Optimizing Choice for Students and Parents

1958-2013
Optimizing Choice for
Students and Parents
Association of Independent Schools and Colleges in Alberta
Phone: 780.469.9868 Fax: 780.469.9880
201, 11830 - 111 Avenue, Edmonton, AB T5G-0E1
Website: www.aisca.ca Email: [email protected]
Independent Education Options
A Calgary Herald SPECIAL Section
SPRING EDITION
THURSDAY, FEBRUARY 27, 2014
— Wil Andruschak
The value of education
Jordan Ng, 17, says attending Rundle College has allowed her to excel academically and on the volleyball court. The Grade 12 student hopes to play volleyball in university.
Benefits of private
schools make the
costs worthwhile
A
By Meghan Jessiman
private education
in this province is
expensive — there’s
no way around it.
The question has to
be: Is it worth it?
Jordan Ng, a 17-year-old student
at Rundle College, certainly thinks
so. Ng has attended Rundle College
Society schools since the first grade.
Although she has wondered what
public school life would have been
like over the years, Ng is grateful
for the opportunities she’s had.
“The experiences that I have
accumulated over my 12 years at
Rundle have been invaluable,” the
high school senior explains.
And while the workload has
always been heavy, Ng believes it
makes private school students better
critical thinkers and problem solvers
than their peers from public schools.
According to Carol Grant-Watt,
the head of school at West Island
College, connecting a child’s
INSIDE
TODAY
passion to a purpose and developing
a personalized approach to education
is what ensures the best possible
scenario for a child’s success.
It’s a guiding philosophy at
WIC. Unfortunately, this type of
customization is rarely possible in
the public school system. A fact
that often leads parents to explore
independent institutions.
Besides the increased one-onone attention given to students,
and the arguably more challenging
academic courses, some parents and
students find private institutions
more appealing simply because
they allow for an increased focus on
extracurricular activities.
In certain instances, it can
become clear early on that a child or
adolescent is gifted in a certain area
— visual arts, theatre, dance, music
or a certain sport, for example —
and many private schools not only
allow, but encourage, students to
explore those passions.
As a student-athlete focusing on
playing university volleyball, Ng
believes her time at Rundle College
has allowed her a healthy balance
between scholarly pursuits and
extracurricular activities.
“It has always been my dream to
Learning multiple
languages brings
many rewards
Page 2
West Island College Junior and Senior High School
Learn Play Grow Belong | Imagine the Possibilities
30 Years of Excellence | www.westislandcollege.ab.ca | 403-444-0023
be a student-athlete after I graduate
from high school and the staff
members at Rundle really encourage
extracurricular activities outside of
school and are very accommodating
in terms of deadlines,” Ng explains.
“Because of the small class
sizes, and the many extra help
sessions that the teachers provide,
I have been able to tackle both
academic and volleyball aspects
simultaneously and equally well.”
Grant-Watt agrees with the notion
that students can benefit from
selecting a school with a focus on
the core values and/or programs that
strongly resonate with them.
“Because an independent school is
one that parents and students choose,
they are able to select a school that is
tailored to their interests, values and
needs,” she says.
Duane Plantinga, the executive
director of the Association of
Independent Schools and Colleges in
Alberta, believes parents select private
schools for their children because of
the enriched programs, extracurricular
activities and broad range of learning
opportunities available.
“All parents desire success for
their children in environments
where the students find acceptance,
a sense of belonging and make
solid schooling progress that is
challenging,” he says.
So is it a case of “you get what you
pay for,” when it comes to a child’s
education? Well, nothing is ever that
simple. However, individualizedlearning approaches do mean one
thing for sure: the students learn.
“When there is a fit between a
child and the school, the student
will benefit,” Grant-Watt explains.
In Calgary and area, there are
many educational options available:
it’s simply a matter of determining
which institution is the best fit.
When the right match is made, a
student can thrive.
Diane Swiatek, the director at
Banbury Crossroads School, says
the self-directed learning school (one
of only eight in Canada) bucks the
traditional public school approach to
education in most areas.
“Every school — at least in the
privatized side of things — has its
own philosophy. The parents and
students need to see some alignment
with those goals … in order to
reap the benefits of that learning
environment,” Swiatek says.
The atmosphere at Banbury is
a little different than the norm —
How private schools
Schools used varied
give students a leg up approaches to combat
on university
falling math scores
Page 3
Page 5
classes are multi-aged, the student
body is extremely small (about
70 pupils enrol each year) and
the classrooms offer a casual vibe
(desks are out and couches and
chairs are in).
The priority at Banbury is on
preparing students for the life they
will lead after school.
“We have found that when our
students get out into the world they
are better prepared to communicate
and get their points across than most
of their peers from other schools,”
Swiatek says.
Ng believes her private education
has set her up to flourish. This past
summer, she attended a summer
college program at Cornell University
in Ithaca, N.Y., getting a taste of what
may come her way after completing
her time at Rundle this June.
