< PreviousW ithin Alberta the graded school system began long ago in the 1870’s and is still used today as it is throughout many parts of the world. Over these last 150 years there have been ongoing shifts in focus within the realm of public education. “The political maneuvering in our province, country and around the world, the election of political leaders and the pub- lication of various reports and texts since the beginning of the 20th century provide a framework and context for the reforms to our education system.” 1 As far back as 50 years ago, in the 60’s and 70’s, it was a time of social innovation and experimentation, where non-graded schools and individualized programming became a focus. This was also a time when “Human Capital Theory was widely accept- ed. The generally held view is that a society with formally educated workers will be more productive. There is an assumed relationship between more education and increased earn- ings.”1 Since that time there has continued to be a pendulum effect, one with basic edu- cation and traditional teaching methods on one end of the swing and more individual- ized inquiry-based learning methods on the other. Like so many things, the sweet spot lies somewhere in the middle. The entirety of my 30 years in public education thus far has occurred within rural settings. During that time much has changed in terms of the opportunities offered to By Tim De Ruyck, Wolf Creek Public Schools Enabling ALL Students to Flourish: The Power of Outreach Settings Students celebrating the West Country Outreach School graduation. Photos courtesy of Tim De Ruyck. 10 Fall 2025 • The CASS Connectionstressful, some must earn income while con- tinuing their education, some have children of their own, some are transitioning from home- schooling settings, as well as a variety of other circumstances where students need additional support. It is important to note that many of the students who find a home in Outreach Even though we work tirelessly within all our schools to meet the needs of every stu- dent, and all truly embrace inclusivity, some students need something different for a variety of reasons. Some struggle to attend school punctually and regularly, some find the hustle and bustle of a larger school overwhelming and students beyond the walls of the traditional classroom setting, and as part of providing programming options for our rural students. Inclusivity has rightfully remained a strong focus. It has been wonderful to see this work continue to evolve, as it serves to promote student engagement as well as illuminate pathways for students towards fulfilling their various post-secondary aspirations. While there are many examples of these opportunities, including dual credit, appren- ticeship, work experience, and various locally developed course offerings within schools, the focus here will include shining a light on the great work which occurs in our Outreach Schools every day. Over the years I’ve known various titles for these settings, within this con- text however, Outreach refers to an alternative school setting for Grade 7 to 12 students that is separate and distinct from other traditional schools. Settings such as these are often also established within larger school environments, and both models can work well. If we think of public education as an umbrella, with all that is offered to support students falling within it, we know it has continued to broaden over the years. LEFT: The dedicated staff of West Country Outreach School. BELOW: The West Country Outreach School fall camp. The College of Alberta School Superintendents 11and social services. In so many ways it makes sense for these services to be offered in schools, it is simply where the students are. Outreach settings, such as West Country Outreach School, are not successful by their very existence. It requires a dedicated and passionate staff, sufficient resourcing, and strong relationships amongst the Outreach Schools and those they complement. It requires a deep philosophical understand- ing of the importance of this work, and the difference it makes every single day to our promising youth. n Tim De Ruyck is the Superintendent for Wolf Creek Public Schools in central Alber- ta. Finishing his 12th year as a Superinten- dent and 30 years in public education, Tim continues to have a strong focus on equity and enabling all students to thrive and succeed. • Structural Engineering from the Univer- sity of Alberta. • MC College. • Journalism from Mount Royal Univer- sity. • Environmental Science from the Olds College of Agriculture and Technology. • Landscape Horticulturist from the Olds College of Agriculture and Technology. • Canadian Military. • Veterinarian Technician from the Olds College of Agriculture and Technology. • Embalmer from Mount Royal University. We know increasingly the road to high school graduation is not a straight line, and the number of students requiring more than three years for high school completion is sig- nificant. By giving students options such as Outreach Schools to complete their gradua- tion requirements, we see very real increases in the number of students achieving graduation. The chart on page 11 illustrates that across Canada graduation rates increased from 81 to 89 per cent when considering students who remained in high school beyond three years. 