As we celebrate this season of giving, we thank all our supporters for helping Calgary Board of Education (CBE) students to succeed this year. If you would like to end the year by investing in our students and wish to receive a 2019 tax receipt, please be sure to note our holiday office hours and observe the following tax receipting donation deadlines:

EducationMatters' office is closed for the Statutory holidays in December. If you have an urgent request please contact us at (403) 817-7468 and follow the message instructions.

Donations Online

Deadline: December 31, 2019 by 9:59pm (MST)

Visit the EducationMatters secure online donation page to make an online donation. Electronic Tax receipts are issued immediately for donations $20 and over.

Donations by Mail

Deadline: December 31, 2019

Donations sent by mail must be postmarked by Canada Post with a 2019 calendar date.

Mail donations to: EducationMatters, 1221 8 St. SW, Calgary, AB T2R 0L4

Download printable donation form

Please make cheques payable to EducationMatters and include the name of the Fund or initiative that you are supporting.

Donations in Person

Deadline: December 31, 2019, 4:00pm

EducationMatters Address: 1221 8 St. SW, Calgary, AB T2R 0L4

Envelopes clearly addressed to EducationMatters can be left at the Calgary Board of Education Security Desk for pickup in the New Year.

Download printable donation form

Please make cheques payable to EducationMatters and include the name of the Fund or initiative that you are supporting.

Donations by Phone

Deadline: December 31, 2019, 4:30 pm

Call (403) 817-7468 to make a donation over the phone

Donations of Publicly Listed Securities

Deadline: December 23, 2019

Please contact Marilyn Field, Executive Director, at (403) 817-7465 to ensure the process can be completed by December 31st.

The post 2019 Tax Receipting Deadlines appeared first on EducationMatters.

The term ‘poetry in motion’ has been applied to many things over the years, however we’re confident that it has found its true calling in describing the art of rapping. Combining the convention, structure, and language of literature with the dynamic performance style more commonly found in a dance studio, rapping makes a compelling case to be considered a powerful multi-disciplinary field of study in its own right. Hip Hop has suffered from an often undeserved bad reputation, but that’s in the past and students at Crescent Heights High School, Robert Thirsk High School, Joane Cardinal-Schubert High School and Central Memorial High School are excited to diminish the negative stigma of Hip Hop, and demonstrate how it can be used as an educational tool through a competitive rap battle.

Each school will host a Rap Battle Club where students can receive instruction and training on performance, rhythm, rhyming structure, and language usage. Success in the competition will rely heavily on students’ mastery of active debate, complex thinking, deep questioning, and ability to document their experiences, beliefs and emotions through poetry. It is a collaborative, energetic academic initiative that not only encourages critical thinking, but also helps hone communication skills to provide our future leaders with the ability to both form and present thoughtful, well-researched, clear ideas.

The cost to run the program in all 4 schools is $3,500. This covers Rap Battle Club training sessions with local writers, performers, and hip-hop artists; venue cost for the final competition; and any material needed for the final performance.

Music has always been an effective way to engage students in learning, and this specific project will create appeal to students who struggle to participate in classrooms where the instruction is mostly uni-modal and one-dimensional. Please make a gift today! Your support will enhance student learning and development in visual arts, performing arts and language, as well as increasing their confidence and competence in communicating their ideas. It will also provide new ways for students to get engaged with current topics and get the most out of their education.

“If you’re like me, it can get boring sitting in class looking at a Powerpoint, but if you’re rapping about it and you’re putting it in music and just having fun with it, it just sticks with you a lot more,” says a Robert Thirsk High School student to CTV News.

The Rap Battle Club competition will take place in April 2020, with club meetings officially beginning after the Holidays; students have until the end of December to raise the necessary funds for their program to allow them to compete in the April 2020 competition.

Here is a video clip of students from Robert Thirsk High School competing during Beakerhead’s Science Genius Rap Battle to whet your appetite of things to come:

[embed]https://www.youtube.com/watch?time_continue=759&v=LaUZqG6AiFA[/embed]

The post CBE Rap Battle Club appeared first on EducationMatters.

