Our Strategic Path 2020-2025
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Fraser Academy
When we think dyslexia, we think potential.
Our Strategic Path 2020-2025
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OUR VISION CHANGING DESTINY BY CHANGING MINDS
OUR MISSION We celebrate the unique strengths of individuals with dyslexia and language-based learning differences, empowering children and youth with choice and opportunity.
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Values We believe in the value of Personalized Learning, embodied in the acronym, RAISE: Resilience:
Accreditations, Memberships, and Partnerships
Having the courage to persevere
Acceptance: Demonstrating respect, empathy and openness in our community Innovation:
In teaching and learning
Self-Reliance: Utilizing personal strengths and resources to become independent Excellence:
In delivery and standards
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Message from the Head of School
Fraser Academy fills a gap. It meets a need that is not adequately addressed in mainstream education for an estimated 20% of students. We provide students with language-based learning differences, like dyslexia, the opportunity to work with educators who have the expertise to understand and serve their learning needs. What started in 1982 with a bold vision and eight children in humble surroundings in Langley, now stands with 260 children and youth in our full-time day school in Kitsilano and exponential numbers growing every month in outreach programs. Our journey thus far is an inspiration for what more is possible... and, like any driven organization, we are constantly motivated by the question, “How do we build on this?”
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he most rewarding part of being Head of Fraser Academy (FA) is watching our students transform as they take ownership of their learning. They recognize that they are bright and creative, and evolve into confident, self-reliant individuals. They begin to dream about what is possible. I, along with our faculty and staff, am constantly inspired by them. 6
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Empowering students with dyslexia to realize their unique potential — it’s what drives us towards excellence in educational performance.
In recent years, we have renewed our mission and vision, and aligned our values with those of our community. We refreshed our brand, created innovative new programs like the Odyssey outdoor education stream, developed the arts and athletics departments for a more full, allround student experience, and have demonstrated extraordinary graduating successes to renowned post-secondary institutions across North America, and the world. We have conducted research, published in The International Journal for Research in Learning Disabilities, and applied the results of both our primary and secondary studies.
We know that with intervention, we can mitigate the negative health and social consequences that affect a child’s future when learning differences are left unaddressed.
And, we know we have the potential for even greater impact.
We are in pursuit of continuous improvement — to be the best educators that we can be and a pivotal resource for the education sector, society and the workforce of tomorrow.
The waitlist for our day program has grown significantly; each year we tell families we do not have space for their child to attend our school. This fact can be devastating for parents who recognize Fraser Academy as the best option for their struggling child. To us, this is simply not acceptable; we must not leave students in need with nowhere to turn. We must have facilities that enable the opportunity for more families to access our services and truly augment the quality of our program.
Our efforts have pushed Fraser Academy to emerge not just as a school that demonstrates excellence in education for children with learning differences, but one that demonstrates excellence in education — period!
Our goal between now and 2025 is to determine a new home in Vancouver, and set in motion the infrastructure that will provide access for 500 daystudents, while elevating the learning environment for all our scholars.
As we look to the future with this ambitious Strategic Plan, we are committed to transforming the lives of more children and expanding the possibilities for their futures.
In addition, to reach even more students, we are offering programs to learners and educators from other schools. Our new outreach center, FAx, further extends access to learners of all economic backgrounds.
Our exceptional outcomes have been recognized by the BC Ministry of Education and through accreditation from the respected Canadian Association of Independent Schools (CAIS).
Our students are the diverse leaders, problem solvers, critical thinkers, communicators, collaborators and contributors of tomorrow.
FAx provides services and resources directly to families and also seeks to improve the education system at large. It offers professional development such as the Academy of Orton-Gillingham Practitioners and Educators (AOGPE) instructor training, NILD Educational
Therapy training, executive function workshops and more. Our educational approach is influencing how students with learning differences are taught throughout our province. It’s a gamechanger! With a model of education that many educators strive for, we have been sought out to present our programs at Harvard University, Santa Clara University, and more! We teach our students to advocate for themselves, to develop resilience and to ask for help when they need it. As an organization, we must do the same as we strengthen, and develop new partnerships and embark on this bold and exciting journey guided by our Strategic Plan. We know we will need to rely on, and build, our current community to realize our aspirations. We hope you will support, and join us. Together, our unwavering passion and commitment will set a new standard of educational excellence and possibility for Vancouver, BC, Canada and beyond. To the journey ahead!
Maureen Steltman
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Fraser Academy Gave Me the Ability to Succeed
and we knew she was capable of much more.”
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laudia Williams was in Grade 4 when she was diagnosed with dyslexia. She was attending a school where students were acutely aware of who was on top and who was falling behind. In that environment, Claudia’s struggles in reading and math made her a target for criticism from both teachers and classmates.
