance perspective. It can stay up longer, is more affordable to fly and can cover greater distances. It is a great opportunity to have that under the program as well, plus Prairie Rose is deeply invested in the community and their support to be out there in emergency situations is a great way for them to give back.”&nbsp;</p><p>When HALO began working with Cypress County, the South Alberta Fire Academy was already in operation. Thus, there was a natural synergy for HALO to partner with Prairie Rose. Additionally, it allows Fire Academy students the opportunity to witness the EMS and helicopter side of emergency situations.&nbsp;&nbsp;</p><p>Cypress County represents nearly 40% of HALO’s annual call volume and they regularly train and work with their fire department. It could be for landing zone operations, medevac situations or the establishment and enhancement of the aerial fire program. HALO can provide aerial recons, where someone in the aircraft is spotting fires to establish the seriousness of the situation, what direction the fire is heading and if there are any obstacles in the way.&nbsp;&nbsp;&nbsp;</p><p>Additionally, HALO can also transport people to begin fighting the fire or provide situational awareness for crews arriving on the ground. “It’s a great use of both programs. If we have the crew available to take the plane and get eyes on to spot something and the helicopter is needed in a medevac, now it’s still here.&nbsp; It’s a great compliment, especially in cases where there is reported activity of fire, but nobody knows where it is, this is a great way to find it.”&nbsp;</p><p>The second PRPS student-built plane is due to be completed and moved to the airport in December for ground runs and final inspection. Harry Jaeger, who is an aircraft maintenance engineer, came in to work with the Flight Academy at a point when the first build was stalled. Having worked on about 50 plane-builds, he brought with him the technical know-how to get the project back on track and completed.&nbsp;&nbsp;</p><p>Currently, due to the large number of Grade 10 students entering the Flight Academy this year, Jaeger has four groups of students each week that help with the second plane build. “The students enjoy their build time; they are very engaged and love what they are doing here. I’ve taught lots of classes to adults, coming into the student level of Grade 10, 11 and 12, I found this was exactly where I need to be,” stated Jaeger.&nbsp;&nbsp;</p><p>As Jaeger also has a pilot’s license and a background in flying experimental aircraft along with having an in-depth knowledge of the student-built Vans RV-12, he is the mentor pilot for the plane. “I’ve flown many other customer’s airplanes to ensure things are good. I’ve set them up and performed calibrations to ensure everything works the way it’s supposed to and it’s safe. That is the end goal, it must be safe.”&nbsp;</p><p>By Samantha Johnson, Prairie Rose Public Schools Content Writer&nbsp;</p>

<p>The agenda packages for the October 8, 2024, Public meetings can be found here: <a href="https://drive.google.com/file/d/1UQnLaPpFZR0YOe-u-FVVF5Ldozj_H7ax/view?usp=drive_link">https://drive.google.com/file/d/1UQnLaPpFZR0YOe-u-FVVF5Ldozj_H7ax/view?usp=drive_link</a></p><p>--------</p><p><strong>1. Bow Island Schools Presentation</strong></p><p>In a presentation to the Board, Bow Island Elementary and Senator Gershaw Principal Scott Angle and Vice Principal Paul Brocklesby emphasized the deep involvement with the Bow Island community, positioning the school as a central hub for students, parents, and the broader community. Key highlights of their presentation included:</p><p><strong>Community Engagement:</strong> The school prioritizes community involvement, using local resources for activities and offering large events at no cost. Older students collaborate with younger ones, and initiatives like pickleball and 4-H programs foster strong local ties. The school also purchased a business (In Our Community) that was closing, turning it into a school-based learning opportunity for students.</p><p><strong>Growth and Demographics:</strong> Enrollment between both schools has increased from 137 in 2020 to 197 in 2024. This growth is partly due to more Burdett School students transitioning into the regular high school program.</p><p><strong>Innovative Programming:</strong> A focus on agriculture through the school greenhouse provides students daily outdoor learning. This serves both academic and wellness purposes, connecting with local ag businesses and involving activities like pollinators and STEM projects. Battlebots competitions and trips to MH College are part of the STEM initiatives.