The personalized attention and
extra help sessions conducted
by Rundle’s staff has her feeling
prepared for her post-secondary
years, she says.
“Attending Cornell gave me
insight into the value of my private
school education — I believe
Rundle College has prepared me for
university and, for that fact alone,
was well worth the tuition.”
Student-athletes
allowed to thrive
at sports and school
Page 6
WIC
Grades 7 - 12
2
Thursday, February 27, 2014
Teaching style
tailored for
needs of child
Schools unlock
learning for children
with special needs
C
By Jacqueline Louie
harlotte Petti can’t say
enough about Rundle
Academy and how it’s
helping her three children thrive.
Her sons are in grades 9 and 8
and her daughter Grade 5 at Rundle
Academy, an independent school
for students from grades 4 to 12.
It offers programming for children
with learning disabilities who learn
in different ways.
Enrolling her children at Rundle
Academy five years ago “has made
all the difference in the world,”
says Petti, who chairs the Rundle
Academy Parent Council.
“The teachers are specialized
at taking kids who have learning
differences and finding the key to
unlock their learning so they can
achieve everything.”
Petti says her children have
enjoyed the experience.
“They have really good trust and
communication with their teachers,
and they are able to advocate
for themselves in terms of their
learning.”
Rundle Academy’s small class
sizes provide students with the
environment they need for optimal
learning, says principal Jason
Rogers. At the elementary level,
there is an average of six students
per class; in junior high, eight
students; and in high school, 10
students per class.
“With a small class size, students
are able to ask as many questions as
they have and get the answers as soon
as they need them,” Rogers says.
In turn, teachers can ask the class
plenty of questions, and there is a
lot of opportunity for interaction.
At Rundle Academy, “the
exception is the norm. They learn
differently, so they need to do
different things to achieve their best.
Whether it’s listening to an MP3
version of a textbook or taking extra
time on an exam, every student at
Rundle Academy is using some
level of accommodation. There
is no stigma attached to using
p r i vat e s c h o o ls
accommodations, and because there
is no stigma, students are more
willing to use them.”
All learning resources and note
packages are available in digital
format. There are study carrels
for students who benefit from
quiet areas; and isolation rooms,
which allow students to easily use
speech-to-text software. They can
also use technology to cut down on
background noise.
“Students are able to learn in the
way that’s best for them,” Rogers
says. “It really does break down
barriers for learning.”
Classes are also tailored to
students’ special needs at New
Heights School & Learning
Services, a private school for
students with autism, Asperger
syndrome or similar learning
differences.
New Heights School’s goal is to
provide a safe environment for young
people to learn and develop their
strengths, with an early intervention
program for children aged two-and-ahalf to six, and a school-age program
for those aged six to 21.
All students learn in small
classes. There’s a maximum of
seven students per class in the early
intervention program, with a teacher
and educational assistant, and a
maximum of 10 per class, with a
teacher and an educational assistant,
in the school-age program.
There is also a team of therapists
throughout the school to support the
students.
“These kids are very bright.
They’re just not always aware of the
world around them, especially the
social world,” says principal Katie
Blasetti.
In addition to focusing on
academics, New Heights School
helps students develop social
awareness by, for instance,
helping them learn to make and
keep friends, work in teams and
communicate more effectively.
“We see them gaining a lot of
confidence; we see them dreaming
and making plans for their future,”
Blasetti says.
“Our hope for them is that they
will be able to do what they love
once they leave us and go out into
the workplace.”
— Adrian Shellard
Charlotte Petti has nothing but praise for Rundle Academy, where
her three children, Dominic, Oliver and Amanda, attend.
Breaking news at calgaryherald.com
— Adrian Shellard
Amy Murray, director of early childhood education at Calgary French & International School,
with students, from left, Tiago Mendis, Auden Yu, Adria Solis, Samuel Ellis and Peyton Les.
Language training
brings many benefits
F
By Jacqueline Louie
or Calgarian Amy Murray,
learning to speak French has
opened all kinds of doors,
both professional and personal.
“The world is getting smaller and
the more able we are to communicate
and interact with other languages and
other cultures, the better equipped
we are to function in business and
in society,” says Murray, director of
early childhood education at Calgary
French & International School
(CFIS), an independent school from
preschool to Grade 12, offering
full French immersion starting in
preschool and intensive Spanish
starting in Grade 4.
“Early exposure to a second,
third or more languages is really
important to develop both the
language skills and the cultural
competencies,” she says.
When CFIS students graduate,
they are fluently bilingual in French
and English, functionally competent
in Spanish “and well prepared for
where our world is going.”
For Murray, a graduate of a
French immersion program,
knowing another language brought
many professional opportunities.
“And it’s helped me build
friendships with people from all
over the world.”