“I remember at the other school the social pressure,” said Claudia. “I was called stupid in class and accused of cheating on a math test because I wasn’t considered very smart by my classmates.” It was moments like this, and the official diagnosis of dyslexia, that propelled Claudia and her family to find a different school. “For us as parents, we thought, ‘we don’t want her to stagnate at that school, be known as the last in the class and be judged for her weaknesses,’” said Claudia’s mother, Donna. “School wasn’t fun anymore
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It would be a stretch to send Claudia to Fraser Academy. The commute was an hour each way, but Donna knew her daughter’s future was on the line. More importantly, she realized that she had to make a shift within herself and accept that Claudia’s dyslexia would alter life. “You go through the stages of grieving because you realize that your child is not going to have a ‘normal’ childhood and educational experience,” said Donna. Yet, Donna’s fears quickly dissipated when Claudia came to Fraser Academy. Claudia began to flourish in school and loved being around likeminded students who fundamentally understood each other.
“I was in an environment where everyone was on the same page and my teachers wanted to listen to me and see me be successful. I started to grow as a student,” said Claudia. “I liked going to school.”
Before coming to Fraser Academy, Claudia spent hours in after-school tutoring and stayed in at lunch to work with teachers. School had become all-consuming, but at Fraser Academy remediation is incorporated into the daily program and she found that learning to read the Orton-Gillingham way was fun. With the extra time and mental energy, she was able to pick up other activities, like drumming and dance. When Claudia graduated she was accepted into every university to which she applied. She chose a university in Eastern Canada where she felt her needs would be best accommodated. Unfortunately, the post-secondary institution did not live up to its promise, and she had to fight to use the assistive technology that would help her succeed. “I was in my first year, first semester, sitting with the vice president, dean, directors, and my father because they wouldn’t give me my accommodations, which I am legally entitled to,” said Claudia. Claudia was prepared to take up the fight because Fraser Academy teaches students to advocate for themselves.
“I took on the role of an advocate because I had the confidence and the knowledge that Fraser Academy instilled in me to persevere through the challenge,” said Claudia. “I knew that if I could make a change, it would help all those who came behind me.” In the four years that Claudia attended the university, she ensured they better recognized their legal obligation to help students access learning and changed the way the university approached students with learning differences. Her efforts garnered her recognition as an advocate for public change, and she was invited to attend a Canada-wide conference on disabilities at Carleton University in Ottawa. Claudia graduated with a Bachelor’s degree in Political Science and decided to further her education,
going on to Les Roches University in Switzerland. She graduated with a Master’s in Business Administration and Hospitality Management in January 2020. Both Donna and Claudia know her story could have been very different if she had “stayed the course” at her first school. “If I did not have the support of my parents and the support of Fraser Academy, I would have dropped out of high school,” said Claudia. “Fraser gave me the ability to understand how I learn and to advocate for the things I need to succeed.”
Claudia in high school with her two younger siblings, who also attended and graduated from Fraser Academy.
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Su
Cour
Curi
#
Success
Public Speakers #MadeByDyslexia
Creative Writers
Inno Full of
Resilient Leaders
Tale
Strategic Learners
Entre
Talented
Full
Highly Creative
Proud to be dyslexic
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Successful
Entrepreneurs
#MadeByDyslexia
Emotionally Intelligent
rageous
ious
Strategic Learners
Complex Problem Solvers Leaders Decision Makers
Performers
Creative Thinkers Resilient
Courageous
uccessful
Critical Thinkers
Wonderfully Imaginative
#DyslexicThinking
Creative Thinkers Successful
Entrepreneurs
Highly Creative
Critical Thinkers
Courageous
Leaders
Resilient
Public Speakers
#DyslexicThinking Curious
sful Artists
s
Insightful Strategic Learners Technology Designers
ovative Potential
Talented
Strategic Learners
Complex Problem Solvers
Social Influencers
Thinkers Strong Communicators
#MadeByDyslexia of Potential
ented
Innovative
epreneurs
Artists
Great Conversationalists
Emotionally Intelligent
Scientists Abstract Innovative Big Picture Thinkers
Technology Designers
Artists Decision Makers
Insightful
Resilient
Artists
Innovative Performers
Leaders
Critical Thinkers Strong Communicators
Scientists
Leaders
Highly Creative
Resilient
Creative Writers
Growth-Mindset Oriented
Complex Problem Solvers Performers Big Picture Thinkers Critical Thinkers Scientists
Talented
Abstract Thinkers
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“As educators we must be dedicated to understanding the neuroscience of how each student thinks and learns. This allows us to be intentional with the delivery of our practice.” – SUZANNE HUOPALAINEN, DIRECTOR OF TEACHING AND LEARNING AT FRASER ACADEMY
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What is Dyslexia?
Dyslexics have strengths in areas such as creativity, problem-solving and communication. Some of the most successful academics, entrepreneurs, inventors, artists, athletes, business and community leaders — like Richard Branson, Steven Spielberg, and Keira Knightley — attribute their success to being dyslexic.
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Dyslexic strengths, along with average to gifted intelligence
&
XI A
A DYSLEXIC’S BRAIN PROCESSES INFORMATION DIFFERENTLY, LEADING TO:
O W LE E YS S D LA RING E H C NG WIT ENC UAG HILDREN & YOUTH R E E-BAS IFF ED LEARNING D
Fraser Academy helps students become successful, independent learners, whose school performance is more closely aligned with their intellect. This allows students to access the strengths that come with thinking differently, instead of being held back by their weaknesses. We are proud to be empowering learners to reach their full potential, producing leaders and uniquely skilled citizens who contribute to society, and build stronger workforces and innovative economies. We’re not just about remediation and shoring up weaknesses, we also make sure that kids are playing to and developing their strengths.
