<p>Working at Oyen Public School (OPS) is a dream come true for Kayl Davies, this year’s Edwin Parr nominee for Prairie Rose Public Schools. Davies currently lives on an acreage near Cereal with her fiancé and credits her future mother-in-law as the one to inspire her to pursue teaching as a career.&nbsp;&nbsp;</p><p>“I knew I wanted to go back to school. My mother-in-law is a retired teacher of 30 years and she always speaks so highly of education.  My fiancé was born and raised in Cereal and attended OPS. His mom also taught there, so it is full circle for her to be the inspiration and for me to now teach at the school she taught at.”&nbsp;</p><p>Davies trained as a speech language pathologist assistant and communicative disorder assistant and then worked for several years with AHS. Having always dreamed of becoming a teacher, she chose to return to post-secondary and obtained her degree in education.&nbsp;&nbsp;</p><p>Both her practicums were with Grade 5 students and, even though she was hesitant about teaching Grade 6, when the job opened, she knew it was too good an opportunity to pass on. There are 16 students in her Grade 6 class and Davies also teaches both Grades 5 and 6 social studies and phys-ed. Additionally, she teaches Grades 3 and 4 PE twice per week and also coaches mini basketball and mini volleyball.&nbsp;&nbsp;</p><p>“Everyone laughs that I am coaching sports because I’ve never made a team in my life. I am the least athletic person, so coaching and teaching PE is comical. I’m a part of student council, I have helped with bonspiels, led a few assemblies and run multiple field trips. I feel like there is always something to be doing.”&nbsp;&nbsp;</p><p>Davies describes herself as a passionate person and someone who pours everything she has into whatever she does. She is grateful for her students, who tell her she is their favourite teacher. It is the highest honour that students find her classroom safe and feel they are able to make mistakes on their learning journey.&nbsp;&nbsp;</p><p>Four of her students – Kieran, Scarlett, Dior and Hadley – all talked about how kind Davies is and the time and attention she gives to each of her students. Kieren particularly likes the style of teaching Davies uses and the fun activities she plans to make the lessons more interesting.&nbsp;&nbsp;</p><p>“She has a really good personality and knows how to teach a great lesson. If you are confused, she has a really awesome way of helping you understand the lesson,” stated Scarlett, who added Davies is quirky and often uses dance moves in class to make them all laugh and lighten the mood.&nbsp;&nbsp;</p><p>Dior said Davies was kind, funny, smart and makes the lessons engaging. “She always listens and offers extra help. She'll even stay after school if you need help. She does classroom economy and spends her own money on prizes for our class, which I think is pretty awesome.”&nbsp;</p><p>“Miss. Davies includes everyone and finds different ways to make us have fun while we are learning,” added Hadley. “You feel like you can talk to her about anything. Nothing we have learned is boring. She is such an amazing teacher who knows how to do her job well. She is funny and makes you laugh whenever you are down and aren't having a good day.” &nbsp;</p><p>As a Christmas enthusiast, Davies and her fiancé are planning their wedding for December 13 this year. It’s been a busy year for her, but also a fulfilling and exciting one and she’s glad she took a risk on herself and pursued her dream of becoming a teacher.&nbsp;&nbsp;</p>

<p>Using cardboard, the students in the STEM option at Burdett School are building games to create a one-day nickel arcade for the entire school.&nbsp;&nbsp;</p><p>“The students like the design and building aspects of this project,” said teacher Angie Angle. “We did a project similar to this with a student teacher several years ago and the students requested to do something like it again.”&nbsp;</p><p>Students must also create a promotional poster to market their game with the goal of having the highest number of students play their game. Along with considering the safety aspects of the game they are creating; students need to build a game that will work and be played numerous times. Before the bell rang to single the beginning of class, all students were already gathered in their groups and had retrieved the game they were making to continue working on their project. While the class progressed, all were engaged in their project, approaching Angle when they had questions or needed some guidance.&nbsp;&nbsp;</p><p>Angle will be presenting at the upcoming <i>Forge Futures</i> conference at Senator Gershaw School on the topic of STEM in Space. She wants to promote the mindset that a teacher can do many things with few supplies, such as cardboard. Hanging in Angle’s classroom are two student-made models of the International Space Station (ISS) from previous projects about space.&nbsp;&nbsp;</p><p>“Space exploration is part of the Grade 9 curriculum. At the end, the class does a project about current space exploration, such as the ISS.” Other projects include researching new types of space suits for sustained location on the moon, moon dust (because there is no moisture, it shreds the astronaut’s suits and tires), the Artemis program, Starlink, and eclipses, to name a few.&nbsp;&nbsp;</p><p>“The topics are endless because space is changing so dramatically,” stated Angle. “The reason I chose space for the conference is because it is a new concept that shows up in Grade 4 while Earth is a focus in lower grades. My goal was to make it more accessible. Not STEM as a separate entity, but STEM within the daily curriculum at an elementary level and as an option in junior high. STEM can be taught by everyone, not just science teachers.”&nbsp;</p>

