• Long Service Award Presentations for Division Office, Information Technology, Education Services and Student Services staff
• 2026-2027 Draft Board Work Plan
• New and revised Administrative Procedures: 60-13 Outreach Programs, 50-01 Requesting a School Other Than a Designated School
• Approval of 2026-2027 Student Fees and Bus Rental/Shop Rates

…and more!

READ THE FULL AGENDA

The meeting will be held at the Division Office in Barrhead (5310-49 St.), beginning at 9:30 am.

To present to the board as a delegation, please contact Secretary-Treasurer Heather Nanninga at heather.nanninga@pembinahills.ca or 780-674-8504.

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Known for her ability to anticipate student needs, Kari consistently goes above and beyond in the support she provides. Whether leading engaging movement and music activities or creating meaningful and accessible learning opportunities, she brings energy, creativity, and care to everything she does. Her thoughtful approach helps students feel safe, confident, and excited to learn.

The strong relationships Kari builds with students are grounded in trust, respect, and genuine compassion. She takes the time to understand each student’s interests and strengths, celebrating successes both big and small while creating a joyful and supportive learning environment.

Kari’s positive impact also extends to her colleagues. She is known as someone who is always willing to lend a hand, offer support, and brighten the day of those around her. Her positivity, kindness, and strong work ethic contribute greatly to the welcoming and supportive culture at École Westlock Elementary School.

Committed to continuous learning and growth, Kari actively collaborates with division support staff, embraces new strategies, and continually seeks opportunities to enhance her practice. Her leadership and dedication have made her a valued mentor and role model for new educational assistants entering the profession.

Pembina Hills School Division is proud to recognize Kari for the outstanding difference she makes every day. Through her dedication, leadership, and compassionate approach to supporting students, she enhances not only her school community, but the division as a whole.

Congratulations, Kari!

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As a School Counsellor, Meghan consistently goes above and beyond to support student well-being. She is known for being approachable, caring, and responsive, always making time for students when they need support most. Whether helping students navigate challenges, building trusting relationships with families, or collaborating with staff, Meghan approaches every situation with empathy, professionalism, and confidentiality.

Highly respected by her colleagues, Meghan is a valued source of guidance and support within École Westlock Elementary School. She manages a dynamic and ever-changing caseload with exceptional organization and flexibility, helping students work toward their goals while ensuring new students feel welcomed and supported.

Meghan is also committed to lifelong learning and continuous growth in her practice. While completing her Master’s in Counselling, she continues to seek new strategies and opportunities to better support students. Her initiatives, including pet therapy and the Kimochis program, have made a meaningful and lasting difference in student wellness, confidence, and emotional development.

What truly sets Meghan apart is her calm and positive presence. In difficult or stressful moments, she models emotional regulation, resilience, and thoughtful problem-solving, creating a sense of stability and care throughout the school. Students know they can rely on her as a trusted and supportive adult who genuinely cares about their success and well-being.

Pembina Hills School Division is proud to recognize Meghan for the outstanding difference she makes every day at École Westlock Elementary School. Through her dedication, leadership, and compassion, she embodies the very best of education and student support.

Congratulations, Meghan!

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Known for her ability to anticipate the needs of students and families, Christine consistently goes above and beyond to ensure students are supported and school operations run smoothly. Whether solving challenges behind the scenes, supporting families with care and understanding, or helping students feel safe and valued, she approaches every interaction with empathy and commitment.

As one of the first people many families and visitors encounter, Christine creates a welcoming environment where everyone feels seen and supported. Her kindness, positivity, and genuine care help foster a culture of belonging within the school community. Over the years, she has also helped create meaningful opportunities and experiences for students, encouraging them to grow, succeed, and explore new possibilities.

Christine’s professionalism and leadership are evident in all aspects of her work. From managing complex systems and daily operations to supporting student learning, she demonstrates exceptional organization, integrity, and dedication. A lifelong learner, she leads by example and inspires those around her through her quiet leadership and unwavering commitment to students and staff.

Beyond the school, Christine’s involvement in the community reflects her passion for helping others build connections and find purpose.

Pembina Hills School Division is proud to recognize Christine for the outstanding difference she makes every day at Barrhead Outreach School and Westlock Outreach School.

Congratulations, Christine!

Left to right: Christine Vachon and Colleen Teske.

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Students competed in carpentry, automotive service technology, and hairstyling, demonstrating technical knowledge, creativity, teamwork, and perseverance under pressure.

Automotive Students Earn Provincial Success

Students from R.F. Staples Secondary School (RFS) had an especially strong showing in Automotive Service Technology at both the regional and provincial levels. The competitions featured seven stations covering areas such as electrical vehicle systems, suspension, steering, diagnostics, and repair work, all completed under strict time limits.