Challenges with reading, writing, spelling, math, or executive function skills
Children are diagnosed with a language-based learning disability when they have average to gifted intelligence, yet struggle with reading, writing, and/or math. A diagnosis signifies that the student’s school performance is not aligned with their intellectual potential.
EY (Ernst & Young), a globally respected advisory firm, published two reports (2018, 2019) demonstrating how the value and strengths of dyslexics are needed more than ever in our rapidly changing and complex world. Developing the potential of children and youth with language-based learning differences is imperative, and we must create the right environment for them to thrive, to contribute, to be trail-blazers...
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The Untapped Talent of Dyslexic Minds
viewpoints and heightened abilities in visualization – will be in high demand. These types of skills and required competencies are further validated by the World Economic Forum’s Future of Jobs report. With the ability to see things differently and have stronger creative and entrepreneurial tendencies, dyslexic thinkers are poised to be increasingly sought after in the workforce.
They have the right to an educational environment in which they can thrive. Yet, there still exists a gap in our education system in understanding and teaching dyslexic learners. It is estimated that one in five students has dyslexia or a language-based learning difference. This is equivalent to 20% of any classroom, and many students go undetected by teachers who are unequipped to recognize these differences. The world is changing, and rapidly. Education and the world look dramatically different in the 21st century. Individuals must develop the ability to adapt, be comfortable with constant change, be resilient, and be big picture thinkers. Today’s world comes with increased competition and complexity, disruptive technological advances and social, economic and 14
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environmental challenges as never seen before. Within this context, new research is emerging about the value of dyslexia. Recent reports by EY (2018, 2019) indicate a workplace revolution is underway and the unique talents of dyslexic thinkers – creative problem solving, strong communication, adaptive thinking, alternative
In BC, we have a strong public education system, but no system meets the needs of every learner, and appropriate identification and education for dyslexics is one of those gaps. When appropriate supports are not in place, there are real risks. Students with unremediated learning differences are more likely to drop out of school,
“The workforce of today and tomorrow needs dyslexic thinking, and dyslexic individuals should no longer be expected to ‘fit in’ but ‘stand out’, and focus on their strengths.” - KATE GRIGGS, FOUNDER & CEO OF MADE BY DYSLEXIA
“Dyslexia provides a significant opportunity for organizations to harness a widely untapped pool of talent.”
avoid post-secondary education, and be subject to victimization or bullying. Longitudinal studies show that throughout life, they experience underemployment and mental health issues at much higher rates.
vulnerable, to be literate, to learn and grow, and to become contributing citizens.
Our society has a responsibility to provide education for these children and youth that enables them to mitigate the risks to which they are
By building capacity and confidence in students, Fraser Academy is paving the way for their success, and the success they can create in a rapidly shifting world.
This is the educational gap filled by Fraser Academy.
- JASON LESTER, MANAGING PARTNER, TAX UK & IRELAND, EY (ERNST & YOUNG)
WORKFORCE PROJECTIONS FOR 2022 Many of the tasks that dyslexics typically find challenging are being replaced by automation. New tasks and roles are being created, leading to dyslexic strengths being increasingly sought after in the workforce.
INCREASING DECREASING
DEMAND FOR SKILLS & COMPETENCIES
analytical thinking
innovation
creativity problem solving
coordination
time management
resource management
leadership & social influence
reading skills
memory abilities
TYPICAL AREAS OF CHALLENGE
TYPICAL AREAS OF STRENGTH
DYSLEXIC PROFILE Graph adapted from The Value of Dyslexia: Dyslexic capability and organisations of the future (EY, 2019). Trending and declining competencies projected by The Future of Jobs Report (The World Economic Forum, 2018).
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Arc of Impact... One Student’s Journey
Enrolls at Fraser Academy
Child no longer feels stressed
Diagnosed with a learning difference — placed in the bottom 5% for reading skills Parents fear for their child’s future
Parents discover Fraser Academy through a friend
de 5 Gra
Starts Kindergarten
de 4 Gra Gra
-3 de 1
Three emotional years at school
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Parents feel hopeless
Child comes home from school crying, and tells their mom, “I must be stupid.”
Child is happy to go to school and getting ready in the morning is no longer a struggle
Child is now reading at age-appropriate level (or uses technology to mitigate their weaknesses)
Child has many opportunities to explore their strengths Child becomes more confident and outgoing e7 Grad
e6 Grad
Presents at ISABC Speech Competition
Grade
Grade
Graduates with a bachelor’s from university, and goes on to complete a master’s degree and start their career Has the choice of attending their top 3 universities
10-11
Grade
8-9
12 Graduates high school
Competes in the BC X-Country Provincial Championships
Mom states, “I’ve got my child back.”
