<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>

<p>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), presented first in the Navigating the Online World discussion and presentation series.&nbsp;&nbsp;</p><p>Their talk revolved around increasing awareness for parents in the digital age and much of the focus was about the serious ramifications of allowing children, particularly those in Generation Alpha (born between 2010-2024) excessive screen time and access to social media accounts. While the benefits of screens were acknowledged by both, they wanted to talk about the reasons for setting limits and the importance of parents being in control of screen time and not their children.&nbsp;&nbsp;</p><p>Greg began with discussing two newspaper articles, one from 2024 and the other from 1981, both talking about excessive screen time, highlighting how this is not a new question. One of the families profiled in the 1981 article is the Godard family, with a much younger Greg in the photo, because his parents chose to raise their children without a TV in the home.&nbsp;&nbsp;</p><p>“My childhood being deprived of a television did not mean I decided to have a screen-free life, I think there was a bit of a rebound effect,” stated Greg. “We had lots of screens in our house when our kids were young and we still do, but we tried to implement strict limits upon it and ensure our kids knew, from start to finish, we were in the driver’s seat.”&nbsp;</p><p>Statistics show Gen Alpha is spending as much as nine hours per day on their screens. “We know when we look back at the research, screentime jumped 50% during COVID,” said MaryLou. “This isn’t a COVID specific problem, this was in place before that. Gen Alpha is the group we are focusing on because they have a unique situation no other generation had.”&nbsp;&nbsp;</p><p>They are the first generation to be fully immersed in a digital world, having never known life without screens. “That’s really important for us to become aware of,” continued MaryLou. “They don’t know any different, they don’t know what life looked like before. That’s key as we look at this generation.”&nbsp;&nbsp;</p><p>Gen Alpha are experiencing mental health problems that are different from previous generations. They have 30% less physical activity compared to Millennials, 20% have problems with social comparison, cyberbullying (a unique problem to this generation), sleep issues, increased suicidal ideation (one study in the USA states one in ten have seriously considered suicide), increased anxiety and increased problems with addiction, specifically screen/video game addiction or Internet Gaming Disorder.&nbsp;&nbsp;</p><p>“Also, more of a tendency at this age to seek mental health help, which doesn’t necessarily mean increased mental health problems, only they are seeking help, which is a good sign. There is a lot of trouble in this generation and much of it can be attributed to two things: excessive screen time and social media,” concluded Greg.&nbsp;&nbsp;</p><p>“We are going to be biased on the negative side effects today,” added MaryLou. “Part of that is because we are talking prevention and we are talking about the Alpha Generation, we want to prevent things from getting worse.”&nbsp;</p><p>Excessive passive screen time, more than two hours per day, can lead to multiple problems and all data looked at by the pair was correlational, meaning the problems occur at the same time as the activity, indicating there is a strong likelihood they are related. The first was obesity, which makes sense as someone on screens is unlikely to be outside getting exercise. However, also contributing to obesity, a study done by the National Library of Medicine found, was the pairing between screens and food choices. Their research showed adverse changes in diet that included less fibre, fruit and vegetables.&nbsp;</p><p>“When people come into my office asking about their child’s anxiety, there are three things I want to find out,” said Greg. “Do they have sufficient diet and nutritional needs? If not, that might be one of the causal factors. Second, are they having sufficient sleep? A solid eight to twelve hours of sleep depending on the needs of the kid. Third, exercise, are they getting sufficient movement? Those three things outline the health recommendations needed to be addressed before we even look at cognitive behavioural therapy or anxiety medication.”&nbsp;</p><p>Sleep is important for everyone, but particularly for a developing brain. Staying up late at night on a screen or watching a movie means, according to studies, less good sleep. Additionally, if the person is watching stimulating content – movies and media are designed to arouse your sympathetic nervous system to make you feel an exciting sense of danger with suspense and plot twists – it raises one’s sympathetic nervous system, making them alert.&nbsp;&nbsp;</p><p>The result is the parasympathetic nervous system takes longer to kick in and calm them down, resulting in delayed onset of sleep and less or no restorative REM sleep. Recommendations are to not watch stimulating content within an hour or 30 minutes of going to sleep. Additionally, youth who are allowed phones in the bedroom often have them under their pillow or in their hand. 37% of adolescents report their phones waking them up several times a night either because of the light, haptic signal, or the sound.&nbsp;&nbsp;</p><p>Cortisol normally spikes in the body upon waking up, giving the person energy for the day to come. “When an individual is on screens, it messes with the cortisol spike, and causes less cortisol in the morning,” explained MaryLou. “More cortisol is pumped through the body because it is in flight or fight mode due to a post coming in or we aren’t sure what is going to happen. That cortisol stays in your body while you are sleeping, meaning you aren’t getting the letdown you need for your body to have a restorative sleep…we need REM sleep, which is a very deep sleep…we see this in kids who we talk to in clinics or at school, they will say they got sleep, but if we get them to a sleep examination site, we’ll see that they didn’t get the restorative deep sleep they need to function at school, causing multiple problems.”