A New Era for Student Advisories and Houses at CRPS

In a transformative step to elevate student well-being and cultivate a strong sense of belonging, CRPS has embarked on a journey to implement Student Advisories and House structures across its schools. Spearheaded by Deputy Superintendent Debbie McKibbin, the initiative is rooted in a strategy within CRPS' Four-Year Education Plan, which emphasized establishing staff advocates within schools to support students and promote outreach for family and student support. To guide this transition, McKibbin established a Student Advisory Committee, composed of educators and administrative leaders. Throughout the 2023/24 school year and into 2024/25, this committee continues to meet regularly to collect and review research, gather feedback, and refine the Advisory and House structures to ensure they addressed the needs of all students. Insights from the committee informed adjustments to the program, helping shape the rollout planned for division-wide implementation in 2025.

As the pilot school for the house structure, Exshaw School launched this model this past September, setting a precedent for other schools. Designed collaboratively with CRPS’ Knowledge Keepers, staff, and students, Exshaw’s house structure grouped students into four houses: Bison, Eagle, Turtle, and Bear, each symbolizing traits from the Circle of Courage—belonging, independence, generosity, and mastery. Students will remain in their Houses throughout their time at the school, fostering continuity, identity, and a strong sense of belonging. Exshaw School is already reporting that cross-age connections have flourished as older students take on leadership roles, mentoring younger peers and reinforcing a sense of familial support within the school.

Over the course of 2024/25, Exshaw School students will participate in activities that vary by grade level, from nature walks and art projects to Stoney Nakoda language lessons. A teacher committee, drawing on insights from the student council, has also planned yearly events that emphasize values like leadership, responsibility, and community service. The House model encouraged students to embody these traits and created an environment where inclusivity and personal growth were central to the school’s culture.

Adding to this sense of community, Exshaw School unveiled a striking painting by Stoney Nakoda artist Gordon Wesley at its main entrance. This artwork, featuring the iconic view of Heart Mountain, represents the school’s deep connection to the Bow Valley and respect for the cultures that have shaped the community. In the painting’s lower section, the four House animals—eagle, bear, turtle, and bison—are depicted, each symbolizing a core value of the school. This visual anchor not only beautifies the school but also reinforces the values woven into the House structure, reminding all who enter of the school's commitment to unity and inclusivity.

Through the involvement of Indigenous Knowledge Keepers, the House Teams provided students with meaningful engagement in Indigenous knowledge and traditions. This guidance further helps students develop a deep appreciation for relationships, history, and cultural respect, enriching their understanding of their Stoney Nakoda Indigenous heritage and region. 

Exshaw School’s House Teams serves as a dynamic model for other CRPS schools, emphasizing inclusivity and belonging as foundational elements of education. By creating spaces where each student feels supported and valued, CRPS has laid the groundwork for a community-centered school culture that fostered resilience, compassion, and responsibility. With division-wide implementation planned for 2025, the Student Advisories and House structures are set to become enduring pillars of the CRPS educational experience.