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“ Education is not the
learning of facts, but the training of the mind to think. - ALBERT EINSTEIN, #DyslexicThinking
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Education in Today’s World
Dr. Kristin Barbour
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r. Kristin Barbour is the Executive Director of NILD (National Institute of Learning Development), an international teacher training organization, based in the U.S., that works with Fraser Academy.
Across the world, Barbour has seen students and educators struggle to keep up with the complexities of the economic, technological and social landscape. “Students are so bombarded with distractions and everything is a mile wide and an inch deep,” says Barbour.
“If kids with learning differences aren’t given strategies for approaching their education they can really struggle in this global world we live in.” Competition for post-secondary education has increased, so with the job market, putting even greater pressure on students to perform at a high level; this pressure is compounded for students with learning differences. Barbour is passionate about teaching educators, parents, and government how to improve the educational experience for struggling learners. She has worked with a vast number of schools across North America, and has seen firsthand how Fraser Academy prepares students for this increasingly competitive world by embracing a holistic approach to teaching. “Many schools only focus on one part of the student, such as their school performance,” says Barbour.
“Fraser Academy is unique because all of the teachers and learning specialists are united in their quest to educate the whole student, including their emotional intelligence and well-being.” Because of the pace in today’s world, many educators in North America feel compelled to push content over thinking. Barbour notes that Fraser Academy’s model has a distinct advantage as it prioritizes both content and thinking. “Fraser Academy uses content as a vehicle to enhance thinking and develop students’ learning, problem solving, collaboration, and all of those pieces that we know are going to be critical for the next generation of leaders and workers,” says Barbour.
“Education... needs to be transformed. The key to this transformation is not to standardize education, but to personalize it, to build achievement on discovering the individual talents of each child, to put students in an environment where they want to learn and where they can naturally discover their true passions.” - DR. KEN ROBINSON, INTERNATIONAL ADVISOR ON EDUCATION
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She notes how the comprehensive and integrated formula includes personalizing learning by looking at the needs of each student academically, and from a social perspective, to truly change the trajectory of their future opportunities. “At Fraser Academy, you’ll see practices such as direct and explicit instruction, spacing (cycling back to content), art integration, reinforcing meta-cognition and reflection, and practicing executive function skills — like routine goal setting and ‘the shape of the day.’ These allow students to draw stronger connections about what’s being learned, and promote the transfer of concepts beyond the classroom.”
“You get the value added benefit when you see well-educated educators who are aware of best practices, informed with learning sciences, and developing trusting relationships with their students. That is the unique beauty of Fraser Academy.”
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When I grow up… I want to be myself.
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Learning to Become a Leader at Fraser Academy
he was able to demonstrate his knowledge of the material.“
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hen Alex was diagnosed with dyslexia he was living in the U.K. at a time when there was virtually no help for children with learning differences. “We could see that the obstacles to him succeeding were multiplying every year,” said Cynthia, Alex’s mom. “I started to realize that if we did not take proactive steps, he could become a really demoralized child and potentially not graduate.” One of the proactive steps she took was moving back to Canada and enrolling Alex at Fraser Academy when she became convinced that her son could benefit from the school’s multisensory approach to teaching. “For the first time I saw him achieving success and that was mainly because
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“In the U.K. he was expected to digest the information and regurgitate it in a standardized way, and that just wasn’t feasible for him,” said Cynthia. Once Alex came to Fraser Academy, where he was taught by teachers and tutors who truly understood his learning style, he went from C’s to A’s. It was life changing for Alex and his family in so many ways, both emotionally and academically. “I can’t even describe the relief,” said Cynthia. “I had seen my child suffer so many disappointments on a daily basis. He was a bright kid, but his school experience was having a negative impact on how he saw himself.”
“I am so grateful we found Fraser Academy because that was the turning point in my son’s life.”
For Alex, the original adjustment wasn’t easy. Moving countries and enrolling in a smaller school was a lot for a 12-year-old and it took him some time to embrace the transition. “After the initial adjustment, I made some really good friends and I was able to see for myself that it was helpful for me to be at Fraser Academy,” said Alex. “I wanted to make the most of it.” Alex enrolled in track and field and involved himself in student leadership. Supported by Fraser Academy, he was chosen to attend a national student leadership conference in Montreal, which further boosted his confidence. “Coming back I felt a deeper connection with the school and inspired to take action. I started to advocate that a student council be set up to empower student voice,” said Alex. “I was elected by the student body as one of the head students on the first FA student council.” Cynthia credits the teachers and learning specialists at Fraser Academy
with helping her son’s transformation into a confident young man. Now Alex is in his fourth year at the University of Victoria studying political science and business.
“FA’s teachers were instrumental in him realizing he could shoot for something higher,” said Cynthia. “It was a warm, caring and nurturing environment.”
“Fraser Academy gave me confidence,” said Alex. “I know I’m capable, and because I felt empowered and supported academically I knew I could succeed in university.”