<p>Math teacher at Eagle Butte High School Tanelle Brost saw a lack of understanding of financial management among the student population and she, along with another teacher, wanted to create a course around that topic.&nbsp;&nbsp;</p><p>“There wasn’t anything about responsibility for money management or learning about credit cards and loans. Students needed to learn about saving, investing, borrowing money, compound interest, along with tax free savings accounts and RRSPs and the difference between the two,” explained Brost. “The driving force for creating this course was saving and investing. We had students in math who realized the content wasn’t applicable to their future and requested this type of information. Every student will need financial management understanding throughout their life.”&nbsp;&nbsp;</p><p>Reaching out to experts in the field, Brost brought in a wealth advisor on savings and investing for four sessions. Other topics covered during the semester were how to borrow money responsibly, interest rates on credit cards compared to other types of loans and credit scores. The first six weeks were dedicated to personal finance before the class moved onto learning about starting up a business, including an overview of balance sheets, income statements, and statements of owner’s equity.&nbsp;&nbsp;</p><p>From student feedback, they appreciated the personal finance side of the course the most, although many expressed gratitude for learning how to set up a spreadsheet and learning how to use formulas. Brost hopes that those attending her session at the conference will be able to take her slides as a starting point and then make them their own.&nbsp;&nbsp;</p><p>Heather Laturnas is a counsellor at Eagle Butte who also teaches a computer class each year. Her session at the conference is about connecting students with authentic audiences.&nbsp;</p><p>“I believe making real life experiences for students who create something where they know there will be a real audience reviewing their work. It ups the engagement and encourages students to create a better finished product,” said Laturnas.&nbsp;&nbsp;</p><p>Audiences can be classmates, parents, community members or other schools. “There are lots of ways teachers can connect students with an authentic audience, it’s about finding one that will help increase engagement,” continued Laturnas. Completed projects include working with seniors in a care home to publish a book with them that included a story from each student/senior pairing. In other classes, they have connected with an elementary school class and written letters to them, such as during the recent postal strike where the high school students were answering letters to the North Pole.&nbsp;&nbsp;&nbsp;</p><p>Laturnas hopes to encourage those who attend her session to think about how teachers can create an authentic audience for their students, taking projects they are already working on to the next level. “Rather than it only being the teacher seeing the finished product with the students doing the work to get a grade, check off a box or get a credit, how do we make the learning bigger so students can see how their work brings value to others?”&nbsp;</p><p>By Samantha Johnson, Prairie Rose Public Schools Content Writer&nbsp;</p>

<figure class="table"><table><tbody><tr><td><p>Complete award details and links to the online nomination form can be found via the link below.&nbsp;</p><p>2025 Trustee Awards of Recognition Criteria: <a href="https://drive.google.com/file/d/1TmHl007KfoQOoghtP7nP34u27uT2cCWF/view?usp=drive_link">https://drive.google.com/file/d/1TmHl007KfoQOoghtP7nP34u27uT2cCWF/view?usp=drive_link</a></p></td></tr></tbody></table></figure><p>For the third year in a row, PRPS trustees will recognize junior high and high school students who contribute to a culture of excellence in their schools. The 2025 Trustee Awards are about community spirit and are for students who go the extra mile.&nbsp;</p><p>Trustees are also looking for nominations for the Community Champion for Education. Any member of the public can submit a nomination for this award which recognizes an individual or organization that goes above to provide exceptional learning experiences and opportunities for students. &nbsp;</p><p>Award nominations will be accepted until May 31, 2025.</p>

<p>Additional information can be found in the March 11, 2025, Board Meeting Agenda package: <a href="https://www.myprps.com/news/march-11-2025-public-board-meeting-20250310153443">https://www.myprps.com/news/march-11-2025-public-board-meeting-20250310153443</a></p><p><strong>Jenner School Report</strong></p><p>In a presentation to the PRPS Board, Principal Kirby Stensrud shared how Jenner School remains dedicated to providing a high-quality, student-centered learning environment fostering academic success and personal growth.&nbsp;</p><p>With a strong focus on literacy and numeracy, the school has implemented new K-9 Science of Reading resources and a K-6 Math curriculum designed to meet the unique challenges of multi-graded classrooms. Experiential learning remains a priority, with students engaging in hands-on opportunities such as a trip to the Edmonton Legislature and through a wide range of junior high options, including culinary arts, welding, and physiotherapy. Additionally, the school continues to prioritize student well-being through initiatives like the Buddy Program, Kindness Week, and expanded physical activity opportunities. An outdoor wellness court will be added to the school, made possible through a Community Facility Enhancement Program Grant and the Jenner Parent Council.&nbsp;</p><p>Academically, the school also continues to see high levels of achievement. Recent assurance data highlights a 92.6% approval rating for a welcoming and safe learning environment, with 100% parental satisfaction in decision-making and strong indicators of student success beyond graduation. Looking ahead, the school is planning to expand its programming options and seek further opportunities to innovate and enhance student learning. The full presentation can be found in the March 11, 2025, Board Meeting Agenda package.</p><p><strong>Technology Accountability Report</strong></p><p>The 2025 Technology Accountability Report, presented by Wayne Rossler, Manager of Technology, outlines the current state of technology within Prairie Rose Public Schools (PRPS) and future initiatives.&nbsp;</p><p>Key highlights include the completion of teacher workstation upgrades to Windows 11 and the ongoing transition of all remaining devices by October 2025 due to Windows 10 end-of-life support. Student computer availability remains limited, with a one-to-one Chromebook ratio for grades 4-12, supported by an annual replacement plan. The division has also migrated iPads to Microsoft Intune, resulting in a cost-saving of approximately $10,000 per year. Network infrastructure remains a priority, with plans to upgrade wireless access points, network switches, and firewalls over the next three years to maintain security and efficiency. Additionally, security measures are being reviewed, with potential enhancements to student login systems for the 2025-2026 school year.</p><p>The 2024-2025 budget of just over $1 million will primarily support student Chromebooks and computers. Looking ahead, key projects include expanding ViewSonic Interactive Displays, improving security camera coverage, and enhancing the secure testing environment. The transition to a cloud-based network system using Fortinet solutions will streamline operations and reduce reliance on on-site servers. Governance considerations highlight the need for continued investment in both hardware and instructional support, emphasizing the critical role of reliable internet connectivity for the increasing reliance on cloud-based applications and Chromebooks in the classroom. The full report can be found in the March 11, 2025, Board Meeting Agenda package.</p><p><strong>2026-2029 PRPS Capital Plan</strong></p><p>The PRPS Board of Trustees approved the 2026-2029 Capital Plan as presented. The plan outlines the school division’s priorities for facility development, modernization and maintenance, and ensures schools have the necessary infrastructure to support student learning.</p><p>Based on PRPS priorities, the updated capital plan includes the following four school priority projects:</p><ol><li>Parkside Jr High School - replacement school project (currently in the design phase)</li><li>Oyen schools - a value scoping request to evaluate the possibility of combining both Oyen Public School and South Central High School into a K-12 facility.</li><li>Burdett School - replacement school project</li><li>Eagle Butte High School - school expansion project to accommodate increased enrollment and programming.</li></ol><p>All trustees voted in favour of the plan, with the exception of Bow Island/Burdett area trustee Patty Rooks who advocated for the Burdett replacement project to be moved up to the second priority of the plan. It was noted that Alberta Infrastructure has the ability to approve projects based on available funding and need, outside of a school board’s priority list.</p><p><strong>Executive Report</strong></p><ul><li>PRPS school leaders recently hosted Horizon School Division as a wrap up of the joint mental health in school program.</li><li>PRPS will be launching a pilot project using vertical mapping with a focus on high school math. The project will look for concepts that connect across the grade levels. Outcomes will then be examined to see if there is evidence that a student achieved the outcome and where learning mastery exists.</li></ul><p><strong>Parkside Replacement School Update</strong></p><p>PRPS has received official confirmation to begin the design phase for the new school project. Extensive engagement work has already been completed to understand community needs, ensuring the design reflects local priorities. There are strong examples of recently built schools in Alberta that can serve as a starting point, allowing the design phase to progress efficiently.</p><p>The Town of Redcliff and PRPS have completed a site readiness checklist, identifying a 19-acre location behind the old IXL site off 9th Avenue. Approximately 12-14 acres will be designated for the school, providing ample space for future expansion. The project is now moving into the site assessment and geotechnical work phase, with the Town working to extend utilities to the location. A formal kickoff with Alberta Infrastructure is expected in the coming weeks. As part of the planning process, a wish list has been developed, including a larger gymnasium, enhanced Career and Technology Foundations (CTF) spaces with a commercial kitchen, improved field spaces with gopher-proofing, and dedicated areas for baseball and fine arts.</p><p><strong>Calendar Approval</strong></p><p>The board approved the 2025-2026 school year calendar as presented. The calendar is similar to the current school year and includes a start date after the Labour Day long weekend, 14 staff days and 183 instructional days. Both the detailed calendar and digital version can be found online:&nbsp;<a href="https://drive.google.com/drive/folders/0BwxYarNhDkXYQW1fRzBvWGtkS2s?resourcekey=0-itmrtR2_cDj83_ozd6y19w&amp;usp=drive_link">PRPS 2025-2026 School Year Calendar</a></p><p><strong>Returning Officer</strong></p><p>The board approved naming Chief Financial Officer Ryan Boser as the Returning Officer and Finance Controller Candice Hintz as Substitute Returning Officer for the upcoming fall municipal election. Forms and information for those wishing to run for school board trustee are available on the PRPS website:&nbsp;<a href="https://www.myprps.com/school-board-elections">2025 PRPS Trustee Election Information</a></p><p><strong>Other Items:</strong></p><ul><li>Trustee Patty Rooks commended Schuler School staff and students for their welcoming environment. During a recent visit, she was impressed by how the school goes above and beyond to make visitors feel welcome and appreciated.</li><li>ASBA - The next meeting will be held on March 19, 2025</li><li>PSBA - The next session will be April 10-12. Director of Communications Angela Baron has been invited to present on the topic of “Sharenting”.</li><li>Rural Caucus - Board Chair Lois Bedwell recently attended the annual Rural Education Symposium. Topics of discussion included classroom complexity, transportation, and relationships with community and families. The Minister of Education was also in attendance.</li></ul>

