Education
Red Deer Catholic Regional Schools – Board Meeting Highlights
From Red Deer Catholic Regional Schools
Inspired by Christ. Aspiring to Excellence.
Board of Trustees
Murray Hollman – Chair, Dorraine Lonsdale – Vice Chair, Sharla Heistad, Monique LaGrange, Cynthia Leyson, Kim Pasula, and Anne Marie Watson
Administrative Procedure 458 – Duty to Report:
The Secretary Treasurer presented the Administrative Procedure 458 – Duty to Report to the Board of Trustees, and highlighted that this procedure was communicated to all staff within the Division. For more information regarding Administrative Procedure 458 – Duty to Report, please click here.
Superintendent Report:
The Superintendent presented the report to the Board of Trustees, emphasizing the first Faith Formation evening for new probationary contract teachers. This gathering, which included administrators and Faith Coaches, senior administration, and trustees, gathered together for Mass held at St. Mary’s Parish on September 19th. The invitation for this Mass was extended to all Division staff via the Superintendent’s Weekly Update and school emails.
The Associate Superintendent of Curriculum shared that RDCRS is taking a measured, teacher-centered approach to curriculum implementation, emphasizing collective leadership and, acknowledging that implementation
is a gradual process similar to learning accommodating various paces and approaches. School administration teams held spring meetings to plan and establish support systems, while the Division has launched a website for
curriculum resources and encouraged schools to prioritize professional learning for this implementation.
This September, students across our Division are also learning from the finalized curriculum in:
• Kindergarten – Grade 3 French Immersion, Language Arts and Literature
• Kindergarten – Grade 3 Science
• Grades 4 – 6 English Language Arts and Literature
• Grades 4 – 6 Mathematics
The Division has also received $227,745.00 for resource allocation and $223,600.00 for professional learning and collaboration for the new curriculum implementation from Alberta Education.
In addition, the Superintendent and the Associate Superintendent of Curriculum met with Red Deer Polytechnic (RDP) President and Vice President, Academic & Student Experience at the Confluence Campus in Rocky Mountain House. The meeting aimed to introduce the new RDP leadership to the facility, assess community needs, and discuss future partnerships, particularly focusing on dual-credit programs and work-integrated learning opportunities for students within the school division. For more information regarding the Superintendent Report, please click here.
Joint Meeting with The City of Red Deer:
The Superintendent informed the Board about upcoming stakeholder engagement meetings and acknowledged the Board’s request for more time for discussions with City of Red Deer Councillors. The Superintendent welcomed suggestions from the Board, and a variety of potential topics were discussed including future land availability for Catholic schools, improved accessibility to recreational facilities, youth and training programs, more frequent review of City transit contracts, safety concerns at the Collicutt Centre, and the potential for recreation facilities to support structured programming. The Board of Trustees is also interested in a GH Dawe Community Centre presentation and how the facility could be utilized by Division schools.
Secretary Treasurer Report:
The Secretary Treasurer provided the Board of Trustees with an update on the St. Lorenzo Ruiz Middle School Capital Project, highlighting the Division’s ongoing efforts to finalize both the school construction and its financial aspects. Additionally, emphasis was placed on the Division’s anticipation and enthusiasm for the upcoming grand opening event of St. Lorenzo Ruiz. For more information about the Secretary Treasurer Report, please click here.
School Bus Advanced Funding:
The Secretary Treasurer shared with the Board of Trustees that on September 8th, RDCRS received notification from Christine Sewell, Assistant Deputy Minister Financial Services and Capital Planning, regarding new funding for school boards managing their transportation fleets. Due to transportation guideline changes for 2023-2024, RDCRS will require 10-15 additional buses. The Division is currently in the process of determining the exact number of buses required before applying for the School Bus Advanced Funding Program. For more information, please click here.
The next Board Meeting will take place on Friday, October 27, 2023 at 1:30 p.m.
From the Frontier Centre for Public Policy
One Manitoba school division is proving phonics works
If students don’t learn how to read in school, not much else that happens there is going to matter.
This might be a harsh way of putting it, but it’s the truth. Being unable to read makes it nearly impossible to function in society. Reading is foundational to everything, even mathematics.
That’s why Canadians across the country should be paying attention to what’s happening in Manitoba’s Evergreen School Division. Located in the Interlake region, including communities like Gimli, Arborg and Winnipeg Beach, Evergreen has completely overhauled its approach to reading instruction—and the early results are promising.
Instead of continuing with costly and ineffective methods like Reading Recovery and balanced literacy, Evergreen has adopted a structured literacy approach, putting phonics back at the centre of reading instruction.
Direct and explicit phonics instruction teaches students how to sound out the letters in words. Rather than guessing words from pictures or context, children are taught to decode the language itself. It’s simple, evidence-based, and long overdue.
In just one year, Evergreen schools saw measurable gains. A research firm evaluating the program found that five per cent more kindergarten to Grade 6 students were reading at grade level than the previous year. For a single year of change, that’s a significant improvement.
