Within that student body, roughly 20 percent are English language learners, another 20 percent have complex needs, and 10 percent identify as Indigenous. “Every decision we make comes back to what’s best for kids,” says Superintendent Annalee Nutter.“That’s not just a tagline—it’s how we operate.” Board Chair Linda Myberth reinforces the point: “We actively seek input from our students. The Board visits schools every month, and our Student Advisory Council gives us direct feedback on what’s working, what’s needed, and what inspires them.” That feedback loop has shaped everything from classroom programs to professional development and community partnerships. EARLY FOUNDATIONS: LITERACY, NUMERACY, AND READINESS Early childhood learning is a key pillar of FMPSD’s long-term strategy. The division’s Early Childhood Development Program (ECDP) welcomes children as young as three years and eight months into a playbased environment that builds foundational social, emotional, and cognitive skills. “Early intervention changes trajectories,” says Cynthia Shelley-Lewis, Director of Inclusive Learning.“Through ECDP, we can identify speech, language, or developmental needs early and provide the supports that help children succeed when they enter kindergarten.” Literacy and numeracy form the backbone of those early years. The division has placed additional emphasis on ensuring that all students reach gradelevel proficiency by the end of Grade 3. “We run targeted six-week learning sprints, where a specialist teacher works alongside classroom educators,” Nutter explains. “Those interventions have raised achievement in some cohorts by as much as 24 percent.” To further support young learners with complex needs, FMPSD partners with Family supports for Children with Disabilities (FSCD) to deliver specialized services in rehabilitation therapies in the area of speech, language and occupational therapy. Approximately one-fifth of all students in the division now receive some form of differentiated support, reflecting both demographic diversity and an evolving understanding of student wellness. 241 CIVIL AND MUNICIPAL VOLUME 06, ISSUE 12 FORT MCMURRAY PUBLIC SCHOOL DIVISION
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