<p>At the March 11, 2025, public board meeting the PRPS Board of Trustees approved the 2025-2026 school year calendar.</p><p>Simplified phone friendly version (screenshot to your phone photos for quick access): <a href="https://drive.google.com/file/d/1nBy40HHvl9uUwi1f3LRkGS_RGMMXQRLb/view?usp=drive_link">https://drive.google.com/file/d/1nBy40HHvl9uUwi1f3LRkGS_RGMMXQRLb/view?usp=drive_link</a></p><p>PDF simplified version: <a href="https://drive.google.com/file/d/11-DIpYcJpGGGRo4aMO7a1byalvUAjLs7/view?usp=drive_link">https://drive.google.com/file/d/11-DIpYcJpGGGRo4aMO7a1byalvUAjLs7/view?usp=drive_link</a></p><p>Full detailed version: <a href="https://drive.google.com/file/d/1sCI1HUvZPKgygAXD4tCbbw38VOm3jja6/view?usp=drive_link">https://drive.google.com/file/d/1sCI1HUvZPKgygAXD4tCbbw38VOm3jja6/view?usp=drive_link</a></p>

Our Student Spotlight shines on Kristen Brock! Congratulations!

<p>Kelli-Ann Nixdorf, Instructional Lead with Prairie Rose Public Schools (PRPS), is a CTS (career and technology studies) teacher by trade and knows how much CTS and CTF (careers and technology foundation) teachers want professional development (PD). CTS courses are for Grades 10 – 12 students while CTF is for Grades 7 – 9.&nbsp;&nbsp;</p><p>Currently, official supplemental programming curriculum for K-6 doesn’t exist. “Yet, we know our community, our parents and our students yearn for extra programming that is outside of curriculum,” stated Nixdorf, “such as digital skills, even career exploration in that age group. Even courses that aren’t in the art curriculum but could be considered art, such as diamond painting, which is part of the TNT (try new things) program at I.F. Cox School.”&nbsp;&nbsp;</p><p>The conference is being held on March 21, 2025, at Senator Gershaw School in Bow Island and will be a full day of PD dedicated to empowering educators with hands-on learning, career insights and innovative teaching strategies in the world of CTF, CTS and elementary supplementary programming.&nbsp;&nbsp;</p><p>The day will comprise of three 75-minute session blocks and some of the key areas of interest include agriculture, STEM, and coding. “The conference aims to create learning for authentic audiences, skills exploration, digital literacy, AI, trades, construction, foods, fashion and financial management. In each block there are about nine different sessions happening,” said Nixdorf.&nbsp;&nbsp;</p><p>Presenters are from within PRPS along with industry experts – such as Sheldon Hill, who is a master beekeeper and Paul Bohnert, CTEC Council President with the ATA – as well as representatives from post-secondary institutions – Medicine Hat College Skills, Lethbridge Polytechnique, University of Lethbridge – and two representatives from CAREERS Next Generation, an organization dedicated to guiding youth into successful career paths.&nbsp;&nbsp;</p><p>All educators within Alberta are invited to attend the conference and the registration form can be found online at <a href="http://bit.ly/forgefutures25">bit.ly/forgefutures25</a>.&nbsp;</p><p>Registration is $75 for a full day of learning. The day begins at 8:45 a.m. with the first session at 9:30 a.m. and the final session ends at 2:30 p.m. Registration includes a continental breakfast as well as lunch.</p>