Lycée Louis Pasteur, a private
international French school for
preschool through Grade 12, also
offers French and Spanish language
instruction. For pupils aged three
and four, it’s full-on French
immersion.
“Everything is taught in French,”
says Hervé Gagliardi, Lycée Louis
Pasteur head of school. “In the end,
the students are totally bilingual.”
In addition to French, the school
offers Spanish starting in Grade 6.
Knowing another language is
important because “the brain is
used to working more and being
more efficient,” says Gagliardi,
pointing to studies showing that
“bilingualism makes you brighter.”
“Bilingualism is going to train you
to do more difficult tasks, and it’s very
good for you to be better organized.
It helps a lot for problem solving,
focusing and keeping information in
your mind,” says Gagliardi.
Early exposure to a
second, third or more
languages is really
important.
— Amy Murray,
Calgary French
& International School
It might also help delay the onset
of some dementias, including
Alzheimer’s disease, according to a
study out of Scotland’s University
of Edinburgh.
“Sooner is better if you want to
learn another language, because
young brains are like sponges,”
says Gagliardi. “Whenever you are
able to speak a second language it
helps you for the third, fourth and
fifth language, as well — it’s really
amazing.”
Students at Calgary Islamic
School, a faith-based private school
for students from kindergarten to
Grade 12, study Arabic as a second
language from kindergarten to
Grade 9.
“For Arabs, it is the language
of their heritage,” says principal
Moussa Ouarou.
And for students who are nonArabs, learning Arabic is a link to
the Islamic religion.
“The Qur’an, the Muslim holy
book, is written in the Arabic
language and all Muslims want their
kids to master the language; to be
able to read from the holy book,”
Ouarou says.
“In the world of globalization, it is
always good for individuals to master
more than one language, even though
the current reality is that English is the
international language,” Ouarou adds.
“It’s like a window to connect with
other nations and to understand other
cultures.”
Webber Academy, an independent,
non-denominational, coeducational,
university preparatory school, offers
classes in French, Spanish and
Mandarin. Spanish is compulsory
from junior kindergarten through
Grade 6; students begin learning
Mandarin in Grade 4.
From Grade 7 onward, Webber
students can choose the languages
they study: French, Spanish or
Mandarin; and from Grade 9
onward, they can go on twoweek immersion trips to further
bolster their language skills.
Spanish classes have visited
Spain, Argentina and Costa Rica;
Mandarin classes have gone to
Beijing, China; and French classes
have visited France.
“It’s very helpful for our
graduates to have a second
language, for whatever careers
they may go into,” says Webber
Academy founder and chairman
Neil Webber.
Aside from communication,
knowing a second language brings
countless cognitive benefits, says
Kasia Noworyta-Fridman, Webber
Academy junior and senior high
school Spanish teacher.
“Many studies have shown that
knowledge of a second language
benefits academic focus in other
subject areas, including math and
sciences, as well as a student’s
mother tongue,” says NoworytaFridman.
is a publication of the Calgary Herald Special Projects department.
Visit Calgaryherald.com/schools
Editor: Darren Oleksyn
[email protected]
Special Projects Manager: Monica Zurowski
[email protected]
Watch for Alternative Schooling on March 20, 2014
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Breaking news at calgaryherald.com
p r i vat e s c h o o ls
Thursday, February 27, 2014
Getting a jump on university
Schools attempt
to give students an
edge on admissions
A
By Meghan Jessiman
lthough most of us haven’t
had to worry about writing
provincial exams and
getting into a good school for
several years, the mere mention of it
can still raise residual stress.
Setting yourself up for a
successful future is nerve-racking
when you’re in your 30s or 40s,
never mind when you’re still an
adolescent.
Like it or not, laying the
groundwork for the life that will
unfold before us happens during our
final years of high school; and, in
many ways, a lot hinges on the marks
scored on those pesky final exams.
Every year, the admission
requirements for North America’s
post-secondary institutions rise
and the competition for a spot gets
fiercer.
Being smart is no longer enough
to earn a student entrance into the
school of his or her choice; students
need to fight for it, on an academic
and extracurricular basis.
This is arguably where students of
private schools have the advantage
over their peers in the public school
system, where class sizes hit a
record this year.
Because of the more personalized
approach private schools offer,
students identify how they learn and
can, therefore, test very well. They
are also given many opportunities to
round out their resumes, so to speak,
when it comes to their passions,
hobbies and interests.
At West Island College, for
example, students receive realworld experiences through the
school’s Business and Health
Sciences Institutes. “We established these so that
— Adrian Shellard
Students at West Island College in Calgary complete group work during a business class.
our students had the opportunity
to talk to and shadow individuals
who work in their fields of potential
interest,” explains Carol Grant-Watt,
the head of school at WIC.
“Our hope is that our students
are able to experience these fields
first hand, before they enter postsecondary, to help them decide
if this is something that they are
interested in pursuing and, if so,
gaining some experience before
they enter university.”