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Thriving Students “Over 95% of our graduates are accepted to college and university, and they are well prepared for that progression. We put a lot of thought into it with the kids, and work with them to find their areas of strength and passion.� - MAUREEN STELTMAN, HEAD OF SCHOOL
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e develop and apply personalized, research-based tools & strategies to foster a thriving community of independent learners with dyslexia. We are proud to be at the forefront of educational practices, providing a learner-centric environment based on effective research-based methods. Using the BC Curriculum, we embed cognitive, social and emotional development, and optimize personalized learning and postsecondary opportunities. We instill values relevant to today’s world, develop crucial skills, and equip students with tools and strategies to better understand how they feel, think, and learn. Our students become confident, effective communicators. Developing well-being, thinking and learning for our community requires that specific needs be addressed.
These needs are intentionally targeted through our Building Cognition programs:
We support students in becoming good thinkers & learners by: • Fostering well-being and independence, preparing students for life-long learning.
3C Thinking: Practicing creative, critical and collaborative thinking skills.
• Promoting strengths and successes, positioning our students to become contributing citizens and leaders.
EF Curriculum: Developing executive functions such as planning, prioritizing, organizing, working memory strategies, self-awareness, and cognitive flexibility. Orton-Gillingham (OG) Approach: Building reading, writing, and spelling skills in a direct, explicit, structured, sequential, multisensory way, based on the needs of each student. NILD Educational Therapy: Improving thinking, reasoning, and processing abilities through a neurodevelopmental and cognitive approach. Wellness Program: Nurturing each child’s physical, social and emotional well-being to build a strong foundation for character development, learning, and thriving.
Results are exemplified in student outcomes: We enroll some of the province’s weakest learners, and move them from school failure, to exceeding the BC independent school performance average 76% of the time (based on BC provincial exam results over 3 years).
“Our educators are on a quest to continuously improve their practice in pursuit of ensuring each child finds their passion and realizes their potential.” - COLLEEN CHOW, DIRECTOR OF LEARNING SERVICES AT FRASER ACADEMY
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Learning is a process. Teaching is a practice.
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Leveraging Brain Science for Effective Remediation
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t Fraser Academy, no child is singled out for having a learning difference. Classes are kept small and each student is taught to their individual learning style, which is understood by all FA faculty, like Colleen Chow.
Chow, who is currently the Director of Learning Services at Fraser Academy, as well as a trainer for the Academy of Orton-Gillingham Practitioners and Educators (AOGPE), became interested in teaching children with learning differences when her son was diagnosed with dyslexia. At the time, he attended a mainstream school and received in-class support from a learning assistance teacher, but she recalls how confusing the experience was for him. He felt singled out and different from his peers. Her son’s experience compelled Chow to switch careers and become a learning specialist at Fraser Academy where she helps children who have language-based learning differences, like her son, build the strong foundational skills they need to reach their potential. As a learning specialist, Chow is trained in the Orton-Gillingham approach, which utilizes multisensory instruction, incorporating visual, auditory, kinesthetic and tactile techniques, to activate multiple areas of the brain and build connections between the different areas that process language in order to maximize learning. 30
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“Your students are impressive. It’s clear they’ve had years of successful intervention to be able to engage with us so confidently, and speak and present their thoughts so eloquently.” - ALEX BROSOWSKY, HEAD OF THE QUAKER SCHOOL, HORSHAM, PA (DURING HIS RECENT VISIT TO FRASER ACADEMY)
The practice involves leveraging what we know about the brain while fully engaging students in the learning process. Repetition is essential for forming strong memories of letters, words and numbers, and engagement is key. Dyslexic students tend to rely heavily on memorization, context cues, and strong oral language, which means they predict what the next word is going to be because it makes sense in the context of the sentence. Some are so adept at reading context cues that
it can be years before anyone realizes that they aren’t actually reading the words on the page.
unknown words,” said Chow. “It’s almost like building a foundation for everything you are going to lay on top.”
Effective instruction for students with dyslexia is explicit, direct, cumulative, intensive, and focused on the structure of language.
“By incorporating effective 1:1 remediation into the school day, students are better equipped to be independent in the classroom,” said Chow. “We build their skills in an environment where students know they can relax and be open to learning.” This is seamlessly integrated into the schedule, along with the rest of the BC Curriculum.
“By taking the language and breaking it down into small chunks, you provide lots of repetition. From there, you build on each component of the word until those components become solid and the student can accurately read
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A dyslexic’s advantages in visualization, spatial awareness, creativity and memory can lead to elite performance in engineering or athletics.