Out of 20 provincial competitors, RFS students achieved outstanding results!

• Kole Carnegie (Grade 12) — 1st Place
• Andrew Gardon (Grade 11) — 2nd Place
• Adam Moscaluk (Grade 12) — 4th Place
• Dayce Madson (Grade 11) — 14th Place

By earning gold, Kole has secured a place on Team Alberta and will advance to the National Skills Competition in Toronto later this month, where he will compete against the top student from each province for the national title.

“Our success this year was a direct result of the dedication shown by students in our trades programs, both in school and through off-campus placements,” shared the team’s Automotive teacher, Aaron Deas (pictured above). “Students who perform well at Skills are typically very well-rounded; beyond natural mechanical talent, they must possess strong numeracy and literacy skills to excel.”

Deas also recognized the important role families play in supporting students as they pursue opportunities in skilled trades. “This year’s group came with particularly strong backgrounds, and that parental support greatly complements the work ethic and trainability we see in the shop.”

Carpentry Students Take on a New Challenge

Pembina Hills was also represented in Carpentry by RFS students Russell Marko, Katrina Monro, and a grade 11 student. Competitors were tasked with building a wooden chicken coop within a challenging five-and-a-half-hour time limit.

Although the team did not place this year, the experience provided valuable learning opportunities. None of the students had previously competed in Skills Carpentry, making the event an important introduction to the fast-paced competition environment.

“What went well was the ability to read and decipher complex blueprints,” shared the Carpentry teacher Doug Sereda. “We spent many hours in class practicing reading and understanding the prints.”

He added that the competition also tested students’ independence and time-management skills. “With only 5.5 hours, there was a lot to do,” Sereda explained. “It was tough as a coach because I was not allowed to do any coaching during the competition — they needed to be completely independent.”

Despite the challenges, the students embraced the opportunity and gained valuable experience for future competitions and careers in the trades.

Hairstyling Students Demonstrate Creativity and Professionalism

RFS students also showcased their talent in Hairstyling at both the regional and provincial levels, demonstrating strong technical skills, creativity, and professionalism.

At the regional competition, students competed across Junior and Intermediate categories with the following results:

Hairstyling Intermediate

• Ariel Noble (Grade 12) — 6th Place
• Sarah Bowman (Grade 10) — 10th Place

Hairstyling Junior

• Julia McCoy (Grade 10) — 4th Place
• Sadie Budgen (Grade 10) — 7th Place
• Catherine Cornell (Grade 10)— 11th Place

Julia advanced to the provincial competition in Junior Hairstyling, where she earned an 8th-place finish among a competitive field of students from across the province.

At the senior level, grade 11 student Karley Regimbald represented Pembina Hills at provincials, placing 4th and earning the Safety Award for her professionalism and commitment to safe practices throughout the competition.

Celebrating Student Achievement

The Skills competitions provide students with opportunities to apply classroom learning in real-world scenarios while exploring future career pathways in the skilled trades and technologies.

Congratulations to all students who participated this year, and thank you to the teachers, families, and community partners who continue to support career and technical education opportunities across the division.

We will be cheering on Kole at Nationals at the end of the month!

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A Grade 5 student at Busby School, Tynne is recognized as a caring and respectful role model who leads through both her actions and her willingness to share her knowledge with others. Guided by her family and Elders, she proudly embraces her Indigenous identity and regularly shares aspects of her culture and language with classmates and staff. From explaining the significance of her ribbon skirt and Orange Shirt Day to teaching Cree words and sharing her understanding of smudging and traditional teachings, she helps create meaningful opportunities for learning, inclusion, and connection within her school community.

Tynne is also admired for her perseverance and dedication to personal growth. Through determination, hard work, and a positive attitude, she has overcome challenges in her learning journey and continues to strive for excellence both inside and outside the classroom. Teachers describe her as someone who consistently demonstrates kindness, reliability, and genuine care for others, always taking time to encourage classmates, celebrate the successes of her peers, and make those around her feel valued and included.

Outside of school, Tynne remains deeply connected to her culture and community through participation in round dances, Native Provincials, hockey, and chuckwagon racing with her family. Her leadership, strong sense of identity, and commitment to uplifting others make her highly deserving of this recognition.

Congratulations Tynne!

Pictured: Tynne with PHSD Trustee Nolan Mast

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While conversations about mental health issues and suicide can feel difficult, talking openly and compassionately about mental health is one of the most effective ways to reduce stigma, encourage help-seeking, and keep students safe. 

Families play a vital role in noticing changes, starting conversations, and reaching out for support when concerns arise.

Recognizing When a Child May Need Support

One way families can support student well-being is by becoming familiar with signs that may indicate a child or youth is struggling and may need additional support. 