&nbsp;</p><p>Regardless of age, excessive screen time leads to nature deprivation. “I strongly recommend the book Anxious Generation by Jonathan Haidt,” said Greg. “Half of his focus is on the current generation having a reduction in play and too much parental hovering and helicopter parenting, not being allowed to go out and experience a bruised knee or what they call risky play, which is what kids need to develop resilience. He also talks about nature deprivation, this generation, from 0 – 14 years, compared to previous generations are suffering from a lack of free time outside to explore, risky play, exploratory play or what is called discovery mode learning.”&nbsp;</p><p>Gen Alpha, according to studies, doesn’t experience transcendence, or moments when they are enraptured by wonder or awe. “There is an area of the brain that lights up that rarely does so,” explained Greg, “except at these times, when something is so stunning or breathtaking it fills us with wonder or awe, almost like spiritual rapture. According to research, many who are spending lots of time on their screens are lacking in transcendence.”&nbsp;</p><p>The frontal lobe is most affected by excessive screen use and is the part of the brain that controls executive functions. “Executive functions are the pilot’s cabin of the brain, right behind the eyes to the prefrontal lobe, the area that pays attention to what the rest of the brain is doing,” said Greg. “If your mind wanders off and then you are quickly drawn back, that drawing back is your executive functioning coming back online to let you know you aren’t paying attention.”&nbsp;&nbsp;</p><p>Executive functioning also helps us control impulses and regulate emotions, such as when we are having large emotions and can talk ourselves down and not freak out. For Gen Alpha, because the frontal lobe isn’t being used as much, one of the executive functions affected is attention and the ability to sustain focus. Attention time has reduced dramatically from previous generations and much of it can be attributed directly to screen time.&nbsp;&nbsp;</p><p>“A meta analysis from 2022 by the National Institute of Health looked at 498 studies to verify, yes, there is a correlation between screen time and reduced attention span,” said MaryLou.&nbsp;&nbsp;</p><p>Another issue is the inability to delay gratification. A study with Gen Alpha kids tested them with online messaging with 95% expecting an immediate response with any kind of messaging, gaming, social media, or any digital interaction. “I need an answer right now,” said Greg. “Very similar to their reaction to life in general. They want things quickly and have trouble holding off.”&nbsp;&nbsp;</p><p>Mind wandering, allowing the mind to travel in multiple rabbit hole directions, is also an issue and Gen Alpha has lost the ability to pull their thoughts back. “On the screens with all those boxes open, they are drawn to the next and then the next and next. That is mind wandering, that is what is happening in the brain for these children, affecting academics,” stated MaryLou. “One study from Quebec did a longitudinal study of child development and found each one hour increase of TV exposure at age 2 resulted in a 7% unit decrease in class participation. If the mind is on a rabbit trail, it’s hard to participate in what is going on. Also, they showed a 6% unit decrease in math proficiency.”&nbsp;&nbsp;</p><p>Around the time GenX was having children, there was a general thought that putting infants and toddlers in front of the TV featuring a show with language heavy content, Baby Einstein, would increase language development. Subsequent studies have shown passive viewing of language decreases a child’s language development later in preschool.&nbsp;</p><p>“The only difference is if this is synchronous,” explained Greg. “If they are on the screen at the same time as someone talking back to them in real time, that’s the only time screen time from 0-2 years increase language, otherwise there is a negative effect.”&nbsp;&nbsp;</p><p>Look for another article next week on the second half of the presentation the Godard’s gave at Medicine Hat College on January 22. All sessions are being offered free of charge. The second one, called Boundaries and Balance: Real Talk on Contracts, Compromise and Limit Setting, will be on Wednesday, February 26 at 7 p.m. in the theatre at Medicine Hat College.</p><p>By Samantha Johnson, Prairie Rose Public Schools Content Writer&nbsp;</p>

<p>Registration for the Prairie Rose Public Schools (PRPS) 2025-2026 school year is opening for all new and returning parents and families on February 3. New families will need to register online through School Engage and a link can be found at <a href="http://www.myprps.com/student-registration-guide">www.myprps.com/student-registration-guide</a> under the subheading New Prairie Rose Students.&nbsp;&nbsp;</p><p>All parents/guardians of returning students will receive an email containing a direct link to login to their PowerSchool account and from there to School Engage, where they will find all the forms assigned to them. It should be noted the PowerSchool app most parents use for grades doesn’t currently support the link for School Engage and they will need to use a browser, such as Safari or Chrome to login.&nbsp;</p><p>If a child is new to PRPS and entering a kindergarten program, some schools offer part and full-time options. Once a kindergarten or junior kindergarten student is registered, another email will be sent out giving access to select their program preference and book a preschool learning check-up.&nbsp;&nbsp;</p><p>“Any of our new 3–5-year-olds can be signed up for a preschool checkup where our Student Services team determines if there are any developmental delays so additional supports, if needed, can be added when they enter Kindergarten or Junior Kindergarten,” said Angela Baron, Director of Communications for PRPS. “The screening dates start in the spring with the first one scheduled in mid-March and the last one in May. All the dates for the checkups are on the student registration page. Additionally, I.F. Cox School in Redcliff is offering subsidy options for early learning for the upcoming year which is a new offering.”&nbsp;&nbsp;</p><p>On the registration forms, there is a question about if your child is currently attending one of the many PRPS academy programs or if they would like to join one. If they answer yes, they will receive a separate email with a link to complete an academy registration form.&nbsp;&nbsp;</p><p>Baron advised, “some of the academies, such as trades, hockey and flight, fill up quickly, and it is advised to complete registration sooner rather than later.”