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Expanding Access
Fraser Academy to the power of “x”
EXEMPLARY EXCELLENCE
EXPONENTIAL
EXPLANATION
EXTENSIVE
EXPRESS
EXCEPTIONAL
EXPERIENCE
EXPANSION
EXHILARATION
EXPERT
EXPLORATION
EXTRAORDINARY
EXCEED
EXCITEMENT
EXTEND EXPEDITE
“From the first moment we started in After3 tutoring through FAx, I have seen my daughter’s selfconfidence and enthusiasm for learning grow. Unlike at our home school, Fraser Academy conveyed enthusiasm about who my child is and what she might become. One morning, my 5-year-old couldn’t remember her FAx tutor’s name and referred to her as ‘the teacher that teaches me everything I need to know so that I don’t get confused at school.’ Clearly, this program is working.” - Carolyne C., Kindergarten Parent “Our son was diagnosed with a learning difference last fall. He was struggling in school, not keeping up with his reading, writing and math skills. We knew that a regular tutoring service would not be the solution. As a result of FAx, our son has grown more confident and now appreciates he’s capable of doing the work. He is back on track and on his way to realizing his full potential” - Melanie G., Grade 5 Parent 34
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“An educator’s ability to shift their teaching strategy to meet the learner where they are at, is a skill set that all educators should work towards.” – ERIN KLINE, EXECUTIVE DIRECTOR, FAX
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t Fraser Academy, we are more than a school; we have a role, relevance and impact for society given the needs and challenges of those we serve. Our mission is to celebrate the unique strengths of individuals with dyslexia and language-based learning differences, empowering children and youth with choice and opportunity. With the long-term vision of providing access to our educational expertise to all who need it, we have been building community resources, outreach capacity, and education opportunities for BC teachers and tutors. We officially launched this branch of Fraser Academy as FAx (Fraser Academy to the power of “x”) in 2019.
We are truly committed to Changing Destiny by Changing Minds for students, families and the community at large. FAx offers services to families and to the broader community. These services include assessment and educational consulting, remedial tutoring, executive function coaching, as well as professional development for teachers who wish to better serve students with learning differences. “FAx extends Fraser Academy’s programs to the broader community,” said Erin Kline, Executive Director of FAx. “The purpose is to help the one in five students out there with dyslexia, who are not able to go to Fraser Academy’s day program. We strive to
better equip teachers and educators in the wider system so that all children have the opportunity to access their learning potential.”
This is transformational for the education system as a whole.
FAx supports students like Sarah, who was already showing signs of struggle in school. Her kindergarten teacher told her parents that she was “slow and unfocused.” This prompted her parents to come to FAx for extra help.
Teachers in mainstream education see anywhere from 30 to 150 kids per year, which means they have a substantial impact on how students with learning differences – and students in general – are taught and treated throughout the school system.
“She was not yet able to read, yet within six weeks of beginning effective remediation at FAx she was showing a marked improvement,” said Kline. “It was a huge relief to her parents.” When it comes to learning differences, early intervention is the best intervention, but teachers are not typically trained to see the signs of dyslexia. Most children are not diagnosed until Grade 4 when school becomes less focused on learning to read and more focused on content. Nor are teachers adequately trained to serve these students in the classroom. Through our professional development program, we are equipping teachers with the Orton-Gillingham approach, NILD Educational Therapy and other effective instructional practices, to support them in effectively reaching students with learning differences. “By training teachers, especially those who teach Kindergarten to Grade 3, we can have an enormous impact on the number of students who are currently going into Grade 4 with undiagnosed learning challenges,” said Kline.
“The educational system is not set up to train teachers to teach students with learning differences. With the expertise we provide at FAx, educators are able to teach effectively so that all students benefit from personalized instruction,” said Kline. Fraser Academy also prioritizes raising awareness about languagebased learning differences in the greater community. One of the ways we do this is by hosting community education nights. “We need to foster more awareness around what learning differences really are and how thinking differently can actually be an advantage,” said Kline. “To meet our vision of Changing Destiny by Changing Minds, it’s imperative that in addition to ‘Changing Minds’ in terms of the students’ cognitive abilities, we are ‘Changing Minds’ of teachers, tutors, parents, and the public at large about what’s possible for our kids.”
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The Path Ahead to 2025 Changing Destiny by Changing Minds
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Our Vision for Stronger Community and Expanded Impact by 2025
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ccess to Fraser Academy is a community necessity. Our crucial programs and unparalleled service quality mean that we can transform the lives of children and teens who are too often defined by their weaknesses rather than their strengths. By focusing on strengths, we elevate our students to not only reach their full potential, but to achieve excellence and become contributing citizens, opening doors to a future that otherwise may not have been possible. Our strong commitment to continuous improvement is driven by our ambition to empower those with learning differences. It extends past our immediate learning environment and into the broader community, where it is imperative that learning differences are redefined and the strengths of dyslexia are understood and valued.
Our aspiration is to leave no child behind. Whether it’s a student who attends Fraser Academy’s day program, or one who is in mainstream education, we want to ensure that every student with dyslexia in BC has the ability to access the resources they need to succeed in school and in life. Our reach is exponential through the potential to offer every teacher across the globe access to our expertise via FAx.
In order to fulfill our vision, as an organization we must support as many students and educators as possible. Right now, the day program at Fraser Academy is at capacity. Our waitlists grow longer each year, and we have no choice but to deny students and families the education they require and deserve. Our vision for 2025 includes increasing our day program capacity by having a larger facility that will support 500 fulltime students and expand outreach program capacity for students and teachers. We cannot achieve our Strategic Plan alone and we are relying on you – our current, past and future community – to join us in realizing this bold vision.
Our Strategic Path 2020-2025
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Strategic Priorities 2020-2025 Priority A: Optimal Learning Environment An optimal learning environment that unleashes the potential of each student.
