partnerships with local businesses, government agencies, and Indigenous groups. Collaborating with colleges and universities to offer dual-credit programs is commonplace and the division ensures that it places equal emphasis on things like expanding STEM, developing a tradesfocused curriculum, and embedding Indigenous perspectives into learning. Equally crucial, Lloydminster recognizes the need to strengthen support systems that address the holistic needs of students and staff. Mental health initiatives, inclusive practices, and robust teacher professional development programs are in place to ensure that educators are equipped to meet diverse learning needs. Additionally, offering resources for both French and English language learners, supporting Indigenous students, and implementing trauma-informed teaching strategies are particularly important in the Canadian context, where diversity and reconciliation are key national priorities. The division also prioritizes creating welcoming spaces for all students, including raising awareness of treaties and Indigenous rights through flag-raising ceremonies and integrating cultural education. This is facilitated by effective communication between schools and families that is supported by real-time digital platforms that are vital for keeping parents informed and engaged in their child’s education. The Lloydminster Public School Division’s success is measured by more than grades and numbers. It’s measured by its ability to cultivate inclusive, innovative learning environments where every student can succeed, and the community thrives in a spirit of collaboration and respect. A UNIQUE CROSS-PROVINCIAL SCHOOL DIVISION Lloydminster Public School Division operates under a uniquely challenging yet enriching situation. The city of Lloydminster, which is geographically split between the provinces of Alberta and Saskatchewan, presents an educational landscape unlike any other in Canada. The LPSD has navigated this dual-provincial setup by serving students on both sides of the provincial boundary, leveraging the policies and programs of two different educational ministries. 353 CIVIL AND MUNICIPAL VOLUME 05, ISSUE 11 LLOYDMINSTER PUBLIC SCHOOL DIVISION
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