Education
St. Lorenzo Ruiz Middle School Joins the Jays Care Foundation’s Challenger Baseball Program
News release from Red Deer Catholic Regional Schools
St. Lorenzo Ruiz Middle School is thrilled to announce its selection to participate in the Jays Care Foundation’s Challenger Baseball Program, an initiative designed to bring the joy and benefits of baseball to children, youth, and adults living with physical and/or cognitive disabilities. This marks a significant milestone for the school, emphasizing its commitment to inclusivity and adaptive sports.
An opening ceremony to commemorate the launch of the Challenger Baseball Program at St. Lorenzo Ruiz Middle School’s gymnasium is scheduled for Monday, April 8, from 11:00 to 11:30 a.m. The event will feature the raising of a special banner, symbolizing the school’s proud partnership with the Jays Care Foundation and the beginning of an exciting journey for its students.
“We are eagerly anticipating this new chapter for our students at St. Lorenzo, marking the beginning of what promises to be a fruitful partnership with the Jays Care Foundation,” said Joel Peterman, St. Lorenzo Ruiz Middle School Vice-Principal.
Thanks to the generous donation of equipment from the Jays Care Foundation, students in St. Lorenzo’s Foundation/Blended Program will have the opportunity to engage in adaptive baseball and softball. These sports are not just about physical activity; they are a means to teach important life skills such as teamwork, communication, determination, resiliency, inclusion, support, and courage.
Around 10 students from the St. Joseph High School Ball Academy are set to join the program, planning to meet with participants weekly to aid in skill development. Additionally, several members from the SJHS Ball Academy will be present at the opening ceremonies.
The Challenger Baseball Program, a collaborative effort between Jays Care Foundation, Little League Canada, and Baseball Canada, is tailored to empower athletes with disabilities, ensuring they have the chance to play in a fun, safe, and supportive environment. Through the program, athletes will learn to become more independent, gain confidence, improve communication skills, and set and achieve personal goals.
During the summer months, volunteer community coaches will lead distinct leagues across Canada, while the school year sees the program being implemented in partnership with schools and various community-based organizations. Participants in the program can expect to receive not only in-person training from Jays Care but also adaptive equipment, and a host of coaching tools to enhance their experience.
The impact of the Challenger Baseball Program is profound. Last year alone, it reached over 9,800 participants across 289 programs, becoming the sole sports programming for 61% of the participants, according to their parents and guardians. It has shown significant benefits in increasing independence, self-esteem, peer relationships, and physical literacy among athletes with disabilities.
St. Lorenzo Ruiz Middle School is honored to be a part of this transformative program and looks forward to the positive changes it will bring to its students and the wider community.
Join us at the opening ceremony to celebrate the beginning of an inclusive, empowering sports journey for our students.
About St. Lorenzo Ruiz Middle School:
St. Lorenzo Ruiz Middle School opened its doors in August 2023 and serves students in grades 6 – 9 in Red Deer’s Kentwood Neighbourhood.
About the Jays Care Foundation:
As the charitable arm of the Toronto Blue Jays, Jays Care Foundation uses baseball to teach life skills and create lasting social change for children and youth across Canada. Through programs like Challenger Baseball, they work to ensure young people have access to sport and development opportunities, regardless of the barriers they may face.
Censorship Industrial Complex
TDF and James Kitchen appeal Monique LaGrange decision to Alberta Court of Appeal
Written by TDF’s Legal Team
The Democracy Fund (TDF), together with lawyer James Kitchen, will appeal a recent Alberta Court decision involving school trustee Monique LaGrange. Mrs. LaGrange was a trustee of the Red Deer Catholic school board until the board disqualified her as a result of memes she posted and media interviews she gave, of which a majority of the trustees disapproved.
Mr. Kitchen has now filed his Notices of Appeal with the Alberta Court of Appeal, which can be read here and here.
In 2023, Mrs. LaGrange shared a meme on her personal Facebook account outlining her concerns about the increasing indoctrination of students into Queer theory and transgender ideology. The meme featured two side-by-side images: one of young children holding swastika flags and the other of young children holding pride progress flags, accompanied by the caption, “Brainwashing is brainwashing.” The post garnered support but also criticism, especially from teachers and other school trustees. One of the trustees submitted a complaint alleging that by posting the meme Mrs. LaGrange had violated many sections of the new trustee code of conduct.
Following a hearing in September 2023, a majority of the board of trustees determined Mrs. LaGrange had breached the code of conduct. The board imposed several sanctions, including that she cease making any public statements in areas touching upon or relating to the 2SLGBTQ+ community, issue a public apology, and complete sensitivity training at her own expense.
Mrs. LaGrange refused to issue an apology and maintained that her actions were consistent with her commitment to protecting children, stating, “I was elected to stand up and protect our children, and that is what I am doing.”
Shortly thereafter, another trustee submitted a complaint about Mrs. LaGrange, alleging that she had again violated the code of conduct and also breached the sanctions by posting another meme and doing two media interviews. The meme was a popular one depicting a wolf with colourful make-up with the caption, “I just want to read some books to your chickens”.