That experience can give
applicants an edge when it comes
time for the admissions departments
to decide who’s in and who’s not.
While the University of Calgary
and Mount Royal University
declined to comment on whether
the rates of acceptance for private
school educated applicants are
any higher than those from public
school backgrounds, the statistics
coming out of the private schools
themselves indicate that they are
doing things right when it comes to
setting their students up for success.
In any given year, Rundle College
principal Wayne Schneider sees
99 per cent of the school’s Grade 12
graduates attending university the
following fall.
The college places a huge emphasis
on diploma exam performance and
achievement. As these test scores are
used as a hard measure for admission
requirements at universities across
North America, the school takes
extra measures to ensure its students
are well prepared heading into exam
season. For this reason, the school
pushes its students with advanced
coursework and high expectations
when it comes to the work they
submit.
“What is of utmost importance
is quality instruction. In order
to properly prepare students for
external standardized tests, such
as diploma exams, we teach a
rigorous and enriched program,”
Schneider says. “Great results on
diploma exams are a product of a
consistently strong daily instruction,
with an emphasis on teaching
knowledge, skills, problem solving,
analysis and critical thinking.”
Exam and university admissions
prep does not stop when the bell
rings at Rundle, however. The
extra support strategies, beyond
regular class time, range from daily
tutoring and support to Saturday
diploma review and practise test
writing sessions and academic and
test preparation sessions on the
afternoons of exam weeks. As well,
detailed study guides are prepared
for all students in academic courses.
Another factor that plays into the
admissions equation is knowing
the ins and outs of the application
process. This is one area where
private school students may
have the upper hand, says Duane
Plantinga, executive director of the
Association of Independent Schools
and Colleges in Alberta.
“From my own experience, I
know a strong emphasis in the
final year was on assisting with
applications as part of the career
guidance aspect, and encouraging
students to attend career days
at post-secondary institutions,
especially when some universities
and colleges would pay part of their
visiting expense,” he says.
“Grade 12 students know it is the
last year, but, at times, considerable
one-on-one coaching is essential
to help them make decisions about
what their options may be and
then make sure they apply early,
determine if they might be eligible
for scholarships or bursaries and to
realize that they are on third base
and they need to stay on the ball.”
Plantinga also notes that students
considering studying in other
provinces or out of country need
to be aware early on of what the
entrance requirements are, while
students with their sights set on
American schools likely need to
write American College Testing
entrance exams separately from
diploma exams, if the institution
they are attending requires it.
Also, athletic scholarships and
programs may require documented
evidence of performance abilities
and references that students need to
collect well in advance. Most private
institutions have counsellors and
resources in place to assist students
in navigating these turbulent, and
sometimes confusing, waters.
Tomorrow’s
World
One student at a time
With 7,105 languages in the world,
three seems like a good start.
With excellent academics, a global perspective and proficiency in French, English
and Spanish, Calgary French & International School students step into a world
of choice. Under the guidance of our dedicated faculty and leadership, learning
extends far beyond the language arts and includes:
•
•
•
A wealth of co-curricular offerings including more than 80 options, teams,
travel studies and clubs as well as diverse Advanced Placement course
choices within our strong secondary academic program.
•
A rich, dynamic learning environment from preschool to Grade 12,
academic and co-curricular courses are taught in a French immersion
context, with formal English instruction beginning in Grade 3, Spanish
classes commencing in Grade 4, and intensive Spanish starting in Grade 7.
Leadership, international and citizenship initiatives
every grade that bring
es in ever
learning to life, developing character
responsibility.
acter and a strong sense of responsibility
•
Empowering students through CFIS’s status as a United Nations Education,
Scientific and Cultural Organization (UNESCO) candidate school to apply
their knowledge to the complex world around them.
An elementary division that is the highest-rated in Alberta among French
immersion schools and in the top 20 of all schools in the province,
according to the Fraser Institute report card rankings.
Please contact us for a prospectus by email at [email protected], by phone
at 403-240-1500, or visit cfis.com to learn more.
700 - 77th Street SW, Calgary,AB T3H 5RI • 403-240-1500 • cfis.com
3
4
p r i vat e s c h o o ls
Thursday, February 27, 2014
Challenging
programs
prep students
M
By Alex Frazer-Harrison
any private schools
pride themselves on
offering programs with
a difference — maybe a particular
specialty, a cultural feature or an
increased focus on academics.
Around Calgary, you’ll find
independent schools offering
options such as advanced placement
(AP) and international baccalaureate
(IB) or even tying in with the United
Nations Educational, Scientific and
Cultural Organization (UNESCO).
No matter the label, the common
goal is to provide students with an
enriched learning environment.
For example, Grade 12 student
Ryan Kirker is in his second year
in the IB program at StrathconaTweedsmuir School.