&nbsp;</p><p>While PRPS is well known for unique programming and academies, which continue to grow, many of the schools within the division also offer special Prairie Rose Possibility programs, such as the AgPro program at Irvine School or the Academy for the Fine Arts at Seven Persons. Additionally, there are opportunities for students to receive drone certification, engage in agriculture research, participate in dual credit programs, and multiple other options available.&nbsp;&nbsp;</p><p>“Anyone interested in seeing all we offer are encouraged to check out our website (<a href="https://www.myprps.com/specialty-programs">www.myprps.com/specialty-programs</a>) under our speciality program section of our website to learn not only about the academies, but also what different programs are on offer that are unique to particular schools,” stated Baron.&nbsp;&nbsp;&nbsp;&nbsp;</p><p>PRPS also accepts registrations from families not living within the PRPS attendance area, however these students do require an additional approval from the school principal.&nbsp;A link to the Out of District Application form is available on the registration guide webpage, link above, under New Prairie Rose Students/New Students Outside the PRPS Attendance Area. Out of District forms need to be completed and approved before the registration of the student will be considered complete.&nbsp;&nbsp;&nbsp;</p><p>“For those within Medicine Hat wishing to attend Prairie Rose schools, there are designated pickup locations within the city where PRPS buses can be caught. This current&nbsp;school year, there is one at the Big Marble Go Centre, one at Hillcrest Church and a third at Medicine Hat Lodge,” explained Baron.&nbsp;&nbsp;</p><p>&nbsp;By Samantha Johnson, Prairie Rose Public Schools Content Writer&nbsp;</p>

<p>Eagle Butte High School will once again be taking over the Esplanade for several days in early February to put on their latest production. This year the cast and crew are performing Willy Wonka, a musical based on the 1971 movie Willy Wonka and the Chocolate Factory.&nbsp;&nbsp;</p><p>Grade 12 student Anthony Gallwey, who was also in Elf a couple of years ago, is taking on the lead role year. “I like flashy, iconic roles. That’s where I shine,” stated Gallwey.&nbsp;&nbsp;</p><p>A man like no other, playing Willy Wonka offered some unique challenges and Gallwey felt he could fit the part. “I like to be big and loud. I didn’t know going into it how much work there is to being the lead of a production. I sorted out my priorities and realized this is not something I could slack off about. It’s been four months of hard work, and I think it’s paying off.”&nbsp;&nbsp;</p><p>Getting into character has been the most difficult part of this role for Gallwey. “Willy Wonka is eccentric, yet he’s still humble about it. He still holds it close to his heart and I can’t just be loud, I have to be loud with a purpose. I’ve never had to think too hard into how much depth a character could have for a play.”&nbsp;</p><p>Every spare moment he has – at home, at school or during the hour commute between the two – is spent preparing for the role, going over his lines and singing the songs. Due to living so far from the school, it’s difficult for him to make all the rehearsals, but he ensures he is still practicing for those four hours when he’s absent.&nbsp;&nbsp;&nbsp;</p><p>Singing is what Gallwey enjoys most about being involved in the production. “Being able to sing while jumping across the stage has taken effort, but I have been working hard on that and it’s improving,” he explained. “At the beginning it was rocky, but now I’m singing more as Willy Wonka rather than myself. I feel the music more than the surroundings around it. I’ve been trying to be less of myself when it comes to singing but think more about what Willy’s emotions are and why he would be bursting into song at those moments.”&nbsp;</p><p>To embrace the role, Gallwey has used some method acting, where he attempts to stay in character all the time and get that experience from all those he interacts with. “I’ve tried to think if I was in this situation, but I was Willy Wonka, how would I react to it, to try and get a feel on how he would behave.”&nbsp;</p><p>Almost a year in the making, Gallwey believes Willy Wonka is Eagle Butte’s best production yet and he hopes lots of people will come out to see it. The performance will be accompanied by a pit band, made up entirely of volunteers. “I think it’s great they’ve put all their own time into the production. Their playing is remarkable, and they follow all of us, and we’ve got the relationship worked out,” said Gallwey.&nbsp;&nbsp;</p><p>There will also be specially assigned seats, which Gallwey said will be bedazzled, for those who won golden tickets through a chocolate bar fundraiser. There are still some chocolate bars available for purchase with a few golden tickets left to find.&nbsp;&nbsp;</p><p>Ticket sales are going well, and some shows are starting to fill up. Evening performances are being held Thursday through Saturday, February 6, 7 and 8 at 6:30 p.m., with a matinee also scheduled on Saturday, February 8 at 1:00 p.m. Tickets for any of the shows can be purchased at <a href="https://buy.tixx.ca/eventperformances.asp?evt=1524">buy.tixx.ca</a>.&nbsp;&nbsp;&nbsp;</p>

<p>Prairie Rose Public Schools (PRPS) received a letter from the Honourable Tanya Fir, Minister of Arts, Culture and Status of Women, in late December informing them that&nbsp;the division will be awarded a Community Initiatives Program Project-Based Grant. PRPS applied for the grant earlier this year to assist in the purchase of a LED media wall for the gymnasium at Eagle Butte High School (EBHS).&nbsp;&nbsp;&nbsp;</p><p>“We are so appreciative for this grant money,” stated Principal of EBHS Rocheal Howes, “it is going to mean so much for all our athletes and Phys-ed students. Additionally, our entire student body will benefit from having a media wall, which we can use during assemblies, pep rallies, and other school-wide events.”&nbsp;&nbsp;</p><p>Greg Elgie, who is a Vice-Principal at EBHS, along with the coach for the senior girls volleyball team, said it will be exciting to have the capability of instant replays at games and during practices. “We will use it for practice and game feedback as well as during games and presentations,” explained Elgie. “On senior nights we always have clips of the athletes for fans to see and during games the fans can rewatch the play that just happened. During practices it will be beneficial because if we have a drill we are working on, I can record and put it up on the screen for instant feedback. With the media wall, it will be more interactive, and we can get right back to continuing to work on the drill.”