Dear School Families, Este jueves/This past Thursday, we celebrated our Spring Concert for Kindergarten and grades 3 and 5, featuring songs, dances, musical instruments, and classroom student-led conferences that showcased the learning of their identified country of study. Students demonstrated their skills with energy and enthusiasm, while whole families attested to the Spanish language learning, music program talents, as well as their learning of Spanish Language and culture.
At Escuela Glenmeadows School we foster opportunities for students to mentor and be mentored by other grade students through our class buddies time. Today, I had the privilege of visiting one of our Kindergarten classes, where our grade 6 students read them short stories, and the Kindergarten students read to them as well. It is great to observe how we have such great students who are ready to learn from others and interact in safe, positive, respectful and exciting ways.
Our student numbers for next school year in grades 5 and 6 are anticipated to be 38 for grade 5 and 32 for grade 6. With our current straight grades, this would give us size classes of 19 in grade 5 and 16 in grade 6. As school administrators, it is our work to make decisions that serve the common good of all students. As a result, we will structure the classes to have 3 classes of 24 students in a blended grade 5/6 structure. You may wonder if this structure will be used every year. The answer to this is based on the commitment and movement of students in and out of our program. Below I provide you with information used to determine the structure for the next school year.
Since the inception of Glenmeadows School, we have had lower student numbers in grades 4 to 6 while having larger numbers in Kindergarten to grade 3. In general, attrition is common in second-language programs, and schools and districts are working to retain students as they progress through grade levels. Reflecting on the 2025/26 school year, it is evident that continuing to have grade 6 classes of 17 or fewer does not serve the common good of the whole school. Having a single Grade 6 class with 33-34 students is not optimal, nor is having low numbers of 19 students in Grade 5 classes, which is also unrealistic, given our higher numbers in K to 3 classes.
In consultation with staff and CBE, we have determined that restructuring into three grade 5/6 blended classes is the most responsive option. This will allow us to allocate an intervention teacher for division 1 and a 20-hour school assistant for division 2 students/teachers.
We will join other Alberta and CBE schools in delivering a 5/6 blended grade curriculum. To best understand this restructuring, I ask that you review the information below regarding the possible impacts on students, teachers, and the school. Potential Benefits (as not all students may experience the same benefits depending on the category):
Students
• Unlike older models, where only some units were covered, all Alberta curriculum units will be taught.
• Students will have the opportunity to meet and learn with new students not in the same single grade cohort.
• Looping: Many grad 5/6 students will continue to foster positive relationships, expectations and educational benefits from knowing their teachers.
• Students learn at their own pace and develop independent work habits as they are exposed to a broader range of concepts and skills.
• Blended classrooms allow teachers to implement differentiated instruction, catering to students’ individual needs and learning styles.
• Blended classrooms encourage collaborative learning and peer tutoring, where students learn and support each other’s learning.
• The mixed-age setting fosters a sense of community and belonging as students from different grade levels interact and learn together.
• The diverse age and ability levels in a blended classroom help students develop skills needed for real-life situations, such as communication, collaboration, and problem-solving.
• Research shows that blended grades demonstrate improved social skills, enhanced learning through peer tutoring, and increased teacher and student flexibility.
Teachers
• An increment of a team member from two to three to plan curricular outcomes and personalize for student learning.
• Teachers can capitalize on cross-curricular opportunities by embedding Science and Social Studies content that aligns with Mathematics and Language Arts outcomes.
• Blended classrooms allow teachers to create a dynamic and engaging learning environment that caters to the individual needs of their students.
• Teacher in a blended setting requires teachers to be flexible and adaptable, using varied teaching methods and strategies to meet diverse student needs.
• Looping: Grade 5/6 teachers will know their students in all educational areas. Teachers get to know students individually and build long-term relationships, as they have been with them for multiple years.
• Teachers will continue to implement flexible groupings across the grade groups.
Parents
• Parents develop long-term relationships with teachers, which can be beneficial for supporting their children’s learning and development.
• Addition Information for Parent:
o Alberta Education and CBE fully support schools/teachers with detailed resources for successful implementations.
o The Alberta Guide to Education directs school districts to fulfill the mandatory requirements for programs and courses that are outlined in the programs of study/curriculum. https://manuals.alberta.ca/guide-to-education/
• While students in all classrooms are encouraged to reach for their highest level of understanding, students must be provided access to grade-level curricular content in all disciplines and will be assessed on the specific outcomes relevant to their enrollment grade. Instruction addresses the learning outcomes from the programs of study/curriculum, and feedback, assessment, and reporting are always specific to the enrollment grade.
School
• We will gain one classroom space.
• The before-and after-school care program will not need to move to the stage. This is only considered a result of the space gain and not a priority for the school.
Possible Drawbacks
• An increased number of curriculum outcomes need to be delivered from both curricula. However, by following the CBE and Alberta Education Guides to Implementation and working with schools within CBE that also deliver a 5/6 blended structure, teachers can effectively manage and strategize unit planning throughout the school year.
As a collaborative group of professionals, we recognize that we have the capacity, resources, and support to deliver a Grade 5/6 blended model. We are ready and excited about this new opportunity, and we know that your children will benefit from this restructuring.
As a CBE leader and Principal, I lead our school based on the most current teaching practices and structures, which are consistent and aligned with Alberta Education and the CBE system's direction, as outlined in the CBE’s Education Plan.
Through the collaborative sharing process alongside the abovementioned structures, I have evaluated the voices of all stakeholders. After careful consideration, I have determined that we will proceed with the proposed 5/6 blended structure. On Tuesday, May 20, 2025, I outlined the benefits to students, staff, parents/guardians, and the school via email, which you are welcome to review.
A key factor that some parents may not be aware of is that our professional strength to support students best comes to fruition through structures where teachers participate in multiple critical professional groups, which in turn improve their teaching practices and student outcomes.
· Collaboration allows teachers to share expertise to personalize for all students
· Increase student engagement through task design
· Develop innovative teaching strategies and,
· Create a more comprehensive learning experience.
All of these factors, made possible through collaborative professional groups, increase student performance in all areas.
Having three classes of grades 5/6 will provide all students with the same heterogeneous experiences, ensure equity among all students, avoid the perception of one class being a low- or high-ability group amongst all stakeholders, and support heterogeneous groupings across all three classes. This will increase valuable life experiences and enhance high-level learning opportunities.
Our creed for this year has been “We are all in this together/Juntos estamos,” which has made our school a wonderful, safe, welcoming, and caring school with a strong focus on teaching and learning.
I appreciate your support and trust in Escuela Glenmeadows staff and administration toserve your children best.
With gratitude,
Ray Suarez