Why? Our approach to personalized education is key to our success. This drives our ongoing commitment to deliver research-based best practice, foster independence and prepare students for post-secondary education, and success in life. The most important question we ask ourselves is “How do we design the optimal learning environment to unleash the potential of each student?” Knowing our students and understanding their needs, and goals, puts them at the heart of our model. Our goals build on the values we instill in our students and the preparation for success as they move into adult life, including post-secondary education and the workforce. They strengthen our commitment to increasing expertise within our faculty as true learning
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facilitators (not just relayers of information), raising our sights with specific areas of study, enhancing the whole-child methodology within programs, and ensuring our facilities contribute to our educational vision and programs. Our experience, backed by brainbased research, tells us that it is imperative to consider the relationship between emotions and learning. Negative emotions (such as fear or frustration when tackling a challenging subject) can have a devastating effect on a student’s ability to learn. Conversely, positive emotions help students shift to a growth mindset and increase both the desire and the capacity to learn. This is one reason why we are so serious about the role of wellness as a crucial foundation to all of our programming.
Road-map to Success We will: • Secure a site to set in motion a new campus (see page 44 for more details) • Continue to invest in our people, and hone our educational practice with exceptional professional development • Aspire to math remediation excellence (in addition to our language remediation excellence) • Further embed and integrate a whole-child and community wellness approach • Evaluate our development through qualitative and quantitative measures in order to continue the evolution of our educational model
Priority B: Strong & Engaged Community A proud Fraser Academy community identity.
Why? We aim to foster and grow our community, reinforcing a culture of pride, and cultivating our brand identity, including international recognition as a leader in education. We routinely hear from educational professionals that the experience Fraser Academy provides to students with dyslexia is unprecedented to what they may receive elsewhere. At Fraser Academy we must champion and share the successes of our students and our educational practices to further promote our organization’s contribution to society and become more widely recognized as an international leader in education. Through increased awareness, Fraser Academy aims to illustrate the contribution of dyslexic thinkers, bringing greater acknowledgment of the profound value of their skill sets to society. By positioning ourselves to be more widely recognized, we will strengthen our position to attract and retain outstanding educators who take pride in providing a high caliber experience for our students.
A new campus will enable us to serve even more students, expanding student social networks and fostering a robust and warm culture and community. We plan to formalize an alumni relations program to ensure our network flourishes beyond graduation. A more active and engaged alumni community will better enable fellow alumni to support each other, as well as current students, as they contemplate the next stages of their education and careers. It will also help us grow deeper roots, to strengthen and validate the school’s impact. Parents are key partners in our community. An active network will enhance support for parents themselves as well as contribute to our organization. In partnership with Fraser Academy families, our goal is to develop a stronger parent community (current, past and future) and build ambassadors in our existing network and beyond.
Road-map to Success We will: • Continue to champion the strengths and successes of our students and alumni, reinforcing them as contributing citizens and leaders • Be sought after, and known to offer rewarding careers for leading educators • Engage and ignite our alumni and parent network • Actively increase our enrolment to 320, with room to keep growing to 500 students • Be a recognized resource for families, educators and government through our day program and FAx
We recognize that our knowledge and expertise as a leader in education needs to be shared. We can be an invaluable resource for the educational system and society.
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Priority C: Exponential Impact Increased reach and impact.
Why? We are poised to become a leading resource, changing destinies of dyslexics across the lower mainland and beyond through outreach and education. With the success of students and families who attend our day program, as well as students, families and educators who are benefiting from FAx, we are experiencing increased market demand for our services. We know students are being left behind in mainstream classrooms. Increased outreach enables Fraser Academy, with strategically aligned partners, to help these students and families, and to have greater reach through on-
campus programs as well as satellite programs in other locations in the Lower Mainland and beyond. At the same time, we can increase the expertise of public and independent educators who wish to better understand and serve students with learning differences. This will have an exponential impact on the educational system. Our community education series shares leading practices in education. This raises awareness and understanding in the public at large with regard to language-based learning differences, and equips attendees with effective knowledge, tools, and strategies.
Road-map to Success We will: • Promote FAx services, such as 1:1 language and math remediation, executive function coaching, and educational consulting to reach as many families as possible • Share student-centered learning and instructional expertise; and expand understanding and awareness about the strengths of people with learning differences as they exist in the greater community • Become a recognized teacher training center of excellence, offering accredited courses in OrtonGillingham Tutor Training and NILD Educational Therapy, equipping educators to reach students more effectively • Enhance province-wide teacher expertise by obtaining university credits for our training courses • Create and leverage strategic partnerships that are aligned with our vision
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Priority D: Accessibility, Affordability and Sustainability Stewarding a responsible and sustainable community.