&nbsp;</p><p>Elgie added the team presently must go to a classroom to watch a video and break down a play or drill, then return to the gym to continue practicing. With the media wall available onsite, it will be more efficient in practices for instant feedback. The media wall will also provide the ability for the team to review a previously played game during practice.&nbsp;&nbsp;</p><p>Vice-Principal and Athletic Director at EBHS Lyall Foran is always looking for different ways to increase what they can do at the school during athletic events. “Having the capability to promote and showcase our athletes on a continuous basis and to have the live video replay to really engage the fans will make a huge difference for us and increase our capacity as a host anytime we are having an event here. We are really looking forward to that and increasing our capabilities as a whole school. The feedback received thorough instant video replays, along with using it to showcase our sponsors, student athletes and promotional pictures, will add a vibrant flair to our gym,” said Foran.&nbsp;&nbsp;</p><p>Grade 11 student Autumn Klaiber is a member of the EBHS senior girls volleyball team and is looking forward to the installation of the LED media wall in the gymnasium at EBHS. “Hat High and Crescent Heights have a one and it’s really nice because they have a big screen with the live streams playing that is a bit delayed, so if someone missed something they can still see the play.”&nbsp;&nbsp;</p><p>Klaiber feels the media wall provides a different experience for the team and fans. “It’s much more professional and it’s also nice because it provides video footage that can be used to submit to colleges, which is handy. I think it will help improve my game because volleyball is all about form, so getting to view myself during a play helps me see what I am doing wrong and will really help our team improve.”&nbsp;</p><p>This is her second year playing on an EBHS volleyball team and Klaiber was also on junior high teams. “I’ve been playing volleyball my whole life as everyone in my family played, so I was brought up into the sport. I love that it is a team sport, and I get to play with others, it’s not just an individual thing and we have to work together.”</p>

<p>Additional information can be found in the January 14, 2025, Board Meeting Agenda package: <a href="https://drive.google.com/file/d/1gQJ5UU6d8ubt7QD0pe4d-QiEn9eb8cxP/view?usp=drive_link">https://drive.google.com/file/d/1gQJ5UU6d8ubt7QD0pe4d-QiEn9eb8cxP/view?usp=drive_link</a></p><p><strong>Burdett School Presentation</strong></p><p>Principal Scott Raible presented an update on the progress and initiatives at Burdett School, which primarily serves a Mennonite community. The presentation highlighted the school’s efforts under three themes: Kindling Hearts, Forging Futures, and Igniting Minds.</p><p>Under Kindling Hearts, Raible shared how the school is fostering connections with parents and the community. Students performed a bilingual Christmas concert in German and English, breaking the tradition of separate performances. Other activities include fun hair days, drama productions, and a new music program with performances shared in Bow Island and Burdett. Fitness Fridays, regular therapy dog visits, monthly reading challenges, and a unique program where students teach parents UFLI (a literacy program) further illustrate the school’s commitment to engagement.</p><p>In the area of Forging Futures, the school introduced a new cooking program and two leadership teams while also recognizing students who exemplify integrity and positive character traits. Basketball has become a significant highlight, with most students in grades 6-9 participating on teams and enjoying loud and enthusiastic support at games.</p><p>Under the theme of Igniting Minds, Raible discussed the school’s creative academic initiatives. Students raised funds to bring a speaker from the Eagle Butte Observatory and create their books using Book Creator. Library “book tastings” are further sparking an interest in reading. Under the direction of teacher Angie Angle, STEM is also a big hit with the students. Using Thinking Classrooms and applied learning projects in science and math has greatly increased student enthusiasm for learning.</p><p>Looking ahead, the school has plans to add more hands-on learning opportunities. With approval from the County of 40 Mile, a fully enclosed chicken coop with ten hens will be introduced in March. The school has also been approved to establish honey bee hives and is exploring the possibility of adding cutter bees to their program.</p><p>Learn more about what’s happening at Burdett School by following them on Facebook:<a href="https://www.facebook.com/burdettschool">&nbsp;https://www.facebook.com/burdettschool</a></p><p><strong>AgPro Courses</strong></p><p>Nichole Neubauer presented an update on the new AgPro courses, introduced the Prairie Rose Honey project, and shared her vision for establishing a South Alberta Agriculture Academy for high school students.</p><p>The AgPro program focuses on preparing students to become agriculture professionals by connecting them with industry experts and exposing them to diverse career opportunities within the field. Students can enrol in courses such as AgPro Beef, AgPro Crops, AgPro Machinery and Technology (in collaboration with Western Tractor), AgPro Event Planning, and Farm Safety. A new AgPro Business course is also in development, where students will present their projects in a “Dragon’s Den”-style format.<br>&nbsp;</p><p>A Community Foundations Grant is funding the creation of video resources to make the AgPro content more accessible. These videos will allow the program to reach classrooms and school divisions that cannot visit the physical sites featured in the curriculum.</p><p>The Prairie Rose Honey project, a new initiative led by Nichole in collaboration with Sheldon Hill (former owner of Sweet Pure Honey), aims to teach students all aspects of beekeeping. This includes building frames and boxes, caring for bees, harvesting honey, and producing items like candles and lip balm.<br>&nbsp;</p><p>Looking ahead, Nichole envisions a South Alberta Agriculture Academy for high school students. The academy would provide hands-on education in areas such as agricultural business, crop and animal sciences, and the operation and maintenance of heavy equipment. The program would prepare students for immediate employment after graduation by partnering with industry experts. Central to this vision is the creation of a multifunctional building designed to support various agricultural pathways, addressing an education gap that currently exists.