“My older sister did the IB
program before me, so I already had
an idea what was going to happen,”
he says.
“There is more work involved,
but it offers a more globalized
perspective. You have to think more;
you have to think about things from
a different perspective.”
Kirker’s favourite class is theory
of knowledge, which he likens to
a philosophy course. He thinks
the IB program, in general, has set
him up to enter university (he’s
got applications out to schools in
Canada and the United Kingdom),
noting how his sister’s friends
who didn’t take IB found the
transition to post-secondary that
much tougher.
STS is southern Alberta’s first
full IB World School to offer IB
programming for grades 1 to 12, says
middle years program co-ordinator
Alanna Wellwood, adding it’s split
into three divisions — primary years
(grades 1 to 6), middle years (grades
7 to 10) and the diploma program for
grades 11 and 12.
“IB is a framework to approach
teaching and learning,” she says.
“It balances promoting inquiry
and critical thinking, while also
promoting subject vigour. In
math, for example, the traditional
classroom approach would
introduce concepts like adding
fractions; the students practise and
then write a test. That approach
strengthens numeracy skills, but
they don’t necessarily have the
strong ability to apply the skills
outside the classroom.
There is more work
involved, but it offers
a more globalized
perspective.
— Ryan Kirker,
Strathcona-Tweedsmuir
student
“In IB, there’s a compelling sense
of context: why does this matter,
why do we need to know it, why do
we care? And they’re given realworld situations to apply the skills.”
The Calgary French and
International School, meanwhile,
is currently a “candidate school”
under the UNESCO Associated
Schools Project Network in Canada,
with CFIS planning to apply for full
membership in June. It’s one of 62
schools across Canada that is either
a full member or a candidate.
Breaking news at calgaryherald.com
— Wil Andruschak
Strathcona-Tweedsmuir student Ryan Kirker in enrolled in the International Baccalaureate program.
“It’s about four pillars of learning
and four themes of study,” explains
Nicola Camirand, principal of
primary and elementary.
These pillars and themes give
a more global perspective to the
learning. The pillars are: learning
to know, learning to do, learning to
be and learning to live together. The
themes of study are: UN/Associated
Schools Project priorities, education
for sustainable development, peace
and human rights and intercultural
learning.
“It’s about how our students are
taking action and making the world
a better place to be,” says Camirand.
For example, she says, Grade 4
students recently finished a science
unit about waste.
“Instead of just learning about waste
and the three Rs, the kids created a
theatre performance about the effects
on the environment. Our Grade 3s
had a campaign called Halloween for
Hunger … they learn how to make a
difference in the community.”
Being part of the UNESCO project
“reaffirms us — it gives us a common
framework … to take the curriculum
to a higher level,” says Camirand.
All students entering Grade 7 at
Delta West Academy Society are
streamed into a program called
advanced placement, says head of
school Denise Dutchuk-Smith.
The key to AP, she says, is it
teaches students at such a high level
that, “when you graduate from high
school and you apply to university,
you often have the option to go into
second- or sometimes even thirdyear-level courses, if you pass the
AP exam.”
The workload in AP prepares
students for what’s in store in the
post-secondary world. For example,
a student in a regular Grade 7
English class might be expected
to read three or four novels a year,
Dutchuk-Smith says.
“AP could double that,” she
adds. “And there’s certain types
of literature — it might be
Russian or British literature, like
Great Expectations, Crime and
Punishment … They (learn) the
difference between U.S. literature
vs. British vs. Canadian.
“You have to be motivated. My
high school students … for them,
Crime and Punishment is a walk
in the park,” Dutchuk-Smith says.
“If you can master an AP course in
high school, the confidence sets you
up for university success because
you’re used to working harder.”
The only pre-K To Grade 12 school from france in WesTern canada
More than just a school:
a passporT To The World
SUCCESS STORIES
Family has long history with school
S
By Jacqueline Louie
trathcona-Tweedsmuir School
is near and dear to Pam Heard
and her family.
Heard was one of the first students
to attend the school when it opened
south of Calgary in 1971.
But Heard wasn’t alone; her two
younger sisters and brothers also
went to Strathcona-Tweedsmuir, as
did both of her daughters and three
nieces. Her father, Sandy Heard,
was the founding headmaster.
She has many fond memories of
the international baccalaureate (IB)
independent school for students
from grades 1 to 12.
“I loved the outdoor education
program,” says Heard, 58, who sits
on the school’s board of governors
and serves as president of its alumni
association.
“The classes were very, very
small when I went there — I
graduated with about 12 people.
It was really family oriented. You
knew everybody there, and they
knew you.”
A graduate
of the Class of
1973, Heard
developed a belief
in community
involvement while
participating in
the school’s social Pam Heard
agencies program
that required high school students to
volunteer in the community.