There is no single cause of mental health issues or suicidal thoughts or behaviours, and signs that a child or youth may be struggling can vary from person to person. Families may notice changes in mood, behaviour, or communication that could signal a need for additional support, such as:

Changes in mood or behaviour

• Increased sadness, anxiety, irritability, or anger
• Withdrawal from friends, family, or activities they once enjoyed
• Noticeable changes in sleep patterns or appetite
• Loss of interest in school or declining academic performance

Changes in communication

• Talking or writing about feeling hopeless, worthless, or like a burden
• Expressing feelings of being trapped or having no way out
• Saying goodbye in unusual ways or giving away possessions

Risk-taking or concerning behaviours

• Increased substance use
• Reckless or impulsive actions
• Self-harming behaviours

Experiencing one of these signs does not necessarily mean a child is at risk for serious mental health issues or suicide, but multiple signs or significant changes may indicate that additional support is needed.

How Families Can Support Their Child

• Start the conversation. Asking direct, caring questions about how your child is feeling does not increase risk. It can help them feel seen and supported.
• Listen without judgment. Focus on understanding rather than fixing. Let your child know their feelings matter.
• Try to respond, not react. It can be difficult to hear your child share their difficult feelings or big worries, but it’s important to try to stay calm, thank them for trusting you and then find additional help if needed.
• Stay connected. Small, regular check-ins can make a big difference.
• Reach out early. If something doesn’t feel right, trust your instincts and seek support.

Support Is Available

Families are not alone in supporting student mental health. Sharing information and resources is one way we can continue working together to support the well-being of all students.

 If you are concerned about your child, consider reaching out to:

• Your child’s school administration, teacher, or school counsellor
• Local mental health professionals or community supports

If you believe your child is in immediate danger, contact emergency services right away.

• Kids Help Phone
  • Phone: 1-800-668-6868
  • Visit kidshelpphone.ca for resources
  • Crisis Support: Text CONNECT to 686868; online messaging is also available on their website
  • To connect with a First Nations, Inuk or Métis crisis responder, text FIRST NATIONS, INUIT or MÉTIS to 686868
• Talk Suicide Canada
• • Call or text 988
  • Visit talksuicide.ca for resources
• 211 Alberta
• • Call or text 211 or visit ab.211.ca for resources or to use their online chat

A Shared Responsibility

Fostering positive mental health and suicide prevention is a shared responsibility among schools, families, and communities. By staying informed, talking openly about mental health, and seeking help early, we can create a culture of care where students feel supported, connected, and hopeful.

If you would like more information about mental health supports available through our schools, please contact your school administration.

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Pembina Hills Schools Score High in Annual Satisfaction Survey

Pembina Hills School Division has released the results of its 2025–2026 annual satisfaction survey, completed in early February by students, staff, and parents across the division. Overall results are strong, with several measures reaching multi-year highs.

More than 1,700 students, 239 staff members, and 546 parents participated. Highlights include:

•       92.3% of students said their school is safe and caring — the highest student result in at least five years.
•       97.4% of staff agreed that teachers challenge students to do their best.
•       97.6% of students said their teachers have taught them about Indigenous points of view, up from 94.5% in 2021-2022.
•       The composite Safe and Welcoming Learning Environment score reached 89.33%, the highest recorded since tracking began in 2018-2019.

Parent participation increased this year to 30.8%, up from 26.7% in 2024-2025. School-level results are shared by principals at each school’s April or May School Council meeting, and are posted on each school’s website under “Assurance Reporting.”

Pembina Hills Celebrates Growth in Indigenous Education Programming

At its April 29, 2026, meeting, the Pembina Hills School Division Board of Trustees received an update on Indigenous Education in the division,  highlighting strong momentum in programming, community partnerships, and student outcomes across the division.

Pembina Hills serves more than 650 self-identified Indigenous students across First Nations, Métis, and Inuit communities. Supporting student success and building understanding for all learners remains grounded in the Truth and Reconciliation Commission’s calls to action and Alberta’s Teaching Quality Standard.

Highlights from this year’s report:

• Indigenous Liaisons supporting students and families, strengthening relationships with Elders and Knowledge Holders, and connecting communities to resources.
• “Where’s Wâposh?” — developed by Early Learning Principal, developed a hands-on Métis cultural learning program that brings a Trapper’s Tent experience, Michif language lessons, and traditional activities to Early Learners (Pre-K to Grade 4) across the division.
• 97.6% of students this year reported that their teachers have taught them about Indigenous points of view — up from 94.5% in 2021–22.
• A Land-Based Learning experience for high school credit is planned for May 27–29, 2026, at Lessard Lake (near Cherhill), with 31 students from five schools planning to attend.
• The 2026 Indigenous Graduation Celebration will be held on June 12, 2026, at École Barrhead Elementary School, in partnership with Rupertsland Institute. 