<br>&nbsp;</p><p><strong>Staff Wellness Update</strong></p><p>Tammy Toews, Manager of Human Resources, presented the Wellness Accountability Report, emphasizing the guiding principles of care, fostering connections, and promoting healthy and safe work environments.</p><p>Tammy began by reviewing Extended Disability Benefit (EDB) claims, which are considered long-term leave and fall under Occupational Health and Safety’s EL#14. This policy encompasses both physical and psychological well-being, including mental health.</p><p>With an increase in EDB claims, the focus has shifted toward improving workplace culture. Initiatives include proactive collaboration with school leaders, gathering employee feedback, partnering with the Horizon School Division, and conducting HEARTcare planning discussions and new teacher orientations. Additional efforts include sharing wellness bulletins with staff, providing ongoing resources and updates from ASEBP, and supporting school-based wellness activities.</p><p>A significant development is the implementation of ASEBP’s new sick leave program, which took effect on January 1, 2025. The program has demonstrated improved employee outcomes through active case management and medically supported return-to-work plans. These strategies have been shown to reduce EDB claims, and Tammy expressed optimism that Prairie Rose Public Schools (PRPS) will see similarly positive results.</p><p><strong>Student Wellness Update</strong></p><p>Greg Godard, Division Psychologist, began his presentation by announcing the change of the title Family School Liaison Worker (FSLW) to School Wellness Counsellor (SWC). The division now has seven SWCs supporting schools across PRPS, alongside a school psychologist and a mental health professional dedicated to the South Alberta Hockey Academy.</p><p>In their roles, SWCs provide individual counselling to help students normalize, stabilize, and regulate their emotions while offering coping strategies to help them thrive despite challenging circumstances. Group sessions are also held for students facing similar issues, fostering peer support and helping them realize they are not alone. Additionally, PRPS offers free parent training to strengthen parent-child attachment, with an upcoming online session available to parents.</p><p>A new Crisis Response Manual, developed by Godard, was distributed to all PRPS schools in September. The manual provides guidance on addressing crises or traumatic events. Its purpose is to help schools ensure that students feel safe and supported, facilitating open conversations that promote emotional regulation, stabilization, and normalization.</p><p>Data from September to December 2024 revealed three main wellness concerns among students: anxiety, emotional dysregulation, and family-related issues. Emerging concerns in the PRPS student population include anxiety, overuse of screens, reversed family hierarchies (where children, rather than parents, exert control), and a growing trend of students self-diagnosing, often inaccurately. Godard recommended the book The Anxious Generation by Jonathan Haidt, which examines the impact of social media since 2012 and the decline in free play among children. The book also offers practical solutions to address these challenges.</p><p><strong>Financial Update</strong></p><p>Finance Controller Candice Hintz presented the Financial Accountability Report as of November 30, 2024. Funding from Alberta Education exceeded projections by $543,270, attributed to grant adjustments, increased enrollment, and the receipt of a Dual Credit Grant, Digital Assessment Grant, and Community Grant.</p><p>Additional staffing led to increased salary expenses, with certified staff salaries rising by $45,453 and non-certified staff salaries by $147,751. While total expenses are over budget by $497,795, the overall expected deficit has decreased, reflecting improved financial positioning despite the higher costs.</p><p><strong>Other Items:</strong></p><ul><li>The board approved changes to Policy GP #5 – Board Committees.</li><li>The board approved Introduction to Educational Assistant 35 as a locally approved course for school use.</li></ul>

<p>The January 14, 2025, 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/1gQJ5UU6d8ubt7QD0pe4d-QiEn9eb8cxP/view?usp=drive_link">https://drive.google.com/file/d/1gQJ5UU6d8ubt7QD0pe4d-QiEn9eb8cxP/view?usp=drive_link</a></p>

<p>On Wednesday, December 11, Irvine School held their third annual Miracle Market. The goal this year was to have 4,000 donated items for students to choose from when selecting gifts for others.&nbsp;&nbsp;</p><p>“On the Miracle Market Day, every student comes in and they are able to purchase items for their parents or siblings or their grandparents,” explained Principal Trent Rayner. “We have over 25 parents who act as elves and they wrap the gifts. The students are so excited when they get these presents for others, they learn the sense of giving as they aren’t buying for themselves.”&nbsp;&nbsp;</p><p>Feedback from parent council regarding the Miracle Market was positive, with stories about how grandparents had tears of joy upon receiving the gifts and how enthused children were to be giving a gift they selected and paid for to their family members.&nbsp;&nbsp;</p><p>Despite how much work it is to run and organize the Miracle Market, Rayner said, “it is totally worth doing. For the most part, people donate anything they think people could use or would like.”&nbsp;&nbsp;</p><p>A large range of items are donated to the school in the week prior to the Miracle Market. Drop off times were during parent-teacher interviews in early December, but gifts were already being donated ahead of that date.&nbsp;&nbsp;</p><p>The market was open for the whole school day on December 11 with the younger grades going in first. “The Grade 9s take the Grade 1 students around the market first and help them select gifts. They will ask them what their parents do and other questions to help them select the best gifts to give,” stated Rayner.&nbsp;</p><p>Any gifts that don’t get used are donated to Seven Persons School, who will hold their own Miracle Market. This year, for the first time, anything left over from Seven Persons is being transported to Schuler School so they can also have a market this year. “It is now being shared between schools within Prairie Rose,” explained Rayner.