As Red Deer Public Schools settles into a new school year, the Division has expanded its supports for students and teachers through the continued implementation and addition of eight new K-12 Classroom Complexity Teams for the 2026-2027 school year.
The Government of Alberta provided initial funding for 11 Classroom Complexity Teams, which Red Deer Public has used as a starting point to develop and expand its own Bridge Classroom model. Through continued investment, the Division has grown the number of Bridge Classroom Teams beyond the initial 11 funded through the province and expanded the model to provide targeted support in all schools and at all grade levels.
The Division introduced eight new Bridge Classroom Teams across the Division supporting students K-12 in all schools this fall.
"Provincial funding provided an important starting point, but we knew there was an opportunity to build on that investment and create a model that responds to the needs we are seeing in our own schools," said Chris Good, Associate Superintendent of Student Services. "We have continued to invest in Bridge Classrooms because we know timely, targeted support can make a meaningful difference for both students and teachers."
"Our Board recognizes that supporting students with complex learning needs requires both a thoughtful approach and a continued commitment to investing in the right supports," said Nicole Buchanan, Board Chair. "The continued investment in Bridge Classrooms reflects the Board's commitment to ensuring our Education Plan priorities are supported through responsible, strategic investments that respond to the needs of our students, staff and schools."
At the elementary and K-8 levels, Bridge Classrooms provide an inclusive support model for students who require more specialized support. Each classroom includes one teacher and two Educational Assistants and supports between six to eight students at a time. Students remain enrolled in their neighbourhood school and remain connected to their homeroom classroom, while accessing targeted, small group support. The Bridge Classroom teacher and the homeroom teacher work collaboratively with the goal of increasing the student's participation in the homeroom classroom.
At the middle school level, the Bridge Teams will focus on literacy and numeracy in Grade 6-7 classrooms this year, while two Bridge Teams at the high school level will focus on supporting Grade 9 students as they transition to high school.
In addition, one Bridge Team will be flexible and move between schools in the north end of the city based on emerging needs.
"These teams are about creating more flexibility in how we support students," said Chris. "Not every student or school needs the same support at the same time. Having a team that can respond where the need is greatest allows us to be more nimble and make better use of our resources."
The expansion of the Bridge Teams comes after extensive engagement with students, staff and families about classroom complexity. The feedback identified a need for additional capacity, improved access to supports and strong coordination around students with complex learning needs. More than 97% of staff surveyed agreed that classroom complexity reduces instructional time, while more than 99% agreed it impacts workload.
Meanwhile, the Division has strengthened the expertise available to schools by adding two Occupational Therapists (OT) to the Student Services team. Previously a contracted service, bringing two OTs on staff allows for greater collaboration with teachers, Educational Assistants and other Student Services coordinators.
"Having two Occupational Therapists as part of our team is a significant enhancement to the support we can provide," said Chris. "It means we can respond more quickly, collaborate directly with school teams and develop a deeper understanding of what students and teachers need in their learning environments. It also strengthens our ability to provide practical, timely strategies that support student success."
The Occupational Therapists will work alongside school and Division teams to support areas such as sensory needs, motor skills, regulations, classroom access and strategies that help students participate fully in learning.
The Division's Three Year Education Plan identifies the implementation and evaluation of the Bridge Teams as a key strategy within its Learning Supports priority.
"Ultimately, this work is about making sure students have the support they need to learn at their best and teachers have the capacity and expertise to meet a range of needs in their classrooms," said Chad Erickson, Superintendent. "We are proud of the progress we have made and will continue to look at where we can invest and expand supports to make the greatest difference for students."