After a second hearing, a majority of the trustees again determined Mrs. LaGrange had breached the code of conduct and the sanction regarding public comments. The board then disqualified her as a trustee, effectively kicking her off the board.
The lawyer for Mrs. LaGrange, James Kitchen, said:
“This case is the first of its kind. Never before has an Alberta board of school trustees kicked another trustee off the board for what effectively amounts to a disagreement regarding expressed political and religious beliefs (disguised, in our view, as trustee misconduct). Such an outcome has been made possible by the recent adoption of trustee codes of conduct by Alberta school boards. These new codes enable a majority of trustees to censor and cancel individual trustees with whom they politically disagree. In this case, it appears that a majority of politically left-leaning school trustees applied the code of conduct to a politically disfavoured trustee in order to censure, humiliate, and remove Monique for her outspoken opposition to the sexualization and indoctrination of young students.”
TDF and Mr. Kitchen challenged the board’s decision at a judicial review at the Alberta Court of King’s Bench. The Court varied the board’s apology requirement but otherwise upheld all of the board’s findings.
TDF litigation director Mark Joseph expressed concern over the broader implications of the case, stating:
“Disqualifying a democratically-elected representative based on public comments sets a dangerous precedent. It undermines free speech rights, tolerance for political diversity, and representative democracy by allowing officials to impose ideological purity tests on electoral candidates. The proper response to allegations of bad policy is repudiation at the ballot box rather than official disqualification. If upheld, this decision will pose a significant threat to democratic rights in Canada.”
About The Democracy Fund
Founded in 2021, The Democracy Fund (TDF) is a Canadian charity dedicated to constitutional rights, advancing education and relieving poverty. TDF promotes constitutional rights through litigation and public education. TDF supports an access to justice initiative for Canadians whose civil liberties have been infringed by government lockdowns and other public policy responses to the pandemic.
Education
Parents should oppose any plans to replace the ABCs with vague terminology in schools
From the Fraser Institute
According to a recent poll, the vast majority of parents in Canada easily understand letter grades on report cards but are confused by the nouveau “descriptive” grading adopted in British Columbia. This should serve as a warning to any province or school board thinking about adopting this type of convoluted descriptive grading.
In September 2023, despite overwhelming opposition from British Columbians, the B.C. government replaced letter grades—such as A, B, C, D, etc.—on K-9 report cards with a “proficiency scale,” which includes the descriptive terms “emerging,” “developing,” “proficient” and “extending.” If these four terms seem confusing to you, you’re not alone.
According to the recent poll (conducted by Leger and commissioned by the Fraser Institute), 93 per cent of Canadian parents from coast to coast said the letter grade “A” was “clear and easy” to understand while 83 per cent said the letter grade “C” was “clear and easy” to understand. (For the sake of brevity, the poll only asked respondents about these two letter grades.)
By contrast, 58 per cent of Canadian parents said the descriptive grade “extending” was “unclear and difficult” to understand and only 26 per cent could correctly identify what “extending” means on a report card.
It was a similar story for the descriptive grade “emerging,” as 57 per cent of Canadian parents said the term was “unclear and difficult” to understand and only 28 per cent could correctly identify what “emerging” means on a report card.
It’s also worth noting that the poll simplified the definitions of the four “descriptive” grading terms. The B.C. government’s official definitions, which can be found on the government’s website, speak for themselves. For example: “Extending is not synonymous with perfection. A student is Extending when they demonstrate learning, in relation to learning standards, with increasing depth and complexity. Extending is not a bonus or a reward and does not necessarily require that students do a greater volume of work or work at a higher grade level. Extending is not the goal for all students; Proficient is. Therefore, if a student turns in all their work and demonstrates evidence of learning in all learning standards for an area of learning, they are not automatically assigned Extending.”
So, what are the consequences of this confusing gobbledygook? Well, we already have some anecdotes.
Before the B.C. government made the changes provincewide, the Surrey School District participated in a pilot program to gauge the effectiveness of descriptive grading. According to Elenore Sturko, a Conservative MLA in Surrey and mother of three, for three years her daughter’s report cards said she was “emerging” rather than clearly stating she was failing. Sturko was unaware there was a problem until the child’s Third Grade teacher called to tell Sturko that her daughter was reading at a Kindergarten level.
Former B.C. education minister Rachna Singh tried to justify the change saying descriptive grading would help students become “better prepared for the outside world” where you “don’t get feedback in letters.” But parents in B.C. clearly aren’t happy.
Of course, other provinces also use terms in their grading systems (meeting expectations, exceeding expectations, satisfactory, needs improvement, etc.) in addition to letter grades. But based on this polling data, the descriptive grading now used in B.C.—which again, has completely replaced letter grades—makes it much harder for B.C. parents to understand how their children are doing in school. The B.C. government should take a red pen to this confusing new policy before it does any more damage. And parents across the country should keep a watchful eye on their local school boards for any plans to replace the ABCs with vague terminology open to interpretation.
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