Board Approves Budget Framework — $3.6 Million More for Students

The Pembina Hills School Division Board of Trustees approved the framework for distributing the division’s financial resources for the 2026/27 school year at its April 29, 2026, meeting.

PHSD’s projected operational funding for 2026-2027 is $60,857,649 — an increase of approximately $3.6 million, or 6.3%, compared to estimated actuals in 2025-2026. The largest driver of this increase is additional grant funding to support a negotiated teacher salary increase of slightly over 9%.

The division projects nearly 3,700 students in 2026-2027, including 325 full-time students through Vista Virtual School. Overall enrolment is relatively stable, with slight declines in some community schools offset by continued growth at Vista Virtual School.

A notable change for 2026-2027: PHSD is moving toward a site-based decision-making model for school budgets. Principals and school leadership teams will build their own school budgets within their overall funding envelope, rather than receiving a prescribed staffing allocation and needing central approval to move funds between categories. This change responds directly to feedback from school leaders and is grounded in Administrative Procedure 20-50 School-Based Decision Making.

Individual school budgets will be submitted to the Division office for consolidation. The Board will consider the final divisional budget for approval at its May 27, 2026, regular meeting.

READ MORE: Board meeting agenda and minutes

Next Regular School Board Meeting
Wednesday, May 27, 2026
Division Office
9:00 a.m.

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Following a rigorous recruitment process—defined by extensive interviews and school leadership consultation—the Board sought a leader capable of operationalizing its long-term vision while continuing to build on the Division’s strong foundation of relationship-based, student-centred learning.

Ms. Drake distinguished herself through her diverse background in the classroom, school, and divisional leadership. Her commitment to evidence-informed decision-making and collaborative governance aligns closely with the Division’s focus on organizational stability and continuous improvement, with a clear focus on what matters most: success for all students.

Ms. Drake holds a Bachelor of Education and Master’s of Education from the University of Alberta and is committed to continuous professional learning. She began her teaching career in 1999 at R.F. Staples Secondary School, and has served the Division in a range of roles including: Teacher, Literacy Lead Teacher, Associate Principal, Principal, Director, and most recently Deputy Superintendent of Education Services.

“The Board is proud to name Raime Drake as our Superintendent. She possesses a unique ability to pair transformative vision with deep operational credibility – exactly what is needed to navigate today’s evolving educational landscape.”, said Board Chair Victoria Kane. “We have full confidence that she will foster a culture built on trust, collaboration, and a shared purpose, while turning our collective priorities and high expectations into measurable success for every student.”

“I am honoured to accept the role of Superintendent and grateful for the trust placed in me by the Board.” Ms. Drake shared. “I look forward to working collaboratively with staff, students, families, and community partners to action the Division’s priorities of Wellness, Thriving Communities, and Engaged Learners.”

Ms. Drake’s appointment will formally assume the role upon the retirement of Superintendent Brett Cooper on August 31, 2026. Please join us in congratulating Raime on her new leadership role!

For more information, please contact

Victoria Kane
Board Chair
Victoria.kane@pembinahills.ca

The post Raime Drake Appointed Next Superintendent of PHSD appeared first on Pembina Hills School Division.

Families with children registered or pre-registered at a Pembina Hills school can now begin planning for the upcoming year by submitting their transportation requests. Applications are available for a variety of transportation needs, including rural service, in-town busing, alternate stop requests, and transportation to a Requested School/School of Choice.

Accessing Transportation Forms and Fees

Access to transportation forms and fee payment is available through the PowerSchool Parent Portal. Families new to Pembina Hills should note that student registration must be approved before transportation applications can be submitted. Once registration is confirmed, families will receive an email notification and can proceed with transportation requests.

A separate application must be submitted for each child requiring transportation.

Eligibility and applicable fees may vary depending on grade level and distance from the school. Final distance calculations are determined using transportation routing software.

Once a transportation form is processed and approved, any applicable fees will be added to the account, and must be paid prior to accessing bus service.

Plan Ahead for the First Day of School

To help ensure transportation is in place for the first day of school, families are strongly encouraged to submit their applications by August 15, 2026. Applications received after this date may result in delays to service at the start of the school year.

When does bus service begin for a student?

Bus service will begin only after an application has been approved, any applicable fees have been paid, and families have been contacted by the school bus driver with route details.

For complete details, including transportation options, requirements and fee information, please visit the Register to Ride page on our website.

Contact us

If you have questions about busing, please call the Transportation Office at 780.674.8510 or email troffice@pembinahills.ca.

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