</p><p><strong>FNMI and Cultural Integration</strong>: Bow Island schools have collaborated with the Peigan Board of Education, part of the Piikani Nation. The two communities have planned several opportunities to interact and learn from each other during the school year. At the last staff SI Day, Jesse Plain Eagle visited the school to teach staff how to build a teepee and discuss opportunities to incorporate the Blackfoot language into the curriculum.&nbsp;</p><p><strong>Student Responsiveness:</strong> "We listen, we ask, so that's how we know." The schools send out annual surveys to gauge student needs and successes, ensuring the school is adaptive. Initiatives like student-planned wellness days and recognition programs are in place to keep students engaged.</p><p>These efforts reflect the school's commitment to community integration, student well-being, and innovative learning approaches.</p><p><strong>2. Executive Report</strong></p><p>Superintendent Reagan Weeks shared the monthly Executive Report which included:</p><ul><li>A summary of Truth and Reconciliation activities that took place across PRPS</li><li>An update on the asphalt work that has been completed at Margaret Wooding School</li><li>PRPS has been successful in securing a dual credit grant for $50,000 to enhance trades programming.</li><li>Foremost School alum William Barrows recently won the Canadian Final Rodeo Championship. Barrows coaches and mentors the students in the Foremost Rodeo Academy.</li></ul><p><strong>3. Student Enrollment Update</strong></p><p>Chief Financial Officer Ryan Boser shared that the 2024-2025 student enrollment numbers have been finalized, and PRPS is once again experiencing growth. Overall, there are 127 more students in PRPS schools compared to the 2024-2025 school year.</p><p><strong>4. HR Accountability Report</strong></p><p>Deputy Superintendent Mark Heinricks presented the HR Accountability Report for information. It was shared that PRPS, on average, continues to have smaller class sizes than what is recommended by the province.</p><ul><li>K: 12.4 students per class (Recommended value= 17)</li><li>1 - 3: 14.9 students per class (Recommended value= 17)</li><li>4 - 6: 19.7 students per class (Recommended value= 23)</li><li>7 - 9: 20.3 students per class (Recommended value= 25)</li><li>10 - 12: 19.2 students per class (Recommended value= 26)</li></ul><p>Other highlights of the report include:</p><ul><li>Most of the teaching staff in PRPS have lots of experience and education. 173 of 237 certified staff have more than 9 years experience and 5/6 years of education.</li><li>The certified staffing FTE across the division remains unchanged for 2024-2025; however, staff were reallocated based on enrollment needs.</li><li>PRPS is projecting total staffing costs for the year to be $41,865,333.</li></ul><p><strong>5. Approved (in-principle) Field Trips</strong></p><ul><li>Eagle Butte High School trip to Greece from April 2 - April 11, 2026</li><li>Foremost School trip to Italy from May 19 - May 28, 2026</li></ul>

<p>Danika Farion, who teaches a Grade 1 and 2 split class at Schuler School, is in her seventh year of teaching, and chose this career path because she wanted to have an impact on people’s lives. “I feel like teaching really does that,” said Farion. “You can see how the kids develop and how they grow. It’s the most magical thing when they come to me being unsure about letter sounds and, because I get them for two years, the growth I get to see from letter sounds to reading word passages is amazing. The look they get in their eyes when they get it and watching them learn is rewarding.”&nbsp;</p><p>Reading time is her students' favourite, when they get to choose two books based on their reading level and then get to ‘shop’ for two books based on their interests. Farion avoids using workbooks for the most part and finds using the whole classroom or different parts of the school, which allow her students to move around while learning, works best. As it is the beginning of the year, she is still assessing where each student is at, what each of the Grade 1 students know and how much the Grade 2 students have retained over the summer.&nbsp;&nbsp;</p><p>“I want to ensure when we begin our learning activities that I’m meeting each of them where they are at because if they don’t have the numbers 1 to 20 mastered, I’m not going to move them onward to 50. It ends up being many different programs in here, I could probably have five or six different levels going on in literacy and numeracy. That is what works best for them, where each can do things, they can be successful at and have their own growth. Everybody’s growth looks different,” explained Farion.