Byelection Survey

Wards 4 & 7

 

Joe Degagne:

 

Time to support children who are in overcrowded classrooms.

 

Dan Penna:

 

Initiatives related to DEI and anti-racism all cost money. This money needs to be redirected by eliminating these ideological programs. Teachers at the CCSD do not require training in anti-colonialism. They require improved core academic teaching skills, including improved skill and knowledge to impart the Catholic faith to students.

 

Maria-Teresa Vecchio-Romano:

 

Candidate did not complete our survey.

 


 

Wards 11 & 12

 

Steve Chapman:

 

I also believe that core academics should be the priority. I am not certain we can use the budget as the litmus test is that is being provided. At first glance the budget reports 93% of expenditures are for instruction and operations. Another 4% covers transportation. In business what gets measured gets managed. We need more detailed metrics on what does success look like. Do the kids we graduate really understand the academic material they have been exposed to? If not what are some of the obstacles we need to be addressing. One report I saw shows a significant increase in diversity across areas of language, culture and cognitive ability (such a a rise in ADHD diagnosis). Are we ensuring that each individual child is actually getting the instruction they require with the delivery they respond to. The board needs to be receiving a lot more unfiltered information from teachers on the front line.

 

Kimberly Cichon:

 

Literacy and numeracy are essential skills, and every child should have the opportunity to excel in these areas. As a trustee, I am committed to listening to parents' input when advocating for and making budgetary decisions.

 

Laura Dennison:

 

First of all, thank you for the opportunity to share my message with your members. Your question is a great one. In my many years as a volunteer on CCSD School – serving as Chair, Vice Chair, Secretary, Fundraising Coordinator – as well as with the Bishop Carroll Music Society as President, Vice President, and Secretary, I have had the privilege to evaluate and assess the strengths of the academic programs found within CCSD. I am pleased my family was able to select learning environments that best supported my children’s success. We chose both a traditional learning model, and an independent learning program offered at Bishop Carroll High School, where students progress at their own pace without fixed classes or schedules. This was very beneficial for both of my children as they not only could focus on their core academics, but it allowed them the flexibility to spend time on their passion for music, demonstrating that strong academic foundations can coexist with vibrant extracurricular opportunities. I found that throughout their entire education, core academics were well supported by great teachers. I personally believe that education must cater to the whole child. Each child learns differently, and each child deserves a rich offering of courses to develop them fully. By this I mean fine arts, sports programs, music, and drama, not only the core subjects. These elements are not mutually exclusive but complementary, engaging students and fostering their development in diverse ways. A well-rounded education ensures that every student has the opportunity to succeed, regardless of their learning style or interests. CCSD has made strides in supporting core academics through skilled teachers and diverse program offerings. However, I believe there is always room to improve alignment between the board’s budget and the priorities of families. As a trustee, I would advocate for thoughtful budget decisions that maintain high standards in core academics while also ensuring vibrant, inclusive programming. This balanced approach will empower families to choose the educational path that best meets their children’s needs, ensuring that all students feel supported, engaged, and prepared for the future.

 

Chantelle Dur:

 

With four children in our district’s Catholic schools, I support an approach that ensures students develop strong foundations in reading, writing, and math. At the same time, faith formation is essential—it’s the heart of what makes our Catholic schools unique. A truly well-rounded education in a Catholic school nurtures both academic excellence and spiritual and moral growth.

Wards 4 & 7

 

Joe Degagne:

 

Parents should have the right to choose.

 

Dan Penna:

 

This is an important element of accountability.

 

Maria-Teresa Vecchio-Romano:

 

Candidate did not complete our survey.

 


 

Wards 11 & 12

 

Steve Chapman:

 

Accountability all the way.. In most areas of consumers vote with their wallet. We reward businesses that provides service and quality products with our business. When repairing our car we take time to educate ourselves on our repair choices and the quality of the service we expect. Educating our children is vastly more important than a car and parents should expect that even though we pay education through our taxes it is still our money being invested and our children's future at risk.

 

Kimberly Cichon:

 

I support a robust educational landscape where different models of education can thrive. We are not in competition but share a common goal: helping our children reach their highest potential in collaboration with their parents and community.