Why? We aspire to be accessible for any student who needs help — for those whose lives will be changed because they were able to attend Fraser Academy’s day program or FAx. We will be a responsible and sustainable organization for years to come. As an organization serving specific needs arising from a gap in the educational system, we take this responsibility seriously. And, as our business model’s impact and success relies on a personalized approach, its value comes at a cost. We must balance this with prudent planning, careful stewardship of revenue earned and raised, and expenses (including operating efficiency) to maximize the impact of programming, with accountability to those we serve. Access should not be exclusive to those with means. Accordingly, supporting families who need financial assistance through a robust Bursary Program is a key philosophy
for us, and we will always see this as a stand-alone fundraising priority. Our organization is at a point in its history where we recognize that creating an established advancement program will have many ripple benefits. First and foremost, it will raise understanding, awareness, profile, and accountability about the impact of Fraser Academy. With that, it will promote a stronger culture of philanthropy within the current Fraser Academy community and inspire others to get involved.
Road-map to Success We will: • Build a long-term financial plan that reflects our mission and is driven by accountability • Increase the financial support (bursaries) available to families in need, to our maximum capability • Create an established advancement program and foster a community-wide culture of philanthropy • Identify and maximize aligned revenue streams
Philanthropy is said to be the love of humanity. It is a crucial investment in Fraser Academy’s mission, making a transformative difference for children and youth. In addition to tuition and government grants, it helps drive our mission forward and will be a key factor in realizing this Strategic Plan. It will ensure our organization is gaining support from those who value our educational excellence and social impact.
Our Strategic Path 2020-2025
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Vision for a New Campus
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raser Academy’s current lease with the City of Vancouver expires in summer 2025. While we have begun discussions to renew it, increasing access and augmenting educational excellence through improved facilities are key to driving our organization forward. We are actively seeking a site in Vancouver. Upon establishing the site, we will commence a fundraising campaign to realize infrastructure that will elevate the standard of our facilities to align with our programming. Whether this is fully achieved within the life of this Strategic Plan, these aspirations are critical.
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A process of consultation has already begun engaging our parents, students, and faculty in the vision for new facilities, and a Campus Committee has been formed to guide that process and secure a site. All viable ideas, options and partnerships are being explored. Integral to the vision for a new campus are: • Increased access: we are looking to increase the school population to 500 with phased growth over time. We know there is market demand, for both the day and outreach
Fraser Academy Rendering generously provided by Lovick Scott Architects. Once a site is established, we will proceed to architectural tender.
programs, and we must ensure that students with learning differences are not being left behind due to our facility’s capacity. • Educational excellence: the physical environment plays a key role in ensuring optimal learning. An enhanced environment will ensure stronger academics, extracurriculars and sports, and benefit the school culture and identity. The caliber of facilities also plays a role in attracting and retaining top-notch faculty.
The key factors that will inform conversations include: • Leading education in the context of the whole-child and personalized learning. • Classrooms and other collaborative spaces that will enhance a productive, effective, and inspiring teaching and learning environment. • Sports and athletics programming, acknowledging that currently Fraser
Academy does not have a gym and relies on access to community sports fields and alternate facilities. • The need for better spaces within the context of community, culture and active living. • The needs of specific programs, including character education, science, STEM, fine arts, woodshop, technology, food studies, and outdoor education.
• The evolution of our therapeutic Wellness and Building Cognition programs which ensure a child is ready to learn and can maximize their learning potential. • Community outreach and research facilities. • Environmental and sustainable efficiencies as primary considerations in all planning and programming.
Our Strategic Path 2020-2025
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This Plan Will Take Community Partnership
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ur journey to 2025 is a bold one. It is a unique, but crucial opportunity to increase access and ensure that more children and youth can realize their potential, contribute to society, and thrive. We are a powerful advocate for the strengths of those with learning differences, and a pivotal resource for the education sector, workforce, and society. We have demonstrated our place at the forefront of best practice in education, attracting and benefiting students from across the province, country and beyond. We want to establish Vancouver as a renowned center of excellence in Canada for dyslexia education, training and expertise, to further promote and realize the potential and advantages of dyslexic thinkers. Families and educators before us, determined to support young people in accessing their potential, are the
ones who have set the course for Fraser Academy. With unwavering passion and dedication, they have invested in changing the lives of those with learning differences. They have lead the school in continually striving to refine our practice of educational excellence. Our outcomes to-date are impressive, and with eyes to the horizon, this Strategic Plan outlines the way forward for those who have that same personal determination, to come together and contribute to the next stage of Fraser Academy’s journey. Now is the time for our Board, staff, parents, family members, alumni, and alumni families to keep the momentum going.
be achieved solely on the shoulders of current families, many of whom already make substantial sacrifices to fund their child’s education. Our ability to secure philanthropic support will play a key role in realizing this Strategic Plan, including our goal for a new campus. Our path depends on a strong commitment from each of us to pay forward the benefits, and further potential, of Fraser Academy for the children and youth of today and tomorrow. We hope that you will join us. Thank you for sharing our vision: Changing Destiny by Changing Minds.
In doing so, we must also inspire the community-at-large to join us. We are committed to being accessible, affordable and sustainable and are conscious that our ambitions cannot
Our Strategic Path 2020-2025
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fraseracademy.ca T: 604 736 5575 E: info@fraseracademy.ca 2294 West 10th Ave Vancouver, BC V6K 2H8