Our School

Fish Creek School is a joyful and fulfilling community that is valued by its members. All staff, students and parents assume the collective responsibility of organizing our resources in a cooperative effort to make learning our way of life.

The Fish Creek School community is dedicated to nurturing the heart, mind and spirit of our children. It embraces this development in a climate that is safe, collaborative, collegial, reflective and adaptive. Respect and responsibility, compassion and trust, a sense of pride are our hallmarks. Caring relationships, challenging experiences and an engaging environment prepare our learners to be successful members of society.

United in purpose, the home, school and community share common goals, set high expectations and celebrate the unique development of each child. Positive attitudes, open honest communication and the on-going exchange of ideas and knowledge help parents become informed advocates for their children.

The Fish Creek School community shares a dream that inspires hope and touches each of our lives as we create our future and entrust a legacy for all our children.

Last modified on

School Development Plan

​Each year, our school prepares a development plan with input from teachers, school staff, students and parents. We review many sources of data, including report cards, provincial achievement test results and school surveys. Based on this information, we create our plan identifying targeted areas for growth. Our school development plan is not meant to represent all of the work that takes place in our school, but rather it focuses on specific areas for improvement.​​​

School Results Report

Our school also prepares a results plan, which looks at our previous school year. It shows our students’ achievement and progress in meeting the goals and outcomes as set out by the CBE and Alberta Education, outlines some of the highlights of our school development plan and gives an overview of our school. You can look on the CBE website for system-wide results​.
​​​