<p>Connie Volk and her husband chose to retire to Medicine Hat because their daughter and son-in-law live here along with two grandchildren. Volk enjoys being actively involved in the lives of her grandchildren and participating in school activities. “I get to do these things now that I’m here and I love it. It’s fun to go on field trips when you aren’t in charge,” she said.&nbsp;&nbsp;</p><p>In 2017, Volk retired from 30 years of teaching and has subbed since then. She enjoys being in different classrooms and meeting kids of all ages. Having taught primarily in rural schools, Volk is used to multi-grade classrooms and says it’s a treat to be with a single grade. Eagle Butte holds a particular fondness for Volk as it is the first school she subbed at in the Medicine Hat region. “I enjoy all the schools and all the kids, it’s what I like most about subbing. I love being around kids,” stated Volk. “When you are around kids, your whole focus is on them. They don’t give you time to drift off and think of anything else. They are all so unique.”&nbsp;</p><p>Even when not with the same students each day, Volk still gets to experience those moments when one understands a concept they’ve been struggling with. “It’s hard for teachers when they have lots of students in their class, they can’t get around to help everyone,” said Volk. “I love being at Margaret Wooding, because sometimes they have me go to different classrooms and I get to experience the entire school.”&nbsp;</p><p>Daniel Tieman received his education degree later in life. His first love is music and upon graduating from high school he attended post-secondary to pursue a music degree. Several years later, he returned to post-secondary to become a teacher. After working in schools around Alberta and spending a year in Prince Edward Island, Tieman chose to become a full-time substitute teacher in the Medicine Hat region. He has subbed in many Prairie Rose Public Schools over the years and now has the luxury of choosing when to sub.&nbsp;&nbsp;</p><p>“At this point in my career and life, I do some consulting, some writing, along with music, working with bands, choirs and orchestras. I’m still composing, although haven’t published anything. I also do some instrument repair,” stated Tieman. “I’m not called for many music classes, which is unfortunate because I love that. One day I can get called for ECS and the next I can get called for Grade 12 physics, which is crazy because I was not a math guy going through school but once I got out and into the classroom, it suddenly clicked.”&nbsp;&nbsp;</p><p>Tieman appreciates the different strategies available for approaching different learning concepts. Additionally, there are many online resources to support a teacher in the classroom. “As an educator myself, I don’t worry so much about the answer at the end. What I want to look at is how they got there, their thought process. Once we look at the thought process, this is how they are thinking, let's work through that and find the answer.”&nbsp;&nbsp;</p><p>He's learnt through his career as a musician that making mistakes sometimes brings the brightest learning opportunities. From his own experiences as a student, he excelled under those teachers, instructors and coaches who were willing to experiment, to take his mistakes and work with them.&nbsp;&nbsp;</p><p>“It’s absolutely freeing. I’m not so tense or frozen. Many times, I wanted to quit because of being too anxious or afraid to go to the lessons. I’d rather be excited to show my instructor what I’ve worked on this week. This is what I’m doing, this is where I’m going. It allows for more expressive creativity and enjoyment of learning. Learning more from having the freedom to make an error and to be able to show it then go back and look at different outputs and avenues.”&nbsp;&nbsp;</p><p>By Samantha Johnson, Prairie Rose Public Schools Content Writer&nbsp;</p>

<p>The next Prairie Rose Public Schools board meeting will take place on Tuesday, March 11, 2025, at the PRPS Division Office in Dunmore starting at 12:45 p.m.&nbsp;</p><p>Board Meeting Agenda Package: <a href="https://drive.google.com/file/d/1tYdJuH1Zu24vxKhE9EBLW6bBdsNHLEkF/view?usp=drive_link">https://drive.google.com/file/d/1tYdJuH1Zu24vxKhE9EBLW6bBdsNHLEkF/view?usp=drive_link</a></p><p>&nbsp;</p>

<p>Last week, eligible PRPS families received an email along with a unique code through School Messenger with information on how to complete the annual Alberta Education Assurance Survey. The survey is designed to gather feedback from parents to assess the quality of education in their school and will take less than 5 mins to complete. Please check your email if you have not yet completed the form. All submissions must be completed by March 21, 2025.</p>

<p>Home education and online learning offer unique challenges and Corey Steeves, Principal of the Home Plus Learning Network, part of Prairie Rose Public Schools (PRPS), is always looking for ways to enhance the learning experience of students. Starting this term, Steeves has introduced a new virtual program called <i>Passions to Pathways</i> where individuals in the community are invited to speak for 30 minutes about their career and the path that led them there.&nbsp;&nbsp;</p><p>“Regular schools have lots of really cool programs and theme days and we are trying to figure out how can we make these experiences for students who are engaged in home ed learning or online schooling,” stated Steeves. “I was reading about a school in New Hampshire that is an online school who are doing something similar. We are trying to expose students to different career paths. That’s why I came up with the name Passions to Pathways, which links into what PRPS is doing division wide with Forging Futures.”&nbsp;&nbsp;</p><p>Steeves has a list of every possible job he could think of and is attempting to find interested parties from each to give a presentation. So far, MP Glen Motz, psychologist Vanessa Steeves and Sgt. Adam Gregory of the Medicine Hat Police Service have given talks about their careers.&nbsp;&nbsp;</p><p>All speakers have been virtual, but there are plans to have hybrid-sessions, where the speaker comes into the South Alberta Collegiate building and students have the option of watching the presentation virtually or coming to the building for an in-person experience. Additionally, there are also plans to record the presentations for those unable to watch it live. As the Home Plus Learning Network ranges from Oyen right down to Foremost, it’s essential to provide multiple options for all students so that no one misses out on available learning opportunities.&nbsp;&nbsp;</p><p>Another idea Steeves has is to reach out to principals within PRPS to let them know of upcoming speakers, so the option is available for classrooms to login during the presentation. This is a project Steeves is passionate about, and his plan is to continue growing the audience numbers.&nbsp;&nbsp;&nbsp;</p><p>“At the end of the day we want students to get exposure to different careers,” said Steeves. “We want to highlight the path itself. We want to show students that when you look at the job or career a person has, what is unknown is the work and all the trial and error it took to get there. I know before I got into teaching, I worked at a bank for two years and then I realized I didn’t want to do that.”&nbsp;&nbsp;</p><p>By Samantha Johnson, Prairie Rose Public Schools Content Writer&nbsp;</p>