2 In Alberta, it amounted to a seven per cent increase in students graduating. If we think of public education as an umbrella, with all that is offered to support students falling within it, we know it has continued to broaden over the years. Along with academic support and a wide scope of extra-curricular opportunities, public school systems are feeding students, provid- ing mental health support, support through School Social Workers, cultural connections through Indigenous Elders and Knowledge Keepers, and a whole host of other clinical settings do not struggle academically. Rather, they are in need of programming which is individualized and established such that barri- ers can be overcome. Within Wolf Creek Public Schools, we have three Outreach schools; one of which is West Country Outreach School. This school provides complementary programming for students in addition to what is offered within schools in the surrounding area. There are many success stories coming out of Outreach settings such as West Country Outreach School, and this success is based on several key principles: • Staff have a strong sense of collective responsibility for the success of all students, and the collective efficacy in believing they are making a positive difference in the lives of students. • A belief that all students can learn at high levels, be successful, and achieve goals which lead them to success in their adult lives. • Relationships, connection, and sense of safety and belonging are of para- mount importance. Each fall the students of West Country Outreach participate in a three-day camp, a way to build a sense of community, establish new relationships, and build upon existing ones. “Relationships are at the core of all we do,” says Alva Holliday, the West Country Outreach School Principal. The pursuits of graduates from the West Country Outreach are as varied as their per- sonalities. Examples include: • Mechanical Engineering from the Uni- versity of Alberta. References: 1. Matsumoto, Linda. “A Brief History – The Education Reform Movement in Alberta.” The Alberta Teachers’ Association. https://legacy. teachers.ab.ca/News%20Room/ ata%20magazine/Volume%2083/ Number%201/Articles/Pages/A%20 Brief%20History%20The%20 Education%20Reform%20 Movement%20in%20Alberta.aspx. 2. Statistics Canada. “High school graduation rates in Canada, 2016/2017 to 2019/2020.” https:// www150.statcan.gc.ca/n1/pub/81- 599-x/81-599-x2022002-eng.htm. 12 Fall 2025 • The CASS ConnectionI n recent years, Canadian educators and researchers have emphasized the vital role of student voice in shaping meaningful and effective educational environments. Research in Canada shows that student voice boosts engagement, leadership, and belonging. Mertens 1 states involvement in decision- making improves motivation and outcomes. The Canadian Education Association 2 highlights that participation in governance develops key skills and recommends struc- tures such as student councils for mean- ingful inclusion. Recognizing students as active participants rather than passive recipi- ents, the Calgary Catholic School District (CCSD) created the Student Voice Com- mittee to engage secondary students in dis- cussions about the school board’s priorities. The Student Voice Committee features secondary students from every high school within the Calgary Catholic School District, providing a platform for authentic student input. These students collaborate with district leaders and the board of trustees to discuss issues related to faith formation, well-being, student success, and Indigenous education. For example, the Student Voice Com- mittee has provided feedback on assess- ment and re-assessment guidelines to better reflect varied learning styles and pathways to success. They also advo- cated for enhanced mental health sup- port and peer mentorship opportunities. “When we talked about mental health support, I felt like I was finally able to voice what so many of my friend’s experience every day. It’s not just about being heard – it’s about creating real change,” explained a Grade 11 student. Students also stressed the importance of integrating Indigenous perspectives high- lighted through active participation of the Truth and Reconciliation 94 Calls to Action and emphasized supporting partnerships with local Elders to enrich classroom learning. “Learning from Elders opened my mind to different ways of understanding history and culture. Knowing what I know now, I feel it’s important these voices are included in our edu- cation,” shared a Grade 10 student, empha- sizing the value of diverse perspectives. The Student Voice Committee places strong value on learning about the Calgary Catholic School District’s organizational structure and the important role played by the board of trustees in guiding the dis- trict’s vision and mission. Through direct engagement with trustees and district leaders, students gain valuable insights into gover- nance complexities and the diverse operation- al realities present in schools across the city. Notably, the presence of Grade 10, 11, and 12 representatives from each CCSD high school ensures that a rich array of perspectives – shaped by unique school cultures and personal lived experiences – informs each discussion and data collection. “I like that our opinions aren’t just asked By Holly Schile and Dr. Bryan Szumlas, Calgary Catholic School District Elevating Student Perspectives for Inclusive and Culturally Responsive Education ABOVE: Board Chair Shannon Cook. Photos courtesy of Bryan Szumlas. RIGHT: Board Vice Chair Lori Iovinelli. 