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Welcome to Chinook’s Edge!
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Chinook’s Edge is one of the largest school divisions in the province, serving over 11,000 students in 43 Central Alberta schools between Calgary and Red Deer.
Our schools are located in 13 small communities that sprawl east and west from the Highway 2 corridor, conveniently providing Chinook’s Edge staff and families with the best of both worlds: a friendly, healthy and affordable small-town lifestyle combined with the proximity to big city amenities! Plus, the world famous Rocky Mountains are a short drive away.
The Chinook’s Edge reputation for staff and student wellness, our family-friendly communities that boast easy access to exciting cultural and recreational opportunities, and our highly regarded quality learning environments make us a desirable division in which to live, learn, work and play!
- VISION
- Chinook's Edge School Division will be universally recognized as a collaborative learning community where learning is personalized for all students to achieve success as compassionate and innovative global citizens.
- MISSION
- Chinook's Edge School Division will engage every student in meaningful learning by challenging, encouraging and believing in them.
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- BOWDEN
- Bowden Grandview School
- CARSTAIRS
- Carstairs Elementary School
- Hugh Sutherland School
- Neudorf Hutterite
- CREMONA
- Cremona School
- DELBURNE
- Delburne School
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- OLDS
- École Deer Meadow School
- École Olds Elementary School
- Horizon School
- Off Campus Learning Centre
- Olds Career High School
- Olds High School
- Olds Koinonia Christian School
- Reed Ranch School
- PENHOLD
- Jessie Duncan School
- Penhold Crossing Secondary
- Penhold Elementary School
- RED DEER COUNTY
- Gasoline Alley Career High
- Pine Hill Hutterite School
- Poplar Ridge School
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- GENERAL
- COVID-19 Information
- AB Government Letter - Bill 1
- Alberta Education Website
- Destiny
- Fentanyl Information
- Inclement Weather
- Kids Plus Accident Insurance
- LearnAlberta.ca
- Moodle
- myBlueprint
- Out of Area Request
- PowerSchool
- QuickPay - Online Fee Payment
- QuickPay - Terms of Use
- Safety Response Summary
- School Fees
- Technology Use Agreement
- Trustee Update
- Weekdays 'til 6
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- EMPLOYMENT
- Contact
- CESD73 Careers (Twitter)
- Employment Opportunities
- EMPLOYEE SERVICES
- Contact People Services
- Benefits
- Calendars
- Employee Information Form
- Employee Self Services
- Evaluations
- Grids
- Handbooks
- Homewood Health
- ID Card Requests
- Interview Information
- LAPP
- Legal Name Change Notification
- Maternity/Adoption Leave Request
- Medical Leave Notification Form
- People Services Forms
- Record of Employment
- Staff Links
- Staff Health & Wellness
- Support Staff Request For Time Off
- Teacher Leave Day Request
- Teacher Supervision & Evaluation
- Timesheets
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- LEARNING SERVICES
- CESD Hub
- Contact Learning Services
- Assessment
- Career Connections
- CTF Site
- Destiny
- Ed Tech Framework
- Essential Outcomes
- French Immersion
- Indigenous Education
- Instructional Media Centre
- Learning Support Teams
- Literacy Framework
- Locally Developed Courses
- Mentorship
- PLCs
- Quality Learning Environment
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- SYSTEM SERVICES
- Administrator's Handbook
- Contact System Services
- Purchasing Technology
- Student Information
- Tech Advisory Group (TAG)
- Tech Help Ticketing System
- Transition to Chromebooks
- CORPORATE SERVICES
- Facilities Services
- Financial Services
- Health & Safety
- On-line Field Trip Information
- Out of Province PD Form
- Records Management
- Relocatables - Photo Tour
- Transportation Services
Assistive Technology
"For most of us, technology makes things easier. For some of us, technology makes things possible"
In CESD, our goal for assistive technology is to increase student engagement and achievement through a model of differentiated instruction using assistive technology. We are strivng to grow and enhance the overall use of assistive technology to benefit all learners.
"Assistive Technology is technology that increases, improves, or maintains the functional capabilities of students with disabilities"
Rose, Hasselbring, Stahl & Zabala (2005)