<p>The payroll department within Prairie Rose Public Schools (PRPS) has seen some changes this year, with two new employees taking over this important department. In September, Carla McNally and Amber Kitching both joined division office to fill vacant positions and are responsible for paying all staff.&nbsp;</p><p>Having worked under various government contracts and trained to be a paramedic, Carla McNally was looking for a job with regular hours after the birth of her first child. When she was ready to return to work, she used an employment service, who placed her in an accounting department. “Payroll chose me, but I found I really enjoyed it because I like making numbers work,” explained McNally.&nbsp;&nbsp;</p><p>McNally took over Marlene Joyal’s position and started work at the end of September last year. “It was gracious Marlene stayed on until November 1 because it is a big learning curve.” McNally moved from her previous job because she was looking for more of a challenge and a place that would support her educational goals, such as achieving her Payroll Compliance Professional (PCP) designation along with taking other courses related to payroll.&nbsp;</p><p>The transition into PRPS has been smooth for McNally. “Everyone is so helpful. I feel like I’m on a team and we work well together. Everyone is encouraging and I love working here.” Responsible for ensuring all teachers and substitute teachers get paid, McNally says her goal is to make the job look easy and to remember it’s important to celebrate small wins.&nbsp;&nbsp;&nbsp;</p><p>Originally, Amber Kitching thought she’d have a career as a chef, but after a life-changing gap year, where she travelled the world as part of the international performing group <i>Up with People</i>, she completed a degree in human resources. She learned bookkeeping while she was General Manager of the Garage Pub and was able to take on bookkeeping contracts so she could work from home after having children. Early last year, after she and her husband bought a chartered bus company, now called Coulee Coachlines, Kitching decided it was time to find a fulltime job that expanded her skillset.&nbsp;&nbsp;</p><p>Kitching also started with PRPS in September, taking over Sheri Smith’s previous position, and says the transition has been better than expected. “I was anxious about returning to a Monday to Friday fulltime job because I had so much freedom with the bookkeeping contracts. However, I love this. It has been an amazing transition for me. The daily routine is just what I needed.”&nbsp;</p><p>Her job feels like an extension of bookkeeping. “Everyone here is so chill and nobody micromanages me. If I have questions, they are available.” In many respects, her role feels much like when she was self-employed, but now she has her own office along with other staff to interact with. Kitching is responsible for ensuring all support staff are paid, educational assistants, administrative assistants, custodians, librarians, bus drivers and all employees who work out of division office.&nbsp;</p><p>“The job is very detail oriented. Everything is fixable, but I don’t want to get to the point where I have to fix it. I want to ensure it is right the first time,” explained Kitching. One aspect that isn’t widely understood is the multiple steps involved before she can pay someone. “If something wasn’t approved by the right person, I can’t pay them, nor can I fix it. I often get calls, but because I’m the end of the line, I don’t always know how to correct the problem before I receive the necessary paperwork.”&nbsp;</p><p>By Samantha Johnson, Prairie Rose Public Schools Content Writer&nbsp;</p>

<p>For Family Literacy Day on January 27, Michelle Willms, librarian at Burdett School, organized a book tasting for Grade 8 and 9 students. This is Willms second year as librarian and she got the idea from a Facebook group.&nbsp;&nbsp;</p><p>“I’ve never worked in a school or classroom and needed some help. There are lots of great librarian groups and they had so many good ideas,” explained Willms. “I also use Teachers Pay Teachers and they have lots of great ideas of what to do in classrooms and libraries and so I went on there and found some fun decorations and ideas.”&nbsp;</p><p>This year the library was outfitted with a couch and several beanbag chairs, making the space comfortable so students can read there. Principal Scott Raible likes the excitement created around reading at the school.&nbsp;</p><p>“Students try different novels they might not normally read from various genres and Michelle puts the jazz music on. Even the students who might not normally pay attention fall under the spell of the atmosphere,” stated Raible. “It’s great to see that and have students access hard copies again because unfortunately that medium is being replaced with screentime and digital content. It’s nice, as a book lover myself, to see students in the books.”&nbsp;</p><p>Grade 9 student Trudy Neufeld likes, “to experience new books and genres because I normally only like mystery books. This time, I got to read comedy, heartbreak and fantasy.” Neufeld enjoys mysteries because she likes to guess what is going to happen at the end. A diligent student, she spends most of her spare moments while at school getting her work done and is often given extra work, which she prefers to complete before engaging in more leisurely activities.&nbsp;&nbsp;</p><p>Poancho Friesen, also in Grade 9, said, “the thing I like most about the book tasting is reading different books. I normally read sports and survival story books because I never know what will happen next.” He also plays sports and is on the Burdett School basketball teams, saying he’s scored enough baskets to get by this year. Friesen has discovered books about other people are interesting because he gets to see how their lives are different than his.&nbsp;&nbsp;</p><p>Willms held book tastings last year for most of the grades in the school and this session was her second one with the Grade 8/9 students. “Last year I ran book tastings separately for Grade 8 and 9, so it was a smaller group. This year, I have them both at the same time for library and they knew what was going to happen. Lots of them really like to read, which is amazing for that age group.”&nbsp;</p><p>Adding to the fun and relaxed atmosphere, the students were treated to a cup of hot chocolate and a few cookies once the book tasting was done. Afterward, many students followed Willms back to the library so they could check out books they had tasted and wanted to continue reading.&nbsp;&nbsp;</p><p>Something new Willms started this year is a monthly book challenge where she selects three books for each division, Grades 1-3, 4-6 and 7-9, and those participating read one of them to be entered into a prize draw. About 30 students participate in the challenge and Willms expects about 20 or more of them will receive a gift card from Principal Raible for taking part every month this school year.&nbsp;&nbsp;</p><p>“I have a slip, like a tiny report, they fill out when the book is returned,’ explained Willms. “I keep a record on my computer and at the end of each month, I do a draw for each division for a prize, which is usually a book. It’s lots to keep track of, but they know the drill now and we are in the rhythm so it’s going well.”&nbsp;&nbsp;</p><p>Each grade has a library class each week where Willms will read a book or two for classes with younger students and a couple chapters, currently from Wild Robot, for the older ones. Afterward, the students have a chance to browse the library, check out books or have some quiet reading time. Occasionally, Willms will organize an activity, such as a book scavenger hunt or book bingo.&nbsp;&nbsp;</p><p>“Scott (Raible) is enthusiastic about the library and I appreciate that because sometimes librarians get a bit overlooked,” concluded Willms. “The kids in this school love to read and coming to library.”&nbsp;</p><p>By Samantha Johnson, Prairie Rose Public Schools Content Writer&nbsp;</p>