 

Laura Dennison:

 

I firmly believe in choice in education, and the foundation of that choice is a strong, publicly funded system. Alberta’s education system offers three excellent publicly funded options: public, separate, and francophone schools. Speaking from my experience with the separate system, I can attest to the rigorous processes in place to ensure accountability.
The Calgary Catholic School District (CCSD) submits two key documents to the province annually: the Alberta Education Results Report and Audited Financial Statements. These documents demonstrate that public funds are being used responsibly and effectively to achieve meaningful outcomes. Importantly, these reports are publicly available, ensuring transparency for parents and the community. As a Council Chair, Society President, and parent, I valued having access to these resources to understand how my tax dollars were being spent.
I believe these processes for public accountability are robust. However, as a trustee, I would prioritize ensuring that this accountability remains not only publicly available but also accessible and clearly understood by all. Transparency and trust are the cornerstones of a strong public education system, and I am committed to upholding those principles.

 

Chantelle Dur:

 

Catholic tradition upholds the rights of parents as the primary educators of their children, and the principle of funding following the student aligns with this belief. By allowing families to choose the educational setting that best reflects their values and meets their children’s needs, this approach empowers parents to fulfill their God-given role in guiding their children’s academic, spiritual, and moral development.

Wards 4 & 7

 

Joe Degagne:

 

Local decisions made by local decision-makers Otherwise it is overreaching.

 

Dan Penna:

 

Decision-making should devolve to the lowest practical level. This is part of the Catholic social justice teaching called subsidiarity. Over-centralization of decision-making usually results in wasteful spending, ineffective planning and poorly implemented decisions.

 

Maria-Teresa Vecchio-Romano:

 

Candidate did not complete our survey.

 


 

Wards 11 & 12

 

Steve Chapman:

 

I have always believed that the decision makers closest to the problem make better decisions than those who are removed from it. I have also protested the use of one size solutions being applied across the board when a more surgical approach will yield superior results.

 

Kimberly Cichon:

 

Those leaders closest to an issue usually make the most effective and efficient decisions. Empowering local decision-makers ensures better outcomes for our students, educators, and communities.

 

Laura Dennison:

 

I believe in the principle of subsidiarity—decisions are best made at the local level to the greatest extent possible. This principle, rooted in Catholic social teachings, emphasizes that decisions should be made at the level closest to the people they affect, with higher authorities stepping in only when necessary. That said, I recognize that provincial legislation, such as the Education Act, prescribes how certain decisions must be made, setting boundaries within which local decision-making operates.
As a parent, School Council Chair, and Society President, I’ve seen firsthand that the strength of decision-making lies in collaboration. When parents are actively engaged in discussions and contribute their insights, and when staff bring their expertise to operationalize these ideas within the constraints of available resources, the results are far more effective. This collaborative approach allows for a balanced consideration of fiscal realities alongside aspirational goals, ensuring the best possible outcomes for students and the broader community.
As a trustee, I would advocate for empowering local voices in decision-making processes and fostering meaningful engagement between families, educators, and leadership. This approach not only respects the principle of subsidiarity but also strengthens trust, accountability, and the overall effectiveness of our education system.

 

Chantelle Dur:

 

Local decision-makers should take responsibility for local decisions, reflecting the Catholic principle of subsidiarity, which calls for decisions to be made at the most local level capable of addressing an issue effectively.

Wards 4 & 7

 

Joe Degagne:

 

Transparent enough is hard to define. Definitely depends on the subject matter.

 

Dan Penna:

 

The Calgary Catholic School District is the opposite of transparent. They refused to disclose why a trustee was disciplined or why she resigned. They refused to disclose why the Chief Superintendent resigned and why he was rehired. They hold too many in camera meetings. They publish minimal notes. They make minimal effort to hold meetings when people can attend. They do not use the internet effectively to communicate with parents and stakeholders. They do not publicize their existence or their role. They are complicit in restrictive campaign election rules that make it very difficult for incumbents to be defeated,. All these things can change.

 

Maria-Teresa Vecchio-Romano:

 

Candidate did not complete our survey.