&nbsp;&nbsp;</p><p>When Farion first started at Schuler School straight out of university, she taught several grades and various subjects before moving into the Grade 1 and 2 classroom a few years ago. “I love literacy and teaching students how to read. I’ve done lots of research and professional development in literacy. It’s my favourite thing to teach. Coming out of university, I didn’t think I wanted to teach junior high, and I ended up loving it. Then I was in Grade 5 and 6 along with 3 and 4 and I liked that also,” stated Farion. “This position opened, and I was already getting passionate about literacy with the Grade 5 and 6 students because I was seeing a large gap, and I was curious as to why. That’s what steered me towards the science of reading and creating the sound wall in my classroom along with explicit phonics instruction.”&nbsp;</p><p>A new Grade 1 student will be starting in Farion’s class next week and then she will have ten in Grade 1 and seven in Grade 2. Her classroom has tables that sit three students each and she tries to have at least one Grade 2 at each table where they can act in a leadership role.&nbsp;&nbsp;</p><p>“We don’t do lots of stuff at the desks, we do stuff all around the room. Tomorrow, we are doing orthographic mapping of our words,” said Farion.&nbsp;&nbsp;</p><p>For this exercise, Farion will create different ‘ponds’ around the room with picture cards upside down. Each student will ‘fish’ for words in their designated pond, using the word on the card to map out its sounds, build the word, write it and then use the word in a sentence. Once done, the student brings the word back to its pond and gets to fish for another one.&nbsp;&nbsp;&nbsp;</p><p>“The fishing works well and I use it for reading comprehension as well where there are sentences that have all the graphemes they are learning. They read the sentence, write it, and draw a diagram to show the sentence. Tomorrow for numeracy, I have number cards from 1-50 and another set of 1-100 and we’ll go to the gym. Each student gets their own set, and they lay them out for number recognition. They love going to the gym and it's fun for them. Everything I do is interactive by using white boards or using manipulatives, so I can see where each student is at. I take pictures that go in their portfolios to show their progress,” said Farion.&nbsp;&nbsp;&nbsp;</p><p>Within each portfolio, the students write ‘I can’ statements for their literacy and numeracy curriculum along with photos from field trips and other activities. Farion binds the collection together for each student to take home at the end of the year. “It makes it as easy as possible. It’s nice for report cards as it shows exactly where they are at and for the parents to look at,” explained Farion.&nbsp;&nbsp;</p><p>The sound wall in Farion’s classroom is her own creation because there was nothing available she felt would work. “It helps teach all the graphemes. The letters that make the sounds are really important, which is a big change that’s happened in reading instruction,” said Farion. On the wall are all the sounds the students learn, and they can refer to it whenever they are reading, spelling or writing. “It really helps them to remember sounds and to reference them when learning new sounds. It’s a game changer for the students, not only learning this way but also being able to access the wall and make sense while they are progressing” concluded Farion.&nbsp;&nbsp;</p><p>&nbsp;By Samantha Johnson, Prairie Rose Public Schools Content Writer&nbsp;</p>

<p>The October 8, 2024, PRPS Public Board Meeting will take place at the Prairie Rose Public Schools Division Office starting at 12:45 p.m. The meeting is only available in-person.</p><p>The complete agenda package can be found here: <a href="https://drive.google.com/file/d/1UQnLaPpFZR0YOe-u-FVVF5Ldozj_H7ax/view?usp=drive_link">https://drive.google.com/file/d/1UQnLaPpFZR0YOe-u-FVVF5Ldozj_H7ax/view?usp=drive_link</a></p>

<p>Tanya Johnson has been teaching for 25 years, working in specialized education and substitute teaching for much of her career before moving to teach at a Prairie Rose Hutterite colony school eight years ago. After taking the position, Johnson achieved a master’s degree in ESL and Bilingual Education, for teaching students who are learning more than one language.&nbsp;</p><p>All students at the colony school have German as a first language and the class sizes on this colony are about 20 students each year with grades ranging from kindergarten to Grade 8. “I love spending time with the kids and watching the ‘lightbulb’ moments, when they first understand the concept, I have been trying to teach,” stated Johnson, who added another highlight of teaching is to watch the students grow and develop into becoming good citizens.&nbsp;</p><p>“Every colony is unique and different. My colony is a Lehrerieut Colony and we do not use technology with our learning. My kids start school when they are six and graduate when they are 15 years old. One student graduated a few days ago whom I’ve taught since the day she started school. It was bittersweet, I was sad to see her go because I have worked with her for so many years, but also happy that she is starting the next phase in her life. Teaching the same students every year, you can develop a close relationship and have a huge impact on their lives.”