REMINDER: We are closed this week for the break. We open again on Monday February 24th!

We are closed all next week. We will be back on Monday February 24th!

<p>Additional information can be found in the February 11, 2025, Board Meeting Agenda package: <a href="https://www.myprps.com/news/february-11-2025-public-board-meeting-20250210172507">https://www.myprps.com/news/february-11-2025-public-board-meeting-20250210172507</a></p><p>-------</p><p><strong>Drone Presentation</strong></p><p>Kal Koch provided an overview of PRPS’s drone program which is now in its fourth year of operation. Since it began, the program has transformed to meet the interests of students and adapt to market changes. As part of that shift, additional partnerships have been formed and new modules have been added that include videography and photography, agriculture automation and a racing module which is a student favourite. Information sessions are being held this spring at all PRPS junior high and high schools with students to introduce them to the drone option and the careers available in the field. Full program details are available in the Board Meeting Agenda package.</p><p>Read Medicine Hat News (Feb 12) PRPS Drone Program Connecting Kids to a Booming Industry:&nbsp;<a href="https://medicinehatnews.com/news/local-news/2025/02/12/prps-drone-program-connecting-kids-to-a-booming-industry/">PRPS drone program connecting kids to a booming industry - Medicine Hat NewsMedicine Hat News</a></p><p><strong>Margaret Wooding School Presentation</strong></p><p>A delegation of Margaret Wooding students and staff, along with principal Craig Corsie joined the board to share how the school is implementing their school education plan around the division goals of Ignite Minds, Forge Futures and Kindle Hearts. For Kindle Hearts, students from the school’s Kindness Club shared how they organized different school-wide initiatives such as self-care journals and cards for seniors at Christmas time. Students from the school’s STEM option spoke about Ignite Minds sharing how they are focusing on teamwork, communication and problem solving. For Forging Futures, the school has implemented an initiative called Complementary Courses. This allows students to try nine different courses in three streams which includes fine arts, STEM and lifestyle. Teacher Ron Mason along with students Alex and Levi sang the school’s new theme song called&nbsp;<i>Margaret Wooding Shines</i>.</p><p>Margaret Wooding Shines (video):&nbsp;<a href="https://www.facebook.com/share/v/15wrQvBPcW/">https://www.facebook.com/share/v/15wrQvBPcW/</a></p><p>Redcliff Public Schools (Where BIG things come in SMALL packages):&nbsp;<a href="https://canva.myprps.com/redcliffcommunityschools">https://canva.myprps.com/redcliffcommunityschools</a></p><p><strong>Executive Report</strong></p><ul><li>The AgPro program has been extended to another PRPS school. The agriculture program focuses on sharing careers and agriculture education with students. It is now offered at three PRPS schools including Irvine School, Foremost School and Seven Persons School.</li><li>The Medicine Hat YMCA has been successful in securing a grant for a program called Alternative Suspension. The program will be available at all schools in Medicine Hat and Prairie Rose. Learn more:&nbsp;<a href="https://medicinehatymca.ca/alternative-suspensions">https://medicinehatymca.ca/alternative-suspensions</a></li></ul><p><strong>Redcliff Capital Project Update</strong></p><p>A letter from Alberta Education and Infrastructure was presented confirming the change of the Parkside Jr High School construction project from a modernization to a new school build.&nbsp;</p><p>The letter and full announcement can be found online:&nbsp;<a href="https://www.myprps.com/news/prps-receives-official-letter-confirming-project-change-20250212182731">https://www.myprps.com/news/prps-receives-official-letter-confirming-project-change-20250212182731</a></p><p><strong>Other Items:</strong></p><ul><li>The board approved locally developed course&nbsp;<i>Aviation - Navigation Aids</i></li><li>All PRPS bus drivers were thanked for their efforts over the past month getting students to school safely with the cold weather and poor roads.</li></ul>

