French Immersion

Learn more about the Early French Immersion Program. 

Learning Process

Students’ evidence of their learning process is recorded in Iris which is a web-based application used to support the process of students’ understanding of themselves as learners. With Iris, students can develop a learning plan to document their personal learning experiences and to set direction for further learning. Learning plans also provide the opportunity for students to share their learning with their teachers and parents or guardians and to receive feedback from them about what they are doing well and how they can improve.

Homework & School Work

Parents are encouraged to discuss their child’s daily school activities and to review together their Google Classroom activities, projects, books or assignments which are brought home. Parents’ interest in schoolwork is an important factor in a child’s success. 

Students who miss school for vacations or family holidays will not be given work due to missed instruction.  Upon their return, the teacher will work with the student to fill in any learning gaps.  If a child is ill or away for any reason, parents are encouraged to check Google Classroom to learn about what was missed in class.

Physical Education

Our school encourages lots of physical activity!  Gym will be inside and outside, we promote daily recess and lunch recess, as well as learning outside whenever possible.  Students also have the opportunity for a variety of movement breaks in the school and classrooms.  We have movement and exercise stations in the hallways, as well as stationary bikes for students to use.  

Artists in Residence

Most years, the school hires an artist-in-residence who spends a number of days or weeks with all of the students in the school helping and fostering the development of specific skills such as in art or dance.

School Learning Team (SLT) 

The School Learning Team is comprised of system level and school-based personnel. The School Learning Team includes classroom teachers, educational assistants, resource teachers, an administrator as well as parents/guardians who meet when a child is referred in order to:

• Determine objectives of the referral
• Contribute to assessment
• Discuss findings
• Determine actions
• Brainstorm strategies
• Monitor implementation of the Individual Program Plan (IPP) as required

Services for Special Needs

A number of our students require services beyond classroom resources. CBE provides valuable consultative, assessment and instructional support services for students, teachers, school administrators and parents/guardians.

Referral Procedures

Referrals for these services are completed by the classroom teacher through the SLT process after consultation with the parent. Parents/guardians are contacted and asked to provide written consent prior to the involvement of the school psychologist, speech pathologist, occupational therapist or physical therapist. Parents/guardians are given the opportunity to meet with the SLT to contribute to the implementation of programming recommendations.

CBE & Community Support

System level assistance can include the provision of consultative services from Area supports, psychologists and strategists. In addition, we have access to Hearing and Vision Itinerant teachers. Calgary Health Services supports the school with Nursing Services and with services from the speech pathologist, occupational and physical therapists. A Calgary police liaison officer is available for the school to call if assistance is required.