&nbsp;&nbsp;</p><p>Money raised from the Miracle Market is being used to put together Christmas hampers for families who need some extra support over the holiday season. Last year, five hampers were delivered to families in the community. The hampers contained a turkey, fruit and vegetable trays along with a selection of other holiday food. Additionally, there were Christmas napkins, plates and other items, such as tea towels.&nbsp;&nbsp;</p><p>During the last week of school, on Wednesday December 18, before the winter break, the school had their second annual Christmas dinner with all the fixings for the entire school. Irvine School has just over 400 students and, along with feeding staff and volunteers, it is a massive undertaking.&nbsp;&nbsp;</p><p>“We did it last year and it was really good,” stated Rayner. “I brought it to parent council and heard stories about multiple students saying they were so excited because they’d never had a turkey dinner before. It takes between 25 and 30 volunteers with some precooking turkeys and hams and bringing them into the school. We have huge community support to get the dinner organized, cooked and served.”&nbsp;&nbsp;</p><p>Again, the youngest students were served first with each subsequent grade following. The students took the meal back to their classroom and ate together with their friends and teacher.&nbsp;&nbsp;</p><p>By Samantha Johnson, Prairie Rose Public Schools Content Writer&nbsp;</p>

<p>The Young at Heart Reading Program at Seven Persons School started up in early October of this year. Every other Tuesday afternoon, volunteers, primarily grandparents within the community, come to the school for about an hour and read with or to students from kindergarten through to Grade 3.&nbsp;&nbsp;</p><p>Debbie Penner, who at one time was the librarian at Seven Persons School, was part of the early discussions to begin the group. “The idea was for grandparents to come and read with young children to help with literacy and to encourage reading, which is always a fundamental good thing, but also to work at the community aspect of things. In a small town, it’s really good for young kids to have that connection with older people within the community,” explained Penner. “It builds relationships, but also accountability for young kids. It’s a good idea for small communities to do this kind of thing. We have lots of activities at the hall and churches, so these kids will run into members of the community.”&nbsp;&nbsp;</p><p>Those who are interested can sign up for the days they are available. When they arrive at the school, volunteer's check-in with reception to find out what classroom and grade they’ve been assigned to. Some come each time and go to the same classroom, building stronger relationships with those students. Generally, about six volunteers show up, allowing there to be at least one or two readers in each of the grades.&nbsp;</p><p>“We do whatever the teacher wants, which we love. We will read with the kids or read to the kids, it can be one on one, small groups or the whole class. We don’t have to plan anything, we are just there to facilitate and help the teacher,” said Penner. “I think it is going very well. It’s for grandparents to get involved in the school, many of us have grandkids here. It’s been very successful, and I think the teachers find it a good thing too.”&nbsp;&nbsp;</p><p>Margaret Cook is another volunteer who arrives regularly for the Young at Heart Reading program. Originally from England – although she left 28 years ago, she still has a marked accent – students get to hear slightly different stories from her. “We talked about wartime last time I was here and that was good. My mum was 11 years old when war broke out so I can tell them about rationing with no candy, sugar, bananas or pineapple,” said Cook. “My grandchildren are more grown up now, the youngest is 13, and I love reading to kids and I love little kids. I’ve been with the Grade 2 class, and they are so much fun. They are very attentive, have lots to say, are well behaved and polite. It’s been a pleasure.”&nbsp;&nbsp;</p>

<p><strong>Experienced US Baseball Coach and Mentor to Spearhead New Academy at Eagle Butte High School</strong></p><p>Having experienced great success with the current Badlands Badgers Baseball Academy in Oyen, Prairie Rose Public Schools will be adding another competitive baseball program to the roster. Starting in the fall of 2025, Eagle Butte High School will launch the South Alberta Baseball Academy.</p><p>“The Badgers program was the first academy program offered by Prairie Rose,” says Director of Enhanced Programming for PRPS Darren MacMillan. “Over the years the Badgers have had great success in developing players who have gone on to play collegiate ball in the US. Having a program out of Eagle Butte would have benefits for both teams.”</p><p>Unlike other high school academy sports programs such as hockey, no academy league with official standings exists for baseball. Teams often have to travel long distances just to compete with other schools who offer competitive baseball options. MacMillan hopes that adding another competitive team to the region will support the growth of baseball in the area and possibly result in establishing an academy league in the future.</p><p>“It is a challenge to offer baseball year-round in a country where the weather impacts access to facilities,” adds MacMillan. “In Oyen we are incredibly lucky to have “The Barn” which is a massive 13,000 square foot indoor training facility, and now with the addition of the South Alberta Collegiate building by the airport we have removed one of the bigger obstacles around offering a competitive baseball program.”</p><p>Spearheading the new program will be Marc MacMillan who has an extensive baseball resume in the southern US market. His experience includes Head Coach at Charleston Southern University, Assistant Coach and Director of Operations at the University of Mississippi, and Associate Head Coach at the University of Arkansas at Pine Bluff. Additionally, Marc operates Marc MacMillan Baseball, which provides training camps for children to learn and grow their baseball skills.</p><p>“I am looking forward to being part of this new opportunity to grow baseball at the high school level in southern Alberta,” says Marc MacMillan. “Even though I have lived in the southern US most of my life, I have family in the Medicine Hat and Milk River regions. When I was asked to coach and develop this new program for the South Alberta Baseball Academy, it was my chance to reconnect with my Canadian roots and bring home what I have learned from my time building competitive baseball players in the US market.”