 


 

Wards 11 & 12

 

Steve Chapman:

 

I am not sure you can ever be transparent enough when you are dealing with massive amounts of tax dollars and children's futures. School board decisions usually slip under the radar with very little reporting. Trustee meetings are sparely attended by outsiders and almost never by parents. Unlike City Council meetings they are almost never reported on by media. Most school board meetings cover a substantial number of items "in camera" with no reporting or minutes as to the outcome of what was discussed. In camera meetings should only be used for items that absolutely must be kept private for the time being but still publicly reported on once the urgency is passed. It is up to the board to go above and beyond to ensure their constituents are fully aware of what issues are coming up , what was discussed and what outcomes are occurring.

 

Kimberly Cichon:

 

Managing a small business taught me the value of continuous improvement in efficiency. In the same way, transparency in how public funds are used is crucial to earning the trust and confidence of stakeholders.

 

Laura Dennison:

 

I believe the school board is doing a good job of being transparent. Over my 16 years as an involved parent, I’ve had access to the information I needed to support my children’s education. However, the challenge may lie in helping parents better understand and navigate the available information.
As a Catholic community, we value the strong relationship between parishes, families, and schools, recognizing parents as the primary educators of their children. School communities are always stronger when parents have the information they need to make informed decisions. Ensuring continued transparency and fostering better understanding would be a priority for me as a trustee.
Regarding taxpayers, the CCSD demonstrates accountability by submitting the Alberta Education Results Report and Audited Financial Statements to the province annually. These documents ensure public funds are being used effectively and responsibly.
As a trustee, I would work to bridge any gaps in understanding, ensuring that parents and taxpayers alike have access to clear, accessible information to support the best outcomes for students and our community. Transparency isn’t just about providing information—it’s about making sure it’s meaningful and actionable.

 

Chantelle Dur:

 

I believe transparency is essential for building trust. To ensure openness and accountability, in-camera meetings—which exclude public scrutiny—should be rare, not routine.

Wards 4 & 7

 

Joe Degagne:

 

Nope

 

Dan Penna:

 

Parents are the first educators of their children. At a Catholic school, parents need to know that all teachers are committed to defending this right by having assurance that only the Catholic Catechism is taught and nothing that subverts the Catechism. No secrets from parents is my commitment, including working to change any policies that force or allow such secrecy.

 

Maria-Teresa Vecchio-Romano:

 

Candidate did not complete our survey.

 


 

Wards 11 & 12

 

Steve Chapman:

 

there would have to be extraordinary circumstances for a school to keep information from a parent regarding their child and likely that secrecy would only exist until other actions have occurred. Such as passing that information onto police or social services for investigation if the child was at risk. As a former cop I was always compelled to involve parents into any contact I had with a minor as soon as possible. I believe it is a good policy.

 

Kimberly Cichon:

 

As a parent, I believe in open communication with those who work with my children. I know my children best and want to ensure transparency and collaboration in supporting their growth and well-being. This value will be incorporated into my role as Trustee.

 

Laura Dennison:

 

The question is somewhat unclear and could be interpreted in two ways:
a) A commitment to removing any “secrets” kept from parents.
b) A commitment to removing policies that require secrets, except in cases where evidence of harm justifies confidentiality.
First and foremost, I believe that parents are the primary educators of their children and should be central to any decisions affecting their well-being. Legislative requirements, such as the Education Amendment Act (formerly Bill 27), were designed to enhance transparency and communication between school authorities and parents. While compliance with these regulations is, of course, a given, I place an even greater emphasis on fostering trust and openness between schools and families.
As a trustee, my commitment would be to ensure that both students and parents are supported in ways that prioritize their best interests. I would advocate for clarity and open dialogue, ensuring that decisions are made with care, compassion, and respect for both the family’s role and the student’s needs.

 

Chantelle Dur:

 

Yes.

Wards 4 & 7

 

Joe Degagne:

 

Candidate did not complete this question.

 

Dan Penna:

 

In a Catholic school, all parents agree that the authentic Catholic perspective on these matters, as expressed in the Catholic Catechism, can be and will be discussed with students. While informing parents such that they can have the opportunity to discuss these topics with their children is still a good idea, no special legal obligation should be necessary, provided that the school administration is doing an honest job of ensuring that teachers uphold the Catechism.

 

Maria-Teresa Vecchio-Romano:

 

Candidate did not complete our survey.