Xylophones, metallophones, and glockenspiels - these are just some of the new additions to the music program at Annie Foote School, but the new instruments are not only making their mark in music class.

Annie Foote has a large population of students who are English Language Learners (ELL), and finding opportunities for these students to connect to their studies and peers in engaging, familiar ways is enormously beneficial to their mastery of a new language.  By introducing aspects of music into both language arts and math classes, Annie Foote's teachers have created a dynamic learning environment for all students, and have seen benefits for the whole school.

By putting popular early reading books to music, students were able to better understand the story: for example, Lucille Colandro's  “There was an Old Lady who Swallowed a Clover” provided opportunities for students to link characters, events, and ideas to different musical motifs which were then played at the appropriate times during the story.  The motif's made it easy for students to learn the words and understand the story, as well as making the entire process fun and engaging.  Similarly, music provided an enhancement to math learning through comparing ascending and descending notes to counting, or linking forte and pianissimo to the concepts of volume.

Outside of class, students have been able to showcase their newfound musical talents in assemblies; “we had more excellent performers in our talent show this spring than ever before!” said Susanne Zilkie, the Principal of Annie Foote School.  Through an EducationMatters grant he music program was able to add 19 new instruments to their classrooms, increasing student confidence, knowledge, and opportunities to connect with each other in the process.  As the foundation for the Calgary Board of Education (CBE), EducationMatters is committed to investing in our future leaders to give them the skills that they need to succeed after graduation; your support of these students is making a difference today that will resonate for generations to come.  Thank you!

The impact that music has within CBE schools is immense and continues to transcend traditional school culture. With your support, we can continue to fund programs such as the one in Annie Foote School and the Music Therapy program in West Dover School, and continue to significantly enhance language development and verbal competency for many students!

[embed]https://www.youtube.com/watch?v=80bj2YGQwu0&t=2s[/embed]

The post Using Music to Improve Reading and Math Skills in Annie Foote School appeared first on EducationMatters.

You may be wondering what a robotics program is, or how is it significant to student learning. Robotics is an interdisciplinary brand of science that involves engineering the conception, design and operations of mechanical robots. Sounds like a mouthful, right? Well it is – and students are able to transfer their knowledge in STEM (science, technology, engineering and mathematics) to create robots that compete in robotic competitions.

Through robotics, students learn to collaborate in a team environment, enhance their social skills and utilize skills in creative thinking, problem solving and computer programming. These collaborative skills are essential for student success, no matter what subject they choose to pursue in the future.

Introducing STEM programs to children is important in this technology-driven world, but for educators it is also about how to make Calgary more sustainable. A program like this will allow students to develop skills that will prepare them for success in their future careers, whether in a STEM field or not.

The thought of taking a “traditional” STEM class might seem difficult or mundane to some students but the Calgary Board of Education (CBE) have been encouraging students to take part in robotics as a way to get them excited in STEM.

The response towards robotics have been great based on student participation, however the program is in fact a non-core related activity and is considered extracurricular. Without extra funding from organizations such as EducationMatters, many students cannot take part in robotics.

This program is an investment in our future community leaders – please join us in providing an enriched education and brighter futures for our Calgary students!

https://www.youtube.com/watch?v=gKnGgNPP7Io

More stories on Robotics Programs in CBE Schools:
• Big Robots, Big Competition, Big Opportunities
• Building Community by Building Robots
• Ernest Manning High School Community Robotics
• CBE Robotics Teams Heading to World Championships in Houston, Texas
• Nelson Mandela High School Robotics Club

The post How Robotics Can Develop Skills for the Future appeared first on EducationMatters.

https://www.youtube.com/watch?v=gh21MuQwLnM&t=55s

Mental health. It is often a difficult subject to broach, compounded by centuries of stigma that still affect the way we view and talk about mental health as a whole. Normalizing the conversation and correcting misinformation and misunderstanding about the topic is the first step towards viewing mental health in the same way we consider physical health. Providing students with a safe, low-stress way to begin to understand and prioritize their own mental well-being is a great way to give the next generation the tools to talk about their emotions, feelings, and stresses to enable them to develop resiliency, coping strategies, and the ability to ask for help without fear or shame when they need it.