<p>The Navigating the Online World discussion and presentation series kicked off a couple of weeks ago with Greg Godard, Division Psychologist with Prairie Rose Public Schools, and his wife MaryLou Godard, Division Psychologist with the Medicine Hat Catholic Board of Education (MHCBE), presenting on the dangers of excessive screentime.&nbsp;&nbsp;</p><p>Definitions for what constitutes passive versus active screentime varies depending on one’s perspective. According to cococoders.com, there are four times of screentime: creative, communicative, active and passive.&nbsp;&nbsp;</p><p>In an email requesting clarification on this point, Greg Godard wrote, “there are many different types of active screen time, such as motor activity when a person is using a VR headset and boxing or dancing along with a dance video game, in which case motor activities are engaged. Some video games require active problem-solving, and puzzle challenges, which engage the frontal cortex, and that could be considered active.&nbsp;&nbsp;</p><p>“Most social media usage is what’s referred to as doomscrolling, and though you’re flicking finger might be active, that’s a pretty extreme version of active media use, as hours can go by while your brain gets sucked into that dark vortex. I would be cautious using the term active screentime if a kid is just moving their thumbs over a video game controller for several hours. In general, passive screen time refers to sitting sedentary while letting the screen’s information flow over you, like TV or YouTube.”&nbsp;</p><p>The second half of the talk the couple gave at Medicine Hat College focused primarily on social issues. Part of being in the real world is facing problems and making mistakes along with interacting with others who have different processing speeds. Excessive screen time can diminish a child’s ability to step into another person’s way of doing things or understanding their point of view.&nbsp;&nbsp;</p><p>“They are so used to taking on other people’s problems. They are not able to trust that other children can get through that tension and can work through their own problems, boundaries or issues,” stated MaryLou Godard.&nbsp;&nbsp;&nbsp;</p><p>There are a multitude of studies around social issues where the researchers gather a cohort of children and separate them into those who watch more than two hours on screens each day and those who don’t. They then compare parent, teacher and self-reports on specific areas. All findings are correlational, but there is a stronger likelihood a child will struggle with these things when exposed to excessive screen use.&nbsp;&nbsp;&nbsp;</p><p>The practice of Attunement (from Attachment Theory) develops when a parent, usually the mother, makes eye contact with her baby, the baby sees the eye contact, returns it and smiles, the mother then responds with a smile. “A back and forth serve and return process called attunement,” explained Greg. “The brain development at that point is incorporated into their future relationships. The ability to attune with another is important. During in-person conversation, there are bodily cues and we can be attuned to the other person. But, if I am elsewhere or my mind is wandering, attunement is less and we’ve seen a dramatic reduction in attunement in the younger generation.”&nbsp;&nbsp;</p><p>Greg referred again to the book The Anxious Generation by Jonathan Haidt, which discusses how social media is particularly hard on a child’s social skills and their ability to attune easily with others. “Real life interactions are embodied. I use my body and eyes to communicate and I receive cues from the other person. Online social media interactions are disembodied, I can’t see the other person, it could be a complete stranger, it could be AI, it could be a catfish, but I don’t know and I don’t have to use my body,” said Greg.&nbsp;</p><p>Real life interactions are synchronous, occurring at the same time, where subtle cues about turn taking and timing are relayed from person to person. Online and social media interactions are asynchronous. A text or message is sent out and there might be an immediate response, or it could be days, which can cause some attachment and attunement issues in kids. Additionally, real life interactions are often one to one, or one to several, whereas online interactions can be one to thousands where those posting are often hoping to get as many likes or comments as possible.&nbsp;&nbsp;</p><p>Real life interactions also have a high bar for entry and exit, if a person gets kicked out of a group or has a problem with someone, they are deeply motivated to repair the rupture. Social media has a low bar for entry, one click and the person is in. Alternatively, they could be blocked, unfriended, or left on red, which is often viewed as a bitter message.&nbsp;&nbsp;</p><p>“They aren’t alike in many ways even though we pretend it is real social connections,” concluded Greg.&nbsp;&nbsp;</p><p>“Many teenage or preteen girls are confused with how to have boundaries and what is the online world versus what is the real world,” continued MaryLou. “Even though we live in Medicine Hat and will likely see that person next week or tomorrow, there is an anxiety response around avoidance. I won’t have to deal with that if I don’t see them, I’ll just avoid the relationship and it will go away. There is some confusion around that piece that causes some mental health problems. There are real differences between the genders when it comes to social media and the effects of it on anxiety.”&nbsp;&nbsp;</p><p>For males, screentime issues tend to revolve around video gaming and pornography and for girls it is social media, both are addictive and both are causing severe problems.&nbsp;&nbsp;</p><p>Examining trajectories for anxiety, with many countries showing a similar trend year by year, there is a gradual upslope since the 1960s until 2010-2012 when it spikes upward, particularly for females. Facebook, TikTok, and Instagram came online about 2002 and were a place to reconnect with people for about seven years. In 2009, the like or retweet was instituted and in 2010-2012, youth were able to open an account with parental permission. This is when social media, as we know it today, really launched and, given the trend is global, it appears highly correlational that social media use is causing global increases in depression and anxiety.&nbsp;</p><p>A 2024 study of mental health in youth reported six hours of screentime per day resulted in a 2.5 times higher likelihood of anxiety. The six-hours might not be sequential, but accumulatively through the day where a phone is repeatedly checked for notifications. “There are all these issues, anxiety, depression, attention, social skills, and the addictive nature of the brain in the frontal lobe and how structural changes take place with a decrease of grey matter in that area,” stated MaryLou.&nbsp;</p><p>Greg added that watching screens is similar to the dopamine burst of cocaine, which can be witnessed by a similar response to drug withdrawal when forcing a child away from a screen. Studies examining youth admissions into ER found an 11% increase nationwide, although this percentage was much higher (25%) in Medicine Hat.&nbsp;&nbsp;</p><p>“It was hard enough when I was a girl and there was no social media in terms of confidence in who you are and what that means to stand up to pressure and say I am who I am and I don’t care what you think,” said MaryLou. “Being a girl has its own set of issues, guys too, but social media affects girls mostly. There are some new things with Gen Alpha, one is the age of menarche has decreased than for Gen X. The reason that is important is because it creates lots of new changes in the body hormonally that the frontal lobe might not yet be ready to deal with. One of the biggest issues with both males and females who come to see me is they are trying to figure out their friend’s problems, taking on the weight of these bigger life issues, when their brains are unable to handle their own.”&nbsp;&nbsp;</p><p>So not only are girls questioning who they are as a person, they are also more aware of worldly issues. When cyberbullying and internet predators are added in, there is much that girls need to be protected from.&nbsp;&nbsp;</p><p>“Girls brains are designed to be more affected by visual social comparison, which is what SnapChat, Facebook and Instagram are all about, comparing myself to what I see online. I see a picture of my friend, I might know in the back of my mind she’s put it through seven filters to make her lips puffy and her eyes large, but I’ve got a 12-year-old brain and it’s difficult to fully understand. It’s more they are thinking I wish I was more beautiful,” explained Greg.&nbsp;&nbsp;</p><p>“Guys look at girls and girls look at girls but for different reasons. Girls look at girls to compare, to see if they are measuring up, which is a very different issue,” added MaryLou.&nbsp;&nbsp;</p><p>Referring again to The Anxious Generation, Greg said Haidt discusses whistleblowers who worked at Facebook. They surreptitiously took photos of slides from corporate meetings showing how the teenage female brain works and how, with the right content, it can be hooked and made addicted. This was part of their education for employees where it was explained how the algorithm will change depending on where someone’s finger hovers for a fraction longer.&nbsp;&nbsp;</p><p>“Social media relationships are a lie,” stated Greg. “It’s a terrible lie for girls because the female brain is designed for communion and connection, they want connection with people around them. Social media promises to deliver just that, lots of it with an untold number of friends, but they sacrifice the depth of intimate relationships a girl truly seeks. The idea that you want to increase your number of friends but decrease the depth of those friendships is deeply damaging to females.”&nbsp;&nbsp;</p><p>The first step to figuring out what to do with all this information is awareness. With firm, fair, flexible parenting, there is a fine line between having empathy yet remaining strong enough as an adult to bear the weight of those consequences. Children are not thinking long term, they are thinking of now and they aren’t going to be happy with any limits put in place.&nbsp;&nbsp;</p><p>“Close communication, a willingness to listen to children and teens thoughts and feelings. Being nurturing along with having structure, a firm backbone and the ability to say I’m setting a limit, you don’t like it but it’s still there because I’m choosing this for you for your own safety. The children with these parents are more confident, more socially adept, and able to solve problems on their own,” stated Greg. “In homes where parents communicate with their children and allow their children to communicate back, the children tend to put up with screen time limits. Studies say, if the parent is able to have a conversation about the limit, but still stick with the boundary they have laid down, the kids might not like it, but they will put up with it.”&nbsp;&nbsp;</p><p>MaryLou acknowledged there are many models of parenting to choose from, but she likes the IDEAL acronym, which is from a program looking at relationship-based parenting and trust, to use when a limit has been disobeyed.&nbsp;&nbsp;</p><p>I for immediate, responding quickly with less words more action.&nbsp;&nbsp;</p><p>D for direct contact with eyes to say you are my beloved child and I want to benefit your future self. Be efficient with the least obstructive consequences to get them back on track to respecting set limits.&nbsp;&nbsp;</p><p>A for action-based, kids will not respect our talk, we have to do it.&nbsp;&nbsp;</p><p>L for level at the behaviour and not the person. Kids are not used to making mistakes, so focus on the fact that it’s our job to help them learn limits so their minds don’t have to wander, they can focus their attention, and they can also have boundaries in their relationships and not take on everyone else’s problems.&nbsp;&nbsp;</p><p>“Setting boundaries is hard as a parent,” said Greg. “For me it is always good to remind myself about the two-year old running out into the road and the parent runs out and grabs them. It’s not just about saying no, it’s about protecting them from harm. The limits being set are protective and loving.”&nbsp;&nbsp;</p><p>There is a high correlation between how much time a parent spends on a screen in front of their children and how much time the children subsequently spend on their screens. If the parent reduces their screen time in front of children, it will likely help reduce their screen time.&nbsp;&nbsp;</p><p>“A quick process checklist on how to go about this, the one I want to point out,” said MaryLou, “is awareness, find out what is going on, how many hours are they spending on screens. The next is having a backbone, adopting the doctor’s, health organization or other people’s recommendations is helpful, then making a chart and connecting with others.”&nbsp;</p><p>“There are different limits for various ages,” continued Greg, “but two hours is an easy one to remember. All studies show there is a difference between those who watch more than two hours and those who watch two or less. Almost always there is a two-hour threshold, then problems begin arising after that.”&nbsp;&nbsp;</p><p>One recommendation that never varies from one organization to the next is no screens in the bedrooms. Another is none at the kitchen table when sitting down to eat. One suggestion is to have a charging pod in a central area where everyone in the household brings their phones and devices ,so they are all charged in the same place overnight.&nbsp;&nbsp;</p><p>There are three parental control apps – Google, Apple and Microsoft – to set limits on children’s devices. Greg recommends using them less for spying and cautions against implementing them without letting children know, which can cause relationship and communication problems and make things worse. He recommends using them more for awareness of limit setting while ensuring there is open communication with your kids so they know you are seeing what they are doing online.&nbsp;&nbsp;</p><p>All sessions are being offered free of charge, the second one, called Boundaries and Balance: Real Talk on Contracts, Compromise and Limit Setting, is on Wednesday, February 26 at 7 p.m. in the theatre at Medicine Hat College.&nbsp;&nbsp;</p><p>By Samantha Johnson, Prairie Rose Public Schools Content Writer&nbsp;</p>