&nbsp;</p><p>Johnson lives in Medicine Hat with an hour commute to get to work each day. “I love my job and where I work. I have an amazing community with a wonderful group of people. On a colony, it is very important for the school and community to work cohesively. We are actively involved doing activities with the people in the community. It’s a unique experience,” explained Johnson. “They value their children and education, and the educators that come to the community to work with them.”&nbsp;</p><p>The closeness Johnson develops leads to willing and enthusiastic students in the classroom and she is able to get to a deeper level of teaching from knowing the children so well and teaching them throughout their schooling. Teaching so many grades requires a teacher who is highly organized and knows all the curriculum throughout the grades she teaches.&nbsp;</p><p>“I need to adapt and be flexible to fit all the student needs in with each of the grades,” stated Johnson. “It’s important that each student is at their level, so I utilize effective curriculum series to address each level. My students don’t get free time, it doesn’t exist in my classroom. Idle hands lead to mischief, so my kids have a challenging curriculum which meets provincial standards. My students are all second language learners and their ability to memorize is extraordinary. They attend German school before and after English school where they memorize bible verses as well as other cultural teachings. Hard work, education, community, and family are some of the core values on a colony. These are wonderful traits to create a warm learning environment. I would never teach anywhere else.”&nbsp;</p><p>By Samantha Johnson, Prairie Rose Public Schools Content Writer&nbsp;</p>

<p>Each afternoon, from Monday to Thursday at Athletic Park, students from Prairie Rose Public Schools (PRPS) are honing their baseball skills. Students from Seven Persons, Irvine, Schuler and Senator Gershaw are all taking part in the Mavericks School of Baseball this year and learning skills that can be carried over into other sports.&nbsp;&nbsp;</p><p>Greg Morrison, Owner/General Manager of the Medicine Hat Mavericks who runs the school said, “our academy program is for Grades 4 to 9, and most are in the Grade 5 to 8 range. It works well with the Mavericks baseball team because the fall is a great time for school kids to be working on baseball and it's our downtime for the summer college team. It’s been a great compliment to the overall program with the Mavericks.”&nbsp;&nbsp;</p><p>About 55 students are taking part in the program this year with some who will move into the South Alberta Hockey Academy (SAHA) for the winter and then return to the Mavericks School of Baseball in early spring. The school will be outdoors until about mid-October before moving indoors to South Alberta Collegiate for the winter.&nbsp;</p><p>“We have a baseball off-season and that’s when we work on multi-sports. We dial down the baseball skills and ramp up other stuff because they are younger kids, it’s a lot of ball to be doing 10 months a year,” explained Morrison. “Everyone needs an off-season; I played pro-baseball and even we had off-seasons. I got my kinesiology degree as I was wrapping up my 12-year baseball career, so that’s where it helps with the programming side for growth and development along with motor learning. It’s one thing to just show up and do baseball and another to undulate the program over the ten months and keep it a good variety.”&nbsp;</p><p>Educational Assistant Candice Ristau accompanies Irvine School students to take part in the program twice a week. She taught softball for a couple of years and expressed an interest in helping with the baseball program. “I play catch with the kids and run the pitching machine to help them develop a better throwing technique. Sometimes things fall into your lap, and you are blessed to be a part of it.”&nbsp;&nbsp;</p><p>Irvine School students Casey and Liam both wanted to join the Mavericks School of Baseball because they enjoy playing the game. Casey also plays softball on the U11 Thunder black team and says pitching is her favourite position. Liam feels his game has improved in all areas since he started with the program and second base is his favourite position because he likes picking up ground balls.&nbsp;&nbsp;</p><p>Ristau said the most valuable part of the program is helping students build confidence, learning to play as a team and communicating with each other. “If you aren’t confident, I feel like you don’t try hard and keep going in something. Casey’s throwing technique was a little off and now she’s getting better, and we are only three weeks in. Just having a knowledgeable coach who can pick out those areas and fine tune everything will help them from getting shoulder injuries in the future or just make them stronger,” stated Ristau.