WP Puppet Theatre developed the View from the Inside workshop that encourages discussion about mental health through the creation, exhibition and performance of a self-reflective masks. Through the support of donors, EducationMatters has been able to provide two Calgary Board of Education (CBE) schools with funding for this workshop. This gave students the opportunity to express challenges with their own mental health through performing/fine arts.

“It’s like art therapy,” says Sierra, a student from Sir Wilfrid Laurier School. “While we are painting the masks, we’re talking about mental illness and stuff that can affect our lives.”

“The one thing that surprised me about this workshop is finding out that there are so much people like me!” says Sehrish, a student from Wilfrid Laurier School. “At first I thought that no one wanted to be my friend because I was just weird. But then I met all these new people who are just amazing!”

The students were then put to the test of presenting their own, personal monologues with their personalized painted masks in their hands, in front of a group of classmates, friends, teachers and strangers. Not only did they exude confidence, they were courageous enough to share some of their most personal, internalized thoughts and feelings.

“The kids were really nervous about presenting [their monologues in front of an audience]. But once they got up in front of the audience, they did an amazing job of delivering it, and just showing what they gained from the workshop and what they learned about themselves!” says Luke Couper, Teacher at Sir Wilfrid Laurier School.

Due to the overall success of the workshop, EducationMatters is working hard to raise funds to provide more CBE students the opportunity to take part. With your help, we can continue building awareness on mental health within schools, tackle some of the issues that students face on a daily basis, and begin to change the way we view and treat mental health challenges in our community.

The post Using Monologues and Masks to Spark Mental Health Discussions appeared first on EducationMatters.

With the Toronto Raptors being the latest NBA Champions, the popularity of basketball has greatly increased in Canada. For students at Glenbrook School, the sport of basketball has significantly increased grades in Physical Education on student report cards, and this would not have been possible without the support of EducationMatters, who granted the school funds to install permanent basketball hoops in their gymnasium.

Through the grant the school was able to facilitate a robust physical education program for their students and provide additional opportunities for physical activity, teamwork and fair play. They were also able to implement extracurricular activities for their students, such as their lunchtime Gym Club and morning Spark Club.

“Our initiative was, and continues to be, a success! This is indicated by the increased number of students participating in basketball games during unstructured times, as well as during structured extracurricular activities,” says Brett Kowalchuk, a teacher at Glenbrook School.

The Spark Club in particular provides 20 minutes of vigorous basketball exercise to vulnerable students before the start of their school day, and their teachers have noticed significant changes in the focus and behaviour of many students that had previously struggled in class.

Through an increase of basic basketball skills and health benefits from physical activity, the students are more eager to participate in their physical education class, intramurals, and after-school clubs.

“I feel like an NBA player,” says a grade 6 student.

While Canada is worried whether or not NBA's Most Valuable Player (MVP) champ Kawhi Leonard will re-sign with the Raptors, EducationMatters is confident that, with your continuous support to provide grants for basketball hoops, a future MVP champ can be an alumni of a Calgary public school!

The post School Grants Can Help Build Future NBA Champs appeared first on EducationMatters.

Photo Credit: CBC News

Indigenous culture is a cornerstone of Canada’s identity. In Alberta, all students learn about the history and legacy of the Indigenous peoples to honour the commitment made to the Truth and Reconciliation Commission and to understand an important part of our country’s past.

Traditionally, the teachings of the Indigenous peoples are passed on through oral traditions from generation to generation. It comes in different forms. Performances such as dance and music use sounds and motions to express the depth of the stories they tell.

At Catherine Nichols Gunn School, the Indigenous stories are told through art. The elementary school brought in the Blackfoot artist, Ryan Willert, to work with the students in exploring Indigenous culture and traditional art. With the support of EducationMatters, Catherine Nichols Gunn was able to have Ryan as the artist-in-residence for the school over the course of the year.

The artist-in-residence program combines creativity and education as one. Students can express their artistic side as Ryan guides them through a visual path of understanding Indigenous culture.

The entire school worked together on piecing a new mural for display while also learning about Indigenous culture and traditions from Ryan. Every student was able to work alongside Ryan to add in their own contribution, a painted buffalo.