<p>As was shared with the public before the Christmas break, Prairie Rose Public Schools and the Town of Redcliff engaged in discussions last fall with Alberta Education and Infrastructure regarding a possible change to the Redcliff Parkside Jr High School project from a modernization of the current building to a new replacement school.</p><p>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.</p><p>Prairie Rose is very pleased to share that<strong> an official letter has been received</strong> from the Ministers of Education and Infrastructure confirming the new direction for Parkside Jr High School to a new school replacement project.</p><p>Read the letter:<a href="https://drive.google.com/file/d/1GqUCHNDw4vHizbsjW8zzmGOlgOISL7sy/view?usp=drive_link"> https://drive.google.com/file/d/1GqUCHNDw4vHizbsjW8zzmGOlgOISL7sy/view?usp=drive_link</a></p><p>As was mentioned in our previous communications, the Town of Redcliff is responsible for completing the servicing to the new school location which includes subdivision, road construction and utilities. Both PRPS and the Town of Redcliff have already been actively working to complete a site readiness checklist which is a required first step of the project. Additionally, funds that were provided for the previous modernization have been transferred to the new project which will allow for planning and design. The final budget for the project will be decided once the new school project goes for tender.</p><p>“We are very thankful for the support of government as we worked through the details of requesting a change to this project," says Board Vice Chair Patty Rooks. "As we get more information regarding timelines and design planning, that information will be shared with the public.”</p><p>More information about the Parkside School construction project can be found on the PRPS website:&nbsp;<a href="https://www.myprps.com/parkside-jr-high-school-construction-project">https://www.myprps.com/parkside-jr-high-school-construction-project</a></p>