 


 

Wards 11 & 12

 

Steve Chapman:

 

I believe parents should be fully informed about all instruction being given their children. I do not understand why a parent cannot see an outline briefing of class content before their child attends. As a parent I was constantly frustrated that such information was difficult if not impossible to access before before the class started and online while the class was in progress. I would review my child's textbooks but not all information he received was from that source. Getting informed consent is even more important when the content and context could be explicit, traumatic or triggering.

 

Kimberly Cichon:

 

With the exception of extreme circumstances, I believe parents have their children's best interests in mind. Schools should be in communication with parents of children who are having difficulties.

 

Laura Dennison:

 

I support the principle that parents are the primary educators of their children and should be informed about sensitive topics covered in school. The Education Act already requires parental notification and involvement in these matters. Historically, CCSD has adhered to this by notifying parents when instruction covers human sexuality, allowing them to excuse their children without penalty if they so choose.
With the introduction of Bill 27, the Education Act now requires parents to opt in to such lessons, further reinforcing the importance of parental involvement. Section 32 of the Act also emphasizes that parents have a responsibility—not just an opportunity—to take an active role in their child’s education.
In this context, I believe parents should be informed before topics like abortion, sexual assault, marriage, or decisions about having children are addressed in school. This level of transparency respects the family’s role in guiding their child’s learning and ensures alignment with their values and beliefs.

 

Chantelle Dur:

 

As long as these topics are addressed in a manner consistent with Catholic moral teaching, parents can reasonably expect their child(ren) to receive guidance rooted in a Catholic perspective.

Wards 4 & 7

 

Joe Degagne:

 

Yes.

 

Dan Penna:

 

Knowledge-based rather than process-based outcomes result in better educational outcomes.

 

Maria-Teresa Vecchio-Romano:

 

Candidate did not complete our survey.

 


 

Wards 11 & 12

 

Steve Chapman:

 

100%.. I see no reason why complete transparency and metrics are not readily available on any program or course. I would have to believe that developers would have to go through that process before any program is ever implemented at a school so why not have that available to the public.

 

Kimberly Cichon:

 

Clear outcomes and purposeful direction are crucial for developing and implementing any program. An effective curriculum begins with a strong and transparent vision.

 

Laura Dennison:

 

This is an interesting question. While curriculum development is the responsibility of Alberta Education, there is a critical role for parents to actively engage with school councils and school boards to ensure that programs are relevant, desirable, and academically strong for students.
However, School boards frequently adopt locally developed courses created by other districts if they feel that it would be of interest and benefit to their students. They will develop a 3-credit course based on these programs. This collaboration between districts is desirable and cost effective. These courses are usually niche based such as military history, student and community needs, mental health literacy, mathematics analysis and approaches, etc. They are designed to compliment provincial curriculums.
As a trustee, I would prioritize ensuring that these processes remain transparent and focused on delivering meaningful learning opportunities that enhance students' education and future readiness.

 

Chantelle Dur:

 

Transparency ensures that parents and stakeholders can trust the process, while clear knowledge outcomes provide students with a strong foundation for academic success. In Catholic education, this approach also ensures that programs reflect our shared values and align with the mission of nurturing both academic excellence and faith formation.

Wards 4 & 7

 

Joe Degagne:

 

Seems clearer to just give a descriptor. Parents make the transfer anyway. More difficult to offer suggestions for improvement.

 

Dan Penna:

 

As an educator for 25 years, I believe that letter grades are inappropriate at elementary grade levels. Learning is developmental and does not happen on a schedule. Percentage grades are appropriate at higher grade levels for Math and Science, whereas letter grades tied to descriptive language are more appropriate for other subjects.

 

Maria-Teresa Vecchio-Romano:

 

Candidate did not complete our survey.

 


 

Wards 11 & 12

 

Steve Chapman:

 

I think the operative words here are "communicating progress clearly". is the grade being received reflective of the students knowledge of class content? If my son is getting a C in Math which means Satisfactory Achievement or 65% I am still not really informed. What does Satisfactory mean? I am not really satisfied with a C.. Is this an average compared to his peers or does it mean an average of 65% of his exam scores by weighting. These are the questions I asked all the teachers for all 4 of my kids during review followed by "what does he/she need to do to improve?" I was not always satisfied with the answers. I think that overall we need to raise our expectations. Is our grading system really reflective of competency? If children are getting Ds and Less than Satisfactory Achievement how much of that responsibility falls back on the school and the instruction being provided. The Catholic School Mission is that "Children centered in Christ realize their FULL potential." I fail to see how graduating kids at the barely pass level equates to "FULL" potential.