The buffalo is an important symbol in the Indigenous culture that the students learned about. It represents strength and bravery. The buffalo exemplifies the commitment to facing challenges head on, in school, in the community, and throughout our lives. The story of the buffalo portrays that. It is the only animal that does not run away from the storm but rather runs into the wind, rain, and snow embracing the challenges, searching for the sun on the other side.

“They run through the storm to the other side where it’s sunny,” says Kaitlyn, a student from the school.

The time with Ryan had been a great learning opportunity for the students. They learned important messages about life through the symbolism of the buffalo and the stories that were told. The students were immersed in understanding Indigenous culture and they deepened their appreciation for learning about their way of life.

“My daughter really liked it. She was learning. They got to sit in the circle with Ryan and learn about what happened and why. She still draws the buffalo. She got to know the story behind the buffalo,” says Jana, a parent of a student from the school.

The project left its mark on Catherine Nichols Gunn School. They have adopted a new logo depicting the buffalo from the mural and have changed their motto to “Be Kind, Be Strong, Be Brave” to reflect the teachings of the buffalo. The mural still stands today serving as the centerpiece of the school’s learning commons.

The next Indigenous project that EducationMatters look forward to supporting is Outdoor Play for Niitsitapi’s Preschoolers. With your support, we can provide safe and nurturing play areas for young Indigenous students at the Niitsatapi Learning Centre!

The post Elementary School Students Learn Indigenous Stories Through Art appeared first on EducationMatters.

Music has the power to transcend communication challenges, elevate mood, and help to build relationships. It has measurable benefits in the general population, but its effects on individuals with cognitive impairments can be life-changing. The staff and families at West Dover School know this all too well and applied for an EducationMatters grant to fund a music therapy program for their special needs students. West Dover’s TASC and SKILL programs are benefitting from working with a music therapist on a weekly basis thanks to the generosity of donors, and the impact on students, staff, and families is incredible.

“Music therapy goes beyond a typical music class. It engages students individually to work on communication goals; it helps students learn about expressing emotions; it provides opportunities for a better quality of life for students that have limited access to music programs because of specialized conditions,” says Lynn Barchuk, the SKILL teacher at West Dover School.

EducationMatters was invited to attend the school’s music therapy sessions, and had the opportunity to participate in two classes. The smiles on the students' faces, their willingness to participate, and their eagerness to demonstrate what they’ve learned was a great indication of how receptive the students are to music therapy.

“I have students that don’t speak, but they can make sounds. One little girl, she doesn’t have a loud voice and she’s always very quiet. When we sing some of these songs, she’ll start putting some of the sounds together and she’ll even sing by herself! This [music therapy] really gives her a voice because she has one, and it gives her that chance to use it,” says Lynn.

Funding for this music therapy grant was provided through the Schools Helping Schools Fund, which was established by a group of Briar Hill School parents and community members. They were passionate about donating to schools that had a harder time raising funds for educational enhancements. Many schools that are situated in less-affluent areas have no parent council representation, which ultimately means fewer people to assist in school fundraising projects. After the establishment of this Fund, other school parent councils within Calgary felt inspired to donate, and because of their generosity schools like West Dover are able to provide their special-need students with powerful resources that can transform their lives for the better!

The post Changing Student Lives with Music Therapy appeared first on EducationMatters.

As part of the core curriculum here in Alberta, the arts are an essential element of our students’ education, and providing varied, engaging opportunities for our young people to learn through arts programming is incredibly important to students’ growth. Off-campus learning can have a massive impact on students’ enjoyment and understanding of the arts, but it is not always an option for some schools in Calgary’s less affluent neighbourhoods.

EducationMatters works with donors to help provide off-campus learning opportunities for all students, regardless of financial circumstances, and Masters Gallery is one of the community partners making a meaningful difference for public schools by covering the transportation costs for students to get to and from the gallery to take part in their Young Masters arts program.

Young Masters provides additional opportunities for students to learn about Canadian historical and contemporary art through exploring Masters Gallery and engaging in an art talk with the gallery’s president, Ryan Green.