</p><p>Earlier this year Prairie Rose Public Schools announced the partnership with the Mavericks baseball organization (WCBL) to develop baseball fundamentals in students from grades 4 - 9. Led by head coach and program director Greg Morrison, the Mavericks School of Baseball now operates at four PRPS schools with 52 students enrolled.</p><p>------</p><p><strong>Other Links and Information</strong></p><p>Badlands Baseball Academy: <a href="https://baseballacademy.myprps.com/">https://baseballacademy.myprps.com/</a></p><p>Marc MacMillan: <a href="https://www.csusports.com/sports/baseball/roster/coaches/marc-macmillan/215">https://www.csusports.com/sports/baseball/roster/coaches/marc-macmillan/215</a><br><a href="http://www.cmac23camps.com/Staff">http://www.cmac23camps.com/Staff</a></p><p>Mavericks School of Baseball: <a href="https://www.myprps.com/news/the-mavericks-and-prairie-rose-partner-to-launch-new-school-of-baseball-this-spring-1704825660121">https://www.myprps.com/news/the-mavericks-and-prairie-rose-partner-to-launch-new-school-of-baseball-this-spring-1704825660121</a><br><a href="https://www.myprps.com/news/mavericks-school-of-baseball-is-back-on-the-field-20241003214848">https://www.myprps.com/news/mavericks-school-of-baseball-is-back-on-the-field-20241003214848</a></p>

<p>Parkside Junior High School in Redcliff has a multitude of electives for students to choose from. Throughout the year, all students at the school can select six different electives from over 30 options in a variety of categories, which include fine arts, forging futures, sports, and technology. Under forging futures, one of the options is work experience, which is only open to Grade 9 students.&nbsp;&nbsp;</p><p>Vice-Principal Janet Kraft explained, “the students have lots of different opportunities, but one of them is going over to I.F. Cox School to support kids from kindergarten through to Grade 3, maybe working with students, reading to them, or helping them with projects. They might also be helping the teacher in the classroom with marking assignments or creating bulletin boards. There are lots of different ways they are involved at I.F. Cox, and we are thankful to have them so close to us so we can make this program successful.”&nbsp;&nbsp;&nbsp;</p><p>A new term of electives began in late November with seven students enrolled in work experience. Jake Druar is assigned to the Grade 1 class at I.F. Cox with teacher Leslie Beaudoin, who taught Druar when he was in Grade 1. Druar signed up for this elective because he enjoys meeting new people and finds younger kids fun to be around. As a goalie on the U15AAA hockey, he already has experience mentoring young players.&nbsp;&nbsp;&nbsp;</p><p>“I really like working with kids and wanted to get some experience in the workforce,” stated Druar. “I have a couple of younger siblings, and I do some on-ice work with younger goalies.”&nbsp;</p><p>Beaudoin enjoys having previous students back in her classroom. “It’s very exciting and I love Jake. He knew all the cool music from hockey so I used to always giggle when Jake would sing. He would sing the coolest songs, ones I knew. He would be writing and singing ACDC, it was so funny.”&nbsp;</p><p>Adrianna Eremenko felt the work experience elective was a good opportunity and she enjoys interacting with kids. “I babysit and have younger cousins that I see all the time. They are fun to be around, and I like hanging out with them,” said Eremenko. “I wanted to make an impression and be able to meet new people and spend time with younger kids, colouring with them, doing something fun, helping them read, or other activities.”&nbsp;&nbsp;</p><p>Teacher Candace Robbins at I.F. Cox School, who has had several work experience students in her classroom throughout the years the elective has been running, said, “I love it. It’s a great way for the schools to connect and for those older students to come and interact with the younger ones at I.F. Cox. They love coming back to the school they attended for their early grades and engaging with their previous teachers, seeing the spaces again and remembering those good feelings of being here. They are like mentors, I find my students love seeing the Parkside students come over, some are brothers and sisters or cousins or they see them on their hockey team, so they already have that connection, and that mentorship really helps them learn and grow. They support us in an academic way, or a social emotional way. It's more like a peer group than an adult, so they feel a closer bond.”&nbsp;&nbsp;</p><p>By Samantha Johnson, Prairie Rose Public Schools Content Writer</p>

<p>This year, Margaret Wooding School started a program of complementary courses divided into three themes: fine arts, lifestyle and leisure, along with tech/STEM. There are three terms every year and students participate in one complementary course each term from a different category.&nbsp;&nbsp;</p><p>“After our school review last year, we looked at how we wanted to offer our complementary course program based on feedback from parents,” explained Principal Craig Corsie. “We used that information to design courses that we provide at each grade level. It’s been successful and a bit of a change from how we did it before, but the students have really gotten into the courses we’ve been offering. Each week presents a new challenge and opportunity for students and it's great seeing the kids engaged, smiling and working together on their different tasks.”&nbsp;&nbsp;</p><p>The first term of complementary courses finished recently, with Grade 4 students taking Life Skills, which was designed to help foster independence, leadership, cooperation and organization through a variety of different activities and challenges. Guest speakers come in and help introduce students to broader concepts and connect the learning to real life.&nbsp;</p><p>Olivia talked about how they played board games, such as Monopoly and that she is good with money. “Speaking about money,” she said, “we had a class on how to handle money. A banker came in, she talked to us about bank accounts and stuff like that.”&nbsp;</p><p>Her friend Jordan added, “we did a home alone course, virtual reality all around the world, learning about the Great Wall of China and other places. In home alone, we learnt about fires, if somebody broke in, if you choke, if you start bleeding and who you should contact.”