This should not be surprising. The science behind phonics instruction has been clear for decades. In the 1960s, Dr. Jeanne Chall, director of the Harvard Reading Laboratory, conducted extensive research into reading methods and concluded that systematic phonics instruction produces the strongest results.
Today, this evidence-based method is often referred to as the “science of reading” because the evidence overwhelmingly supports its effectiveness. While debates continue in many areas of education, this one is largely settled. Students need to be explicitly taught how to read using phonics—and the earlier, the better.
Yet Evergreen stands nearly alone. Manitoba’s Department of Education does not mandate phonics in its public schools. In fact, it largely avoids taking a stance on the issue at all. This silence is a disservice to students—and it’s a missed opportunity for genuine reform.
At the recent Manitoba School Boards Association convention, Evergreen trustees succeeded in passing an emergency motion calling on the association to lobby education faculties to ensure that new teachers are trained in systematic phonics instruction. It’s a critical first step—and one that should be replicated in every province.
It’s a travesty that the most effective reading method isn’t even taught in many teacher education programs. If new teachers aren’t trained in phonics, they’ll struggle to teach their students how to read—and the cycle of failure will continue.
Imagine what could happen if every province implemented structured literacy from the start of Grade 1. Students would become strong readers earlier, be better equipped for all other subjects, and experience greater success throughout school. Early literacy is a foundation for lifelong learning.
Evergreen School Division deserves credit for following the evidence and prioritizing real results over educational trends. But it shouldn’t be alone in this.
If provinces across Canada want to raise literacy rates and give every child a fair shot at academic success, they need to follow Evergreen’s lead—and they need to do it now.
All students deserve to learn how to read.
Michael Zwaagstra is a public high school teacher and a senior fellow at the Frontier Centre for Public Policy.
Alberta’s government is helping students discover their skills and interests today, to help them find careers for tomorrow.
If passed, Budget 2025 will provide more than $100 million over three years for school boards to grow career education programs, including funding for more collegiate and dual-credit programs across Alberta.
“We are working to set students up for success by strengthening job-focused education. This money is helping schools partner with businesses, universities and colleges to create programs that will help students hit the ground running after they graduate.”
Career education helps students gain credits towards graduation while earning hands-on experience in fields like the trades, computer programming, health care, agriculture, culinary arts and more. These career education programs support a strong economy by helping students learn the skills they need to get in-demand jobs.
Collegiate schools
Collegiate schools work with businesses, universities and colleges to offer classes that give students pathways to education and careers in the job of their choice. There are 12 collegiate schools in Alberta, offering many different types of programming for grades 7-12, including aviation, graphic design, trades and more.
If passed, Budget 2025 provides more than $21 million to school boards to help fund special classrooms like carpentry workshops, film and media rooms, science laboratories, heavy equipment simulators and aircraft hangars. Another $6 million is being invested to support the start-up costs for new collegiate schools.
Dual-credit programs
Budget 2025, if passed, also provides $4.6 million in 2025/26 to start new or improve existing dual-credit programs. In partnership with universities and colleges, dual-credit programs give students a head start on rewarding careers by allowing them to earn high-school and post-secondary credits at the same time. Of the $4.6 million, $550,000 is being provided by Alberta Seniors, Community and Social Services for new and improved dual-credit health care aide programs.
“Health care aides play a critical role in ensuring Albertans receive the continuing care services they need to maintain their health, independence and quality of life. Our investments into career pathways for health care aides will provide opportunities for young Albertans to develop the skills they need to build a rewarding career in Alberta’s continuing care workforce.”
Another $1.4 million is being invested to support students participating in off-campus career education programs through CAREERS. This non-profit connects students to jobs in high-demand fields, such as the trades, technology, health, forestry and agriculture.
“Investments in collegiate and dual-credit programming are significant for Calgary Catholic as they further strengthen our collegiate and dual-credit programming. This programming will open opportunities for our students and help them to realize their full potential.”
“Before Fusion Collegiate, I felt lost and wasn’t really sure what to do after high school. Thanks to its career-focused learning and the opportunities through Fusion and The Educational Partnership Foundation, I’m now working as a first-year apprentice plumber with Mr. Rooter. The hands-on trades training, high school credits, safety certifications, and real-world skills I picked up completely changed my life. I’m excited about where my career is headed and really thankful for the support that helped me get here.”
Budget 2025 is meeting the challenge faced by Alberta communities with continued investments in education and health, lower taxes for families and a focus on the economy.
Quick facts
- If passed, Budget 2025 invests $102.4 million over three years to provide sustainable, predictable career education funding, and to increase access to career education for Alberta students.
- This includes $8.4 million over 2026-27 and 2027-28 to raise awareness among students and families of career education programs and pathways available to Alberta students.
- Career education in Alberta includes career and technology courses, Career and Life Management (CALM), dual-credit courses, collegiate schools, apprenticeships and off-campus education programming.
- Since 2013, more than 95,000 high school students participated in at least one dual–credit course.
- In spring 2025, Alberta Education will engage with education partners on best practices to bring more career education opportunities to students.
- Since 2022, education partners and almost 5,000 Albertans have provided their feedback on career education and workforce needs.
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