 

Kimberly Cichon:

 

While grading is typically an operational issue outside a trustee’s direct influence, I, as a parent and previous diverse learning teacher, value descriptive feedback over traditional letter grades. It provides a clearer picture of a child’s effort and achievements, areas that are often overlooked by numerical or letter-based assessments. However, the schools must also ensure they are accountable to academic standards and need to have concrete tools to identify challenges.

 

Laura Dennison:

 

Currently, CCSD uses percentages for high school and junior high and a letter grading system for elementary students (e.g., EX = Excellent, AB = Above Average, AC = Acceptable, NY = Not Yet), often accompanied by teacher explanations.
As both a parent and a candidate for trustee, I recognize the importance of clear and comprehensive communication about student progress. The richer and more meaningful the information shared with parents, the better the outcomes for students. I support using a variety of methods—percentages, letter grades, and descriptive feedback—as each provides unique insights into a student’s performance.
However, the cornerstone of effective progress reporting is collaborative and respectful dialogue between teachers and parents. Open communication ensures that parents fully understand their child’s progress and can work together with educators to support their success. A balanced approach combining numerical data, descriptive feedback, and meaningful conversations is essential for fostering student achievement.

 

Chantelle Dur:

 

Clear and consistent reporting ensures accountability and helps parents and students effectively track progress and identify areas for improvement.

Wards 4 & 7

 

Joe Degagne:

 

Yes

 

Dan Penna:

 

At CCSD, there are certainly enough professional development days--the key question is how to improve and measure teacher performance in order to ensure that professional development is effective and meaningful. We need better PD. In terms of faith days, paying staff to attend Mass is not enough. Sophisticated Catholic apologetics complete with tests to ensure comprehension would be a good start. We need teachers to be knowledgeable in the Catholic faith.

 

Maria-Teresa Vecchio-Romano:

 

Candidate did not complete our survey.

 


 

Wards 11 & 12

 

Steve Chapman:

 

I honestly can't answer that because I have yet to see any metric that relates to successful development. I do not know what "professional development" actually means or who is evaluating it. I believe professional development is about content and improved skill set not about the number of days taken. In the police service our professional development revolved around specialized training and courses that we were graded on. The same was true for most programs I took while in business. Performance standards were set and we had to reach them. In some courses I received significant "development" in a single afternoon. Other much longer training programs were a complete waste of my time. I would love to see some development plan prepared as to what teachers and staff expect to gain from this paid time of learning and reflection. How will it make them better at their jobs and more importantly how will it improve the quality of education for our children.

 

Kimberly Cichon:

 

Children are our greatest treasures, and educators can be a key to unlocking their potential. Teachers who receive the proper tools, training, and support are more effective, confident, and prepared to navigate the complexities of the classroom.

 

Laura Dennison:

 

As a long-term parent and volunteer, I’ve had the privilege of working closely with teachers and understanding their challenges. While there are contractual requirements (ATA) for the number of hours taught, it’s equally important to provide meaningful opportunities for professional development.
Teachers and support staff face increasing workloads and greater student complexities, making professional development (PD) essential for enhancing their skills and supporting student success. I believe the focus should not only be on the number of PD days but also on when and how they are offered. Flexible, high-quality PD—delivered in various formats such as embedded sessions, online modules, or distance learning—is critical.
Additionally, professional development should be adequately funded by the province, ensuring that teachers and staff have access to the resources they need without bearing additional financial burdens. This is a critical conversation that I would prioritize as a trustee, advocating for a balanced approach that respects both contractual obligations and the evolving needs of educators.
I hope I’ve answered your questions to your satisfaction. I appreciate the opportunity to share my views. Please check out my website www.laurar4trustee.com for more information about my background and priorities.
Thank you

 

Chantelle Dur:

 

I believe professional development (PD) days are an important opportunity for teachers and staff to enhance their skills and better serve students. In our Catholic school district, PD days should also include adequate faith formation to support teachers and staff in integrating Catholic values into their teaching and creating a faith-centered learning environment. I would be open to a review of whether the current number of PD days is balanced with the need for classroom time and whether they provide adequate opportunities for faith formation.