“Volunteerism became a core
value,” says Heard, who worked for
the United Way before becoming
executive director of the Prostate
Cancer Centre, a non-profit
organization run on donor dollars.
She didn’t discover how good
her education was until she went
to Queen’s University in Kingston,
Ont., at the age of 17.
“Most of the other students had
Grade 13 and I found I was ahead
of everybody in all my classes,”
Heard recalls. She went on to earn
a bachelor of arts degree in history
from Queen’s and a master’s from
the University of Calgary.
The variety of courses at
Strathcona-Tweedsmuir was also a
bonus.
A stay-at-home mom until her
daughters started school, Heard
joined Encana’s communications
department and then the United
Way of Calgary as its marketing
and communications manager. In
2010, she joined the Prostate Cancer
Centre, which cares for patients
from diagnosis through to after care.
Enrollment Opportunities
Grades 4, 7 and 10
Available for 2014/2015
RUNDLE COLLEGE
Excellence in Education
Lycée Louis Pasteur
t H e i N t e r N at i o N a L F r e N c H s c H o o L
4099 Garrison Boulevard sW  calgary, alberta, t2t 6G2
tel: (403) 243-5420  www.lycee.ca  [email protected]
Discover Rundle:
• Independent, coeducational, day school for
students in Preschool-Grade 12
• Rigorous academic program complemented by
exceptional fine and performing arts and athletic
and second language programs
• Small class sizes of 6-15 students (depending
on program) promote individual attention and
maximize our students’ potential
• Extracurricular and global travel opportunities
focus on leadership training, humanitarian
efforts, character development and good
citizenship
• Rundle College Academy specializes in education
for students in Grades 4-12 with diagnosed
learning disabilities
Admissions information
contact: Nicola Spencer
403-291-3866
[email protected]
www.rundle.ab.ca
Breaking news at calgaryherald.com
p r i vat e s c h o o ls
Thursday, February 27, 2014
Making math compute for kids
Varied approaches
used to combat
lagging scores
O
By Barbara Balfour
n a typical day in Andrew
Macdonald’s math class,
students might calculate
the cost of repainting in red every
fire extinguisher in the school that’s
starting to get chipped.
From using trigonometry to
measuring the height of nearby
telephone poles or reviewing
last night’s homework, a typical
60-minute class will comprise four
different activities designed to give
students a chance to get out of their
seats and a choice in what they do.
“You cannot just have them
in their seats with you at the
board for the entire class,” says
Macdonald, who, like most of his
fellow math teachers at StrathconaTweedsmuir School, holds a degree
in mathematics in addition to his
teaching background.
“Once you have them wanting to
come to math class, you’ve won the
battle already.”
In Alberta, the battle to increase
students’ math literacy is ongoing.
A 2012 study by the Organization
for Economic Co-operation and
Development, released this past
December, revealed the province’s
scores have dropped below the
national average. Canada, as well,
fell out of the top 10 in math
standing, slipping to 13th overall.
The study, released every three
years, evaluates the capacity of
15-year-olds in 65 countries to
reason and use mathematical
concepts. It is based on the premise
that math literacy, in addition
to proficiency in reading and
science, is essential to enjoy full
participation in society, regardless
of career choice.
At private schools in Calgary
— Adrian Shellard
“Once you have them wanting to come to math class, you’ve won the battle already,” says teacher
Andrew Macdonald of his students at Strathcona-Tweedsmuir School.
and the surrounding area, the
core Alberta curriculum is often
supplemented with tests, enrichment
activities and extra homework, with
additional help offered before and
after school when needed.
At Clear Water Academy, a
private Catholic school, students are
taught to problem solve and think
critically, while also focusing on
memorization and rote recall.
“We want our students to be able
to calculate without a calculator,”
says assistant principal Lori Blais.
“With both skills nourished, we
end up with strong math students —
students who can compute quickly
and accurately without technology,
and who can also figure out how
to apply the concepts to real-life
situations and look for alternatives
when there are unforeseen variables.”
The school offers classes from
junior kindergarten to Grade 12;
between grades four and nine,
students are separated by gender,
which administrators believe has an
additional positive learning effect.
“Research supports that boys and
girls do learn and process information
differently in all subjects. Girls may
talk about concepts more and come to
an understanding through language,
whereas boys might learn through
actually building something,” says
Blais.
“Especially in the girls’ class,
we’ve noticed they have much more
confidence to speak out, particularly
at higher grade levels.”
Small class sizes and access to the
tools offered by modern technology
can go a long way in making sure
students have mastered fundamental
math concepts.
At Rundle College, classes have
a 14-to-one student-teacher ratio.
All teachers have websites, to which
answers to homework are posted
every night. They are also fully
accessible over email outside of
class hours.
“This student-teacher ratio
permits our math teachers to
closely follow the progress of each
of their students,” says Allison
Belt, who is the head of the senior
school (grades 10-12) at Rundle.