“The goal for Young Masters is to make art more accessible and less intimidating for children who are curious about exploring their creativity,” says Ryan.

“Children will walk away from the program with a new appreciation of art and a greater understanding of Canadian artists.”

While exploring the gallery, many students used their imagination and creativity to sketch a copy of their favourite art pieces, or developed an original sketch inspired by the art around them.

A grade 5 student from Valley View School was eager to show EducationMatters her sketch and explained what inspired her two drawings.

“I drew this because it teaches us a lesson that these days we have different types of art that we can do, but in the olden days they only had paint that they used to make with the juices from fruit or something else. These days we have tools that can create different types of art and some examples are pastels and pencil crayons.”

It is so easy to dismiss the arts as frivolous when students are going to school hungry, inadequately dressed, or struggling with reading or math. However, allowing each individual to experience different ways of learning and thinking can have an enormous impact on other areas of their education and life, and open doors to opportunities and interests they have never even considered.

Donations like this one enable students from some of Calgary’s communities with socioeconomic challenges to encounter fine art in ways that they would never be able to in their classrooms. This opportunity allows them to have access to the same resources and experience that some of their peers across the city take for granted.

“The kids are super excited here. I think this brings more creativity out of the kids. When they are seeing the art, they are more imaginative,” said a parent volunteer of Valley View School.

Without the generosity of donors like Masters Gallery many of Calgary’s students would miss out on experiences like this. Thank you Masters Gallery for investing in our students!

The post Young Masters Program Enhances CBE’s Art Curriculum appeared first on EducationMatters.

Moving to a new place can be daunting, but imagine the upheaval of moving coupled with the added complication of not speaking the native language of your new home.  An already stressful and potentially isolating experience becomes even more so, and can make the transition for children of immigrants incredibly difficult.

Falconridge School in Calgary’s North East quadrant is proud to have a diverse student body, and with more than 200 students representing a wide spectrum of countries, languages, and cultures. Their strong English Language Learner (ELL) program is vital in helping the school community celebrate their origins while embracing their new country, Canada. 

The Windows into Our World project was born from a desire to enhance their ELL program with an initiative that would bring a sense of belonging, while celebrating their similarities and differences.  With language being one of the most common barriers between students, Falconridge ELL teacher and photography aficionado Shannon Hutchison realized that words were not the only way to have students talk to each other – they could make meaningful connections and have conversations through photographs.  The only thing missing from the plan was suitable equipment to make Shannon’s vision a reality.

With the help of an EducationMatters grant, the school was able to purchase DSLR cameras that students were allowed to use in the school and take home to document their family life and daily rituals. Their parents and siblings were enthusiastic about participating in the project - many of whom were captured in the pictures – and allowed each student to showcase their own cultural identity and invite their peers into their world.

Capturing photos that showcased cultural traditions such as attire and food, allowed students to compare and contrast their cultures, provided opportunities to learn new stories, and gave them the opportunity to explore different cultures guided by their peers.

“It makes me think about like, even if you’re in a different culture, you don’t have to feel left out because we are all together,” says a grade 3 student.

They began to grasp the importance of culture, and it gave them a sense of pride and belonging when identifying similarities with their peers. “I feel happy because I feel like I belong to all the cultures,” says a grade 4 student.

The sharing sessions especially helped ELL students utilize and develop their English language skills.

“This project will enhance oral language development in disciplined based vocabulary as well as language for communication that can be used across all disciplines,” says Shannon.

The project has provided opportunities for more students to be involved in the Photography Club, where they learn the fundamentals of using a camera, and understand various photography techniques.

Already, there are certain students who come to school on Thursdays because they are motivated by the Photography Club,” says Shannon.

Shannon says the project will continue to evolve in order to support student-learning, belonging, and community development, and it has the added bonus of developing the already impressive skillset of several budding photographers at the school.  A modest investment in technology has made, and will continue to make, a significant impact on Falconridge students. EducationMatters donors are incredibly happy to have been able to provide the spark to ignite this project, and look forward to seeing what the students do and create next.

The post Windows Into Our World appeared first on EducationMatters.