&nbsp;</p><p>Grade 5 students had VEX Robotics to learn about engineering, design, robotics and coding to construct and program their own robot. Students work through a construction phase and then learn how to create commands to have the robot carry out a variety of functions.&nbsp;</p><p>Both Tommy and Jagger said their favourite part of the course was making an extended grabber. We built it out of pieces supplied by Mr. Buckle and followed instructions,” said Tommy, who added most of the content in the course was new to him. Jagger’s dad is a mechanic and often works in the garage with him. “I know how to build lots of stuff, mostly with wood and metal.”&nbsp;</p><p>In the Grade 6 class, students worked together in groups to tackle cooperative engineering challenges in a STEM (science, technology, engineering, math) course. The course is designed to teach teamwork, leadership, design thinking and creativity as students analyze challenges and determine the most effective ways to complete the task. There is a competitive nature to each task, which students found made the tasks more enjoyable.&nbsp;</p><p>Deegan and Maddie explained how one of the tasks was to build a table out of newspapers and tape. The students had to be able to put their hand under the table when it was completed and the competition was to see which one lasted the longest when books were placed on top, with Deegan’s group winning the competition.&nbsp;&nbsp;</p><p>“That’s what’s we normally do in STEM, is have a competition,” stated Deegan. “It was fun, especially hanging out with the people in the group. We rolled the newspapers, crossed them over each other and kept going. I learned you have to use teamwork and that you can’t be getting down on your team and you have to be positive.”&nbsp;</p><p>Maddie added, “everyone builds their thing, and we’ll have a test and whoever gets the longest or survives the longest wins. My favourite part was when we worked in groups together on challenges, such as the paper chains. Everybody got in groups of three or four and had a big sheet of paper and they had to figure out how to make the longest chain with it. Some did tiny hoops and others did big hoops. You had to have a strategy to figure out how to make yours the longest and beat the other groups.”</p><p>By Samantha Johnson, Prairie Rose Public Schools Content Writer</p>

<p>The Canadian Forces Morale and Welfare Services (CFMWS) is a short walk, less than five minutes, from Ralston School, which the school uses for all Phys. Ed. classes. Not only does the facility have a large-sized gym – with two volleyball courts and a full-sized basketball court – but there are also three weight training areas, a mid-sized pool, and a squash court. Additionally, there is an area with multiple stationary bikes and a CFMWS instructor is available each week to take the hockey academy students through a spin class. To top it off, there is a classic-style movie theatre the school can request to use.&nbsp;&nbsp;</p><p>Across the green from the CFMWS is the Military Family Resource Centre (MFRC), which houses a four-lane ten-pin bowling alley, and a public library, which is part of the Shortgrass Library System and has a multitude of resources available for use.&nbsp;&nbsp;</p><p>Another two-minute walk from the MFRC is the Ralston Arena, which students in the hockey academy use on Monday and Wednesdays. Unfortunately, one of the dehumidifiers went out this year and the students weren’t able to use the arena until mid-November.&nbsp;&nbsp;</p><p>“They love hockey here,” said Principal Jason Duchscherer. “It is a passion, and this is the first year for the hockey academy. It’s separate, it’s not with the Willie Desjardin Hockey Academy. Teacher Wade Carrier had the idea to start an academy at Ralston because the British military, many of the Canadian military and some Suffield families were interested in an academy being created. It was proposed last year, and this is the first year it is running at Ralston School.”&nbsp;</p><p>Some of the students enrolled in the academy are just learning how to skate while others are already playing hockey. “We’ll have a big range in ability. Monday and Wednesdays are ice times, and they get in-class exercise with the instructor from the CFMWS on Fridays and then on Tuesdays and Thursdays they join regular Phys. Ed. class. This was supposed to start at the beginning of October but because of the ice issue, today is the first day. The kids have been waiting and waiting,” explained Duchscherer.&nbsp;</p><p>The last time teacher Sonia Stanton was in Britain, she bought some fancy pens, and the school has implemented a handwriting program this year. When they are ready, students will write a letter to Superintendent Reagan Weeks who will judge each letter and if she thinks they have met the standard of handwriting, one of the pens along with a Pen License will be presented to the student at the monthly school assembly.&nbsp;&nbsp;</p><p>“We haven’t had anyone who has written to Reagan yet, but we are getting close,” stated Duchscherer. “We are bringing handwriting back as recent research states a student without it is concentrating so hard on writing notes, they are missing some of the material coming. All that cognitive load is focused on writing because they haven’t developed those skills. Hopefully, this month we’ll have someone ready to write to Reagan. It’s not so much the topic or sentence structure being focused on for the letters, but the penmanship.”&nbsp;&nbsp;</p><p>Junior High students will soon be given the opportunity to learn about working at BFBS (British Forces Broadcasting Service) Radio, which is beside the MFRC. Radio presenter Melissa Davies said they will be able to talk about, “what is going on at school, who is having birthdays or anything else. We’ll work on a script, and they will also get a chance to work at the desk and play with the faders.”&nbsp;</p><p>“The school would really like to thank the base for everything they’ve done. Even when we go swimming with the Grades 1 to 3, there are not enough lifeguards to watch all the kids, there are about 20 students in the pool, so some of the soldiers will come down and swim with the kids. They are family oriented and school focused,” concluded Duchscherer.&nbsp;</p><p>By Samantha Johnson, Prairie Rose Public Schools Content Writer&nbsp;</p>

<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>