“They can connect with every
student during the delivery of the
lesson, while also offering lots of
opportunities for one-on-one help,
for feedback, reporting and open
communication.”
Teachers may use smart boards,
tablets and computers in class;
provide individualized feedback
to parents through email or phone;
and offer the ability to monitor
individual academic progress
through an online program.
Students who excel are invited to
participate in an honours program,
where math is taught at a higher
level and can better prepare them
for post-secondary studies.
“Feedback from our alumni
population tells us that they feel
prepared for their transition to postsecondary and are having success in
their studies at the university level in
the programs they choose,” says Belt.
While technology offers
numerous options, the day-to-day
instruction still plays an important
role, says Carol Grant-Watt, head of
West Island College.
“It’s important to realize that it’s
not one size fits all for students, and
a combination of approaches may
be necessary,” says Grant-Watt.
One of those approaches includes
exposing students to experiences
outside the school and pairing them
with experts in the field to see how
theoretical concepts can be applied
in the real world. Past experiences
have ranged from working on
robots to spending the day in the
emergency room setting of the Peter
Lougheed Hospital.
At the end of the day, there are
three vital components to ensuring a
child’s success, says Grant-Watt.
“Kids and parents who value
education, the ability to work on it
with passionate teachers and believing
they can succeed. In 28 years of
experience, that’s the magic formula
— it doesn’t matter what else we do.”
Ranked Consistently as one of Alberta’s Top Schools
Delta West Academy
Dynamic. Worldly. Accomplished.
OPEN HOUSE
April 26, 2014: 10:30am
JR. & SR. HIGH NIGHT
March 6, 2014: 6:30pm
What do you want for your child?
Clear Water Academy offers programs from
Junior Kindergarten through Grade 12 unlike
any other in Calgary. Children learn in a safe,
caring and personally formative environment
enabling them to succeed to their highest
potential. Beyond the excellent academic
instruction, abundant opportunities exist
for your child: competitive athletics, faith
formation, fitness, outdoor pursuits, the arts,
languages, growth in virtue, volunteerism,
leadership, international travel, and more.
Campus tours and more at 403-240-7917 or
www.clearwateracademy.com
An Extraordinary Catholic Education
Junior Kindergarten through Grade 12
5
... More!
Find it at DWA.
Launch your child’s Inspired Learning
Journey at Delta West Academy
www.deltawestacademy.ca
Contact Mrs. Laura Carter,
Director of Admissions
403-290-0767 or [email protected]
Breaking news at calgaryherald.com
p r i vat e s c h o o ls
Thursday, February 27, 2014
6
EXPECT MORE
What is different about
Strathcona-Tweedsmuir?
Everything.
sts.ab.ca/expectmore
Schools help athletes hit their peak
Flexibility, support
help students
manage schedules
F
By Gerald Vander Pyl
or young athletes,
maintaining a good academic
standing in school while
participating at a high level in
their chosen sports can be a huge
challenge.
For many, the solution is found
at a private school where educators
can help students juggle the dual
demands of sports and academic
learning.
For 17-year-old Caylee
LaBranche, enrolling at Edge
School three years ago allowed
her to continue her development in
soccer with the full support of the
school.
At her previous school,
LaBranche says many teachers were
not understanding of the time and
energy it took to both participate in
athletics and maintain an academic
schedule.
At Edge School, she was able to
go with her team to soccer nationals
for a week and a half without her
academics suffering.
“It’s a huge difference going
to a school that recognizes your
commitment to a sport,” she says.
“(The teachers) are a big help
here. They know that most people at
the school are doing their sports at a
very high level.”
Edge School CEO Cam Hodgson
says the whole concept of the school
is built around recognizing students’
passion for sports.
“We believe with the proper
structure and expert instruction,
that students can achieve personal
excellence in the three areas we
hold important: academics, athletics
and character development. If
we do our job correctly, they can
achieve excellence in all three,” says
Hodgson.
Student-athletes participate in
programs ranging from hockey and
figure skating to soccer, dance and
more.
There are also students who
participate in high-level sports
outside the school and are looking for
a school that is flexible enough to deal
with the training and travel demands
of young athletes.
“They are really academically
focused, as well, but they don’t want
to give up their sports for academics,
or vice versa,” says Hodgson.
Hodgson says smaller class
sizes allow private schools to
accommodate the many demands of a
student athlete.
Students, who may have to miss
class time for a sporting event, can
work with a teacher to get ahead
before they leave, continue learning
online while away and, if needed,
work with their teachers to catch up
once they return to Edge School,
Hodgson says.
Rundle College director of
athletics Laurel Adolphe says sports
and academics can be successfully
integrated.
Adolphe, who also coaches
the school’s senior varsity girls
basketball team, says the key at
Rundle is maintaining an open
dialogue between teachers, coaches,
students and their parents.