14 Fall 2025 • The CASS Connectionschool better – not just for ourselves, but for those who come after us.” The Student Voice Committee has been instrumental in helping achieve the mission and vision of CCSD: Living and Learning in our Catholic Faith, so that STUDENTS centred in CHRIST realize their full potential. n Holly Schile, M.Ed., is the Director of Arts and Culture for the Calgary Catholic School District. Bryan Szumlas, Ed.D., is the Chief Superintendent for the Calgary Catholic School District. for but actually impact what will happen in my school,” remarked one Grade 10 rep- resentative, reflecting the sense of agency fostered through committee participation. Productive and informative dialogue is encouraged through clear guidelines based on Singleton’s Four Agreements: 3 staying engaged, speaking their truth, experiencing discomfort, and expecting and accepting non-closure, allowing ideas to be shared with candor and empathy. While the benefits of student voice ini- tiatives are clear, authentic implementation requires careful planning. Risks include token- ism, where student input is superficial and does not lead to real change. To mitigate this, transparent processes are necessary to express how student feedback informs policies. “Before joining the committee, I didn’t realize how much thought and planning goes into district decisions. It’s eye-opening to be a part of that process,” said a Grade 11 participant. By actively listening to student voices, CCSD demonstrates a recognition that stu- dents’ insights can improve school climate, address systemic inequalities, and promote student agency. Regular committee meet- ings and advisory roles ensure that per- spectives and understandings influence key decisions and the district’s overall culture in areas such as the district calendar, reassess- ment practices, programming, and resource allocation. Canadian research underscores that ele- vating student voice is essential for mod- ernizing education, fostering democratic participation, and creating inclusive and culturally responsive school communities. “We all come from different schools and back- grounds, but in the committee, we learn to listen first, and then share honestly. It builds trust between us,” shared a student leader from Grade 12. The Calgary Catholic School District’s Student Voice Committee serves as a com- pelling model of how schools can authenti- cally include students in shaping their edu- cational experiences. Guaranteeing that stu- dents’ voices are heard and valued not only improves individual well-being and success but also strengthens the fabric of education in Alberta, preparing students for active civic engagement beyond the classroom. As one student summarized, “Being part of the Student Voice Committee has helped me realize that we all have the power to make References: 1. Mertens, S. (2016). Student participa- tion and voice in Canadian classrooms: Benefits and barriers. Canadian Journal of Education Research, 45(2), 123-138. 2. Canadian Education Association. (2018). Student engagement and leader- ship: Building the future of Canadian schools. Ottawa: CEA. 3. Singleton, Glenn E. Courageous Con- versations About Race: A Field Guide for Achieving Equity in Schools and Beyond. 3rd ed., Corwin, 2021. The College of Alberta School Superintendents 15Canadian Rockies Outdoor Learning Centre: I n the Bow Valley, where mountains and forested valleys shape the land, Kindergarten to Grade 12 students in Canadian Rockies Public Schools (CRPS) are finding that some of their most powerful lessons unfold outdoors. For Outdoor Learning educators Colleen Lee and Braeden Kelly, nature is more than a backdrop; the land itself is the classroom. Known as the “Outdoor Learning Centre or OLC,” this approach brings learning to life through hands-on experiences rooted in curiosity, connection, reflection, and pur- pose. CRPS Superintendent Christopher MacPhee and Deputy Superintendent Deb- bie McKibbin have seen the program grow from modest beginnings into a thriving division-wide experience, thanks in part to the financial support of the Wim and Nancy Pauw Foundation. Several times a year, students are afforded the opportunity to be immersed in activities like collecting water samples to test for bacteria, building structures using a variety of materials, or designing boats to test buoyancy. “The OLC represents a powerful reimag- ining of how the curriculum can meet the needs of