&nbsp; &nbsp;</p><p>The Mavericks baseball team, who are 18- to 24-year-old college baseball players, get back on the field in May and this past spring worked with the students from PRPS. “It was pretty awesome in the spring,” explained Morrison, “we had probably 10 sessions with our Mavericks coaches and players working with the students as part of their school programming. We brought in our catching coach and did a clinic with the players along with mentoring the students. It’s a unique thing, a Canadian liking baseball and there are way more opportunities for Canadian players. To learn the skills, they need to start at about Grade 4, between the ages of 8 to 10. This is my passion, to show these kids early and then their interest grows because they are having success, they know how to throw a baseball hard by Grade 5 or 6. It’s like anything, good teaching and coaching make a difference.”&nbsp;&nbsp;</p><p>&nbsp;By Samantha Johnson, Prairie Rose Public Schools Content Writer&nbsp;</p>

<p>This past Friday, September 27, to honour <i>The National Day for Truth and Reconciliation</i>, a group of students from Seven Persons School, accompanied by teacher Tanner Pruden, made the journey to Irvine School to participate in a traditional lacrosse game. Dave and Elizabeth Welton of Nation Lacrosse visited both schools last week to hold workshops on lacrosse skill development and understanding.&nbsp;</p><p>During the week, all students at Irvine painted rocks and prior to the game sat in an orderly row along the sidelines with their rock in front of them. “As part of our rock ceremony, we have done some learning that rocks have a special history for Indigenous culture. We understand that they have been here forever, tell a story and have special meaning for Indigenous people,” explained Vice Principal Heather Gust.&nbsp;&nbsp;</p><p>Following the rock ceremony, a group of Grade 6 students read out their individually created land acknowledgements. Dave Welton then spoke briefly before the game began. “We don’t play the game; we make a game. It’s part of the Indigenous history passed onto us from the first people of Turtle Island and then that game moved west in various forms of stick ball.” There are four reasons to play lacrosse, continued Welton, because it is a gift from the creator, to celebrate, to resolve disputes as well as being a part of healing.&nbsp;&nbsp;</p><p>Despite the blustery day, players from both schools enthusiastically ran onto the field with Welton acting as referee. At times the game was organized chaos with about 40 players on the field, but everyone appeared to be enjoying themselves and engaged fully in the experience.&nbsp;</p><p>At the close of the game, Welton congratulated both teams for playing a fantastic game and telling the students he thinks good medicine was made on the field. The winner of the inaugural Truth and Reconciliation lacrosse game was Irvine and Welton expressed the hope that a tradition has begun. Welton’s parting gesture was to gift a lacrosse stick that is over 60 years old to Irvine School.&nbsp;</p><p>As Seven Persons was about reboard the bus after the game, Tanner Pruden explained, “they had the option to come out today and about 36 students wanted to join. There was a focus on tribe against tribe and to spread awareness of lacrosse in general.”&nbsp;&nbsp;</p><p>&nbsp;By Samantha Johnson, Prairie Rose Public Schools Content Writer&nbsp;</p>

<p>Students of all ages are invited to participate in the annual Echo Dale Cross Country Meet on Saturday, September 28th. Starting times vary by age and skill level. The event is a great opportunity to students to try cross country and have fun amongst friends and fellow classmates. The cost to participate is $10.</p><p>Scheduled run times by category: <a href="https://files.trackie.com/uploads/event/2024-09-23-14-37-52-682567395-523336.pdf?rand=476345011">https://files.trackie.com/uploads/event/2024-09-23-14-37-52-682567395-523336.pdf?rand=476345011</a></p><p>Echo Dale race routes: <a href="https://files.trackie.com/uploads/event/2024-09-23-20-19-46-1256640894-523336.pdf?rand=313599997">https://files.trackie.com/uploads/event/2024-09-23-20-19-46-1256640894-523336.pdf?rand=313599997</a></p><p>Register NOW to reserve your spot: <a href="https://www.trackie.com/event/2024-echo-dale-cross-country-running-high-school-junior-high-and-elementary-meet/1016642/">https://www.trackie.com/event/2024-echo-dale-cross-country-running-high-school-junior-high-and-elementary-meet/1016642/</a></p><p>Note: Teachers and classes who register as a group are asked to contact <a href="mailto:darrylsmith@prrd8.ca">darrylsmith@prrd8.ca</a> for instructions.</p>