“To have that communication with
all of those people, it becomes a lot
easier for students,” says Adolphe.
She says many student athletes tend
to be extremely motivated to do well
in school and push themselves in their
sports, making them well organized
to juggle the many demands on their
time.
“We really do encourage students
to be the advocate for their sports
and their academics,” says Adolphe,
adding that staff members are there to
help so students can be successful in
both areas.
The stereotype of student athletes
as “dumb jocks” who are sportfocused to the detriment of their
education is definitely not the reality
at most private schools in the Calgary
area.
“It’s a false stereotype,” says
Roland Chalifoux, director of
programme studies at West Island
College.
Years ago, Chalifoux says,
the private school introduced a
hockey option in partnership with
Summit Hockey Academy where
students continue to develop their
hockey skills while benefiting from
the strong academic focus at the
college.
Those students are committed to
excellence, whether training at the
hockey academy early each morning,
or during the rest of the day’s
academic schedule, Chalifoux says.
“It impacts very little on their
Student Directed
Learning
at Banbury Crossroads School
Our Students:
Take Ownership
Develop Character
Learn Through Interests
Engage in Community
Children benefit from flexible
schedules, blended programs and
a full time 10:1 ratio in a
multi-aged setting from
pre-school to Grade 12.
Students enjoy project-based
learning where the classroom
expands into the world through
field trips volunteerism and
internships.
Students’ academic programs
are built around their innate
curiosity, interests, abilities and
needs, focusing on exploration,
opportunity and relationships.
Students develop personal
organization and purposeful
learning skills.
Choose More!
Call 403.270.7787 for a tour!
www.banburycrossroads.com
— Wil Andruschak
Caylee LaBranche, 17, a student at the Edge School, appreciates
that her teachers recognize her commitment to high-level soccer.
in-school time, but we also have
a supportive structure in place
to provide them with what they
missed,” he says.
SUCCESS STORIES
Language studies
brewed confidence
C
By Jacqueline Louie
algarian Jillian
Lee counts herself
incredibly lucky to
have attended the Calgary
French & International
School, an independent
school offering full French
immersion and intensive
Spanish to students from
preschool to Grade 12.
“I feel like I’m braver
going out into the world
with two languages. I don’t
shy away from travelling
to far-off places or visiting
places with languages I don’t
understand — it doesn’t
intimidate me at all,” says
Lee, 40, who sends her own
children to CFIS.
“I built my relationship
skills early on, because it
was a smaller classroom
and school environment.
The relationships with other
children, as well as with
adults, were much deeper and
more mature than I might
otherwise have developed.
It goes back to confidence
— I always felt comfortable
conversing with anyone.”
Lee, 40, was born in
Saskatchewan and grew up in
Calgary. She attended a public
school until Grade 2, when
she was home-schooled for
much of the year. She went
to CFIS from grades 3 to 6,
returned to the public system
for junior high, attended the
Lycée Français International
school in Hong Kong for
grades 10 and 11 and then
returned to Calgary, where she
re-entered the public system
and attended Western Canada
High School in Grade 12.
— Adrian Shellard
Jillian Lee, 40, left a career
in television production to
work at Calgary French &
International School. She
attended the school from
grades 3 to 6.
Lee studied languages
and political science at the
University of Alberta and
University of Calgary, and
then followed her passion
for fashion, opening her own
clothing store, Focus Clothing,
on 17th Avenue S.W.
After a decade in retail,
and with two small children,
Lee went looking for a new
challenge. She sold her
business and stayed home
with her children for a time,
then went back to school
to obtain a broadcasting
diploma from Mount Royal’s
Centre for Communication
Studies. Lee founded her
own company, In Through
the Window Productions,
and contracted her services
to the television industry
for five years. She started
as a production manager
and eventually moved on
to writing, directing and
producing, mainly for
corporate, documentary and
reality TV.
Lee was the assistant
director for the Banff World
TV Festival Awards for a
number of years. She worked
with Olympians, such as
Catriona Le May Doan,
Chandra Crawford and
Hayley Wickenheiser, and
was on the production crew
when the Dalai Lama visited
Calgary. Lee also hosted
a series of live event ‘soul
talks’ where guest speakers
inspired audiences to live the
life of their dreams.
For the past three years,
Lee has been working as
the food service manager at
CFIS’s The Core, in charge
of providing healthy snack
and meal options for staff and
students from grades 5 to 12.
“When the opportunity
at CFIS came up three
years ago, I took it as an
opportunity to slow down,
focus on my family and give
back to the place that had
given me my confidence and
solid roots,” she says. “It
takes many dedicated hands
to make a private school the
exceptional place it is.”
Her sons, now in Grade
5 and Grade 7, both attend
CFIS.
“I wanted them to
be educated in French
— I wanted them to be
bilingual,” Lee says. “I feel
like it afforded me extra
opportunities, and I want to
pass that on to my kids.”