the whole child,” said McKibbin. “It gives students room to grow in every Where Nature and Learning Come Alive The Wim and Nancy Pauw Wilderness Experience (WimWe) program designed for Grade 10 students across the division. Photos courtesy of Peter Precesky. Students from Exshaw School on the Two Jack Lake as part of their Career Technology Foundations curriculum. By Christopher MacPhee, Debbie McKibbin, and Peter Prescesky, Canadian Rockies Public School 16 Fall 2025 • The CASS Connectiondirection – not only academically but emo- tionally, socially, and spiritually.” The program began with community interest and educator vision. Lee recalled parents at Banff Elementary requesting more nature-based learning. That small spark led to a division-wide initiative extending across Exshaw, Canmore, and Banff. “I remember a kindergarten student who’s now in Grade 8 asking, ‘Miss Lee, how many adventures have we had over the years?’” she said. “It reminded me that we’re not just building knowledge, we’re building relationships too.” Students routinely express surprise and delight in learning outdoors. One student told Lee, “I can’t believe this is school.” Another said it was exactly what they needed for their mental health. Lee shared that a Grade 2 student once whispered, “When I’m older, I want to be a teacher like you and do outdoor learning with my students.” Parents often echo the sentiment, saying they wish they’d had the same opportunities growing up. What makes OLC especially effective is its strong connection to the Alberta curriculum. A walk through Grotto Canyon ties into Grade 4 science and social studies by not only exploring stories of Indigenous people on the land but the natural resources and connections that continue to allow them to thrive. Atop Sulphur Mountain, weather observations lead to data collection and prediction. “I’ve prob- ably memorized most of the science outcomes from Kindergarten to Grade 6,” Lee laughed. Kelly builds lessons around curricular themes, often creating math challenges from natural materials or tracing eagle migration routes to support mapping outcomes. “If I’ve used up my science ideas, I turn to social or math,” he said. “The outdoors offers endless entry points.” Equally vital to the experience are the contributions of CRPS Knowledge Keepers Virgle Stephens, Ollie Benjamin, Tracey Stevens, and Cassandra Poucette. The out- door days begin with an offering of tobacco and a moment of reflection. Through sto- ries, games, and shared walks, students are invited to consider the sacredness of water and plants and what it means to protect something not just as a resource but as a relative. “When Knowledge Keepers speak, students listen with a different kind of atten- tion,” Kelly said. “There’s deep respect.” Lee and Kelly also support teachers, pre- paring students with pre-trip activities and reinforcing learning post-visit. One Grade 3 group created field guides of native plants in class and then used them in the forest to “We see teachers reinventing their practice. And we see a generation growing up grounded in the land, in learning, and in the values that will carry them forward.” Students hiking down from C Level Cirque as part of the Wim and Nancy Pauw Wilderness Experience (WimWe). The College of Alberta School Superintendents 17identify species and trace their roles in local ecosystems. Another joint field day between two schools was preceded by a letter exchange and virtual meet-and-greet, building relation- ships before the group explored shared water systems together. Environmental responsibility is a natural outcome of repeated outdoor learning. In early years, students develop wonder. As they grow, they explore protected areas, human impact, and conservation. Eventually, they contribute to stewardship, clearing trails, observing wild- life, and partnering with groups like Friends of Kananaskis. “We’re not just visitors in nature,” Kelly said. “We’re part of it, and that comes with responsibility.” For teachers wanting to begin, Lee offers simple advice: “Start small and start personal. Even a grassy field becomes a classroom if you bring intention to it. Nature is near.” Kelly recommends beginning with something you love and building lessons from that interest. The goal isn’t perfection; it’s consistency. The OLC is more than a program. It’s a movement that connects students to cur- riculum, community, and themselves. “We see students engaged, joyful, and deeply curi- ous,” said Superintendent MacPhee. “We see teachers reinventing their practice. And we see a generation growing up grounded in the land, in learning, and in the values that will carry them forward.” n Christopher MacPhee is the Superinten- dent of Schools, Debbie McKibbin is the Deputy Superintendent, and Peter Prescesky is the Outdoor Learning Centre Coordinator, for Canadian Rockies Public Schools. High school students learning avalanche skills and rescue techniques from experts at Lake Louise Ski Resort in Banff, Alberta, as part of the Winter Travel program. 18 Fall 2025 • The CASS ConnectionThe College of Alberta School Superintendents 19Next >