​​​Regular Program at the CBE

Even though most of our schools offer a regular program, no two are quite the same. All schools teach according to Alberta Education’s mandated curriculum, however a school’s focus, optional courses and school activities are as unique as every school.​​​

​​Montessori Program at the CBE

Is the Montessori Program the Right Choice for My Child?

A successful student demonstrates:
  • A willingness and capacity to work independently
  • An ability to be self-directed
  • Academic success through engagement in Alberta Programs of Study using the Montessori philosophy and methodology
  • An appreciation for use of hands-on learning with a diminished focus on homework

Characteristics of Montessori Program

  • Emphasis on intrinsic motivation and student choice
  • Intentional learning environments designed to facilitate self-directed learning
  • Where possible, multi-aged classrooms are provided, so that children develop trusting relationships within a peer cohort
  • Working with children of differing ages encouraging leadership skills and collaboration
  • Montessori teachers hold an Alberta teaching certificate and Montessori teacher training
  • Beautifully prepared Montessori materials extend learning

**Entry into the Montessori Program takes place in Kindergarten, Grade 1 and Grade 2 only, unless a child has continuous documented Montessori experience (space dependent)

Visit the CBE website to help determine whether or not the Montessori Program is right for your child and for the Alternative Programs Handbook (Alberta Education).​​​

Program, Focus & Approach

Isolation learning

What does it look like when my child moves to online learning during Covid 19?  

Students can move from face-to-face to online learning for two reasons: 

1.     It has been deemed appropriate to move the entire class online due to the number of covid cases affectig the classroom and its operation.

2.     The student needs to isolate on their own because they have been advised to by AHS, they have been identified as a close contact from another location than the classroom (bus rider, hockey team, out of school care etc.) or parents decide to keep them home as a precautionary measure 

When a class goes into isolation together, the affected class will be notified via email, and will move to online learning the following school day. The purpose of online learning is to provide continuity of learning in the event of disruption to face-to-face learning. This period of time will support students with continued learning opportunities, but will not replicate in-person learning. During online learning, the teacher will provide students with 5-7 hours of online teaching throughout the week and will ensure that students have access to meaningful tasks and activities they can do during the school day. The teacher will also provide a schedule to assist students and families organize the learning day, with the flexibility to adjust based on their family/home routines and events. Students still have access to the teacher throughout the day via Google Classroom if they have questions or need support with learning tasks.  Students might be placed in small groups to facilitate math, reading and writing lessons. These lessons would likely be shorter in length (about 15-20 minutes for each of the three subject areas). For those who participated in our emergency teaching in the spring, the organization of these lessons would follow a similar format as our guided reading times.  These lessons would likely not be consecutive, but rather occur at different times during the day. Students and families would need to follow a schedule provided for these lessons. Students would also receive large group instruction for science, social, and health, where the teacher provides instruction, tasks, and feedback during the online portion and students would complete tasks independently at home via the google classroom.  Students would also access Music, PE, and Well Being as separate activities in a google classroom. 

If a student needs to isolate on their own because they have been advised by AHS or if parents decide to keep them home as a precautionary measure, they can access learning opportunities through their teacher’s Google Classroom as well as the google classrooms set up for Music, PE, and Well Being. In this case, there would be no live, online learning opportunities. Our teachers are working to keep their online environments up to date for students who are learning from home. In this particular instance, teachers are still teaching face-to-face during the school day, and will post recent learning tasks and experiences from the classroom. This will help students stay connected to their class community and continue learning while they are away from the classroom. 

Montessori Alternative Public School Society (MAPSS)

MAPSS was formed in 1999 when a dedicated Montessori educator and group of parents proposed that the Montessori method become an option for students in Calgary’s public school system. To make public Montessori school possible, MAPSS raises funds to purchase Montessori materials and classroom tools, provide teacher training, present parent education, and purchase Montessori parent resources for each school’s library.

Homework Policy

Homework is valuable to your child. When, as parents, you take an interest in your child’s schoolwork it increases the child’s motivation. Homework, done well, helps the child develop responsibility and self-direction in studies.

Division One – Grades 1 – 3

The classroom teacher may formally assign home reading. Parents can also encourage home reading. We recommend 10 to 15 minutes a day.

Division Two – Grades 4 – 6

Individual teachers will make parents aware of requirements about homework. Their homework assignments should be about 20 to 30 minutes. If no specific homework is given, we encourage your child to read at home each evening. 

Teachers will not provide assignments to students who will be missing school due to a vacation. Rather, students will be asked to keep a journal of their trip, and will be encouraged to read every day while away.

Volunteer Program

Parent volunteers are a valuable support in our school, providing assistance to teachers in direct work with students, preparing classroom materials, working in the library and a myriad of other tasks. The program is coordinated by the Volunteer Coordinator in partnership with the staff. Further information is available in September of each year. *All of our volunteers must have a valid police security clearance on file in order to volunteer in the school or on field trips. Learn more about Volunteering.

Parental Involvement

Parent involvement in a student’s education reflects a value for lifelong learning and the importance of the school in learning. The home-school partnership is vital to a successful learning experience for students. At CJP there are many ways that parents can be involved – with homework and study at home, as a volunteer in the school or as a member of the School Council, Parent Association or one of its committees.

School Council (SC) and Parent Association (PA)

Parents participate in the discussion of issues regarding the goals and direction of the school through the School Council. Attendance at SC/PA meetings is an excellent way to receive information and stay in touch with school developments. Election of SC/PA Executive members occurs at the Annual general meeting in May of each year. SC/PA committees support parent initiatives such as fundraising, playground development, traffic issues and the annual Stampede Breakfast.

Parent Support for Learning

The following ideas reflect ways that parents can be directly involved in supporting learning for their students:

  • Ensure that students attend school regularly and on time.
  • Ensure that students arrive at school properly rested, nourished, groomed and dressed.
  • Contact the school when it is necessary for students to be absent or late.
  • Base staff-parent contact on mutual trust and respect.
  • Provide information necessary for understanding each student’s behaviour and learning needs.
  • Keep informed of student’s educational programs, progress and achievements.
  • Participate in student/parent/teacher conferences and other programs for parents at the school.
  • Respond to communication from the school.
  • Encourage the value of lifelong learning through active involvement and support of the school program.
  • Support and encourage respect for the school’s expectations for student behaviour.
  • Encourage home study through active support.
  • Be aware of your student’s out of school activities, friends, etc.
  • Act as an advocate for your child.
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Today is the first day of spring or Motoyi in Blackfoot. It is a time of renewal and new beginnings. After a season of rest, the land comes to life with new growth, movement and sounds. #WeAreCBE https://t.co/HAOFLzXFFf

RT @NickleCBE: Grade 9 morning trip to Fish Creek Park. Students practiced building shelters, making fires, and of course enjoying s'mores together. @nickleschoolparents https://t.co/BCx7FXdm6o

RT @gale_school: Many grade 9 students have been working hard to research and create their Social Justice displays. Today, they presented them to our grade 6 students. #WeAreCBE @Area4CBE https://t.co/yb9tncl83e

RT @cmhsrams: CMHS appreciates our guest teachers. Our culinary students have been providing them with treats every morning. Substitute teachers are essential to our schools. Thank you. #WeAreCBE https://t.co/6VwZdt9i3a