CORRIDORS H O LY T R I N I T Y S C H O O L | FA L L 2017
Publication Director Carolynne Bull Editors Margo Northcote Stephen Vogan Art Direction Kim Speed Photography Courtesy of the Attardo family Brian Batista Bettencourt Carolynne Bull Jacqueline Butler Courtesy of David Flusk '95 Ryanne Hollies William Meijer Photography Storey Wilkins Photography Contributors Lore (Montesano) Attardo '93 and Charles Attardo Carolynne Bull Jacqueline Butler Fr. Stephen Crowther Danielle Gibb Jennifer Gravel Maria Locacciato Christine Lovrics Kristy McGowan Helen Pereira-Raso Stephanie Stephens Meagan Suckling '08 Rob Wittmann
FALL 2017 IN EVERY ISSUE
elcome from the W Board of Governors
Introduction to Deputy Head, Peter Hill
Interdisciplinary: How Powerful Partnerships are Forged
A Unique Approach to Teaching and Learning Grade 7 to 10 Mathematics
Shaped by Experience Campaign Update
olunteers â€“ Our V Community Builders
Welcome from the Head of School
A Word from Father Crowther
Alumni Spotlight on David Flusk '95
Spotlight on Faculty Development
onor Spotlight on D Lore (Montesano) Attardo '93 and Charles Attardo
Please send comments and suggestions to Carolynne Bull at email@example.com. CORRIDORS | 1
ON BEHALF OF THE BOARD OF GOVERNORS:
WELCOME, MS HELEN PEREIRA-RASO!
On behalf of the Board of Governors, I am very pleased to welcome Ms Helen Pereira-Raso as our new Head of School. The appointment of a Head of School is the most important responsibility undertaken by a Board of Governors. A large number of candidates from across Canada and around the world were considered, and we were impressed by the quality of applications received and candidates interviewed. However, Helen's proven experience as an educational leader, combined with her qualifications, her commitment and her demonstrated passion for HTS, clearly made her the right choice for our new Head of School. As Deputy Head since 2014, Helen has been responsible for the academic life of the school and overseeing all matters related to teaching and learning, including programming, recruiting and budgeting for these essential areas of the schoolâ€™s operations. More recently, she has also been working with the Board of Governors and its committees. She has exceptional knowledge of teaching and learning, of developing school cultures and of change management. Helen played a key role in a successful CAIS accreditation and two outstanding Ministry inspections, has led professional development for faculty and staff, and co-led our application for the award of Apple Distinguished School status. Her ability to be both innovative and entrepreneurial is seen in the new partnerships the school has forged and in the expansion of the HTS Summer Program. Her knowledge, experience and commitment to HTS show that she is ideally suited to the position of Head of School. In our strategic plan, Shaped by Experience, we have made a commitment to an environment that is learner-centred, dynamic and connected to authentic experiences. Helen has embraced that vision, and this is easily seen in the projects she has championed and the policies and programs she has developed, all of which demonstrate her strengths in fulfilling the goals of our plan. Helen and her family have moved from downtown Toronto to Richmond Hill in order to be closer to the HTS community and school. Please join me in welcoming all of them, including husband Dominic and their two children, Olivia (Grade 9) and Isabella (Grade 6). Sincerely, Rob Wittmann Chair, Board of Governors
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INTRODUCTION TO DEPUTY HEAD
Peter Hill We are pleased to welcome Mr. Peter Hill as Deputy Head. With over 22 years of independent school experience, spanning three different schools and all age groups, Peter is an asset to our community and the school’s senior leadership team. Peter has degrees from McGill University and Dalhousie University, and a master’s degree in Educational Leadership and Management from Royal Roads University in British Columbia. Starting out as a social science teacher, coach and experiential educator, Peter has transitioned through a variety of roles ranging from Technology Integrator, Environmental Coordinator, Department Head and Head of Senior School. Believing strongly in developing the whole child, Peter has worked throughout his career to bring passion to his teaching, inspire students to pursue excellence, build supportive relationships and encourage students to find their passions both inside and outside of the classroom. Peter and his wife, Maria, have two children, Samuel and Michaela. Peter was involved in coaching his son’s Greater Toronto Hockey League team up until Samuel’s graduation from high school last year, and he continues to help coach his daughter’s Midget rep hockey team. As an active individual, Peter also enjoys tennis, golf and running. And when time permits, historical fiction and travel become his favoured diversions.
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FROM THE HEAD OF SCHOOL
Within this edition of Corridors, you will find stories about the many people and organizations that support and strengthen our community. Learning has never been a solitary endeavour, and in fact many of our most profound experiences have been shaped by the exceptional people we share them with.
HTS has evolved into the world-class school it is today because of the partnership that was forged among our founding families. Before opening those doors in the basement of Holy Trinity Church, parents, Board members and members of the church came together to create the vision that formed the foundation of this great school. The collaboration among the Board of Governors, parents, students, staff and church has always been, and will continue to be, the glue that holds our school together. The strength of our community is our deep commitment to the individual success of all students, and this is brought out by the opportunities we provide them. The articles that follow are a testament to our communal investment in enriching the life of each and every HTS student. The new facilities that opened this September are also great examples of the commitment our current and past parents have made to ensure that HTS is a leading educational institution. I hope you enjoy this wonderful collection of stories, which exemplify the pride and care we take in providing a truly exceptional education. With the collaboration of our partners in learning — parents (past and present), alumni, staff, highereducational institutions, charitable organizations and community businesses — we continue to delight in pursuing the HTS vision by offering meaningful learning experiences that no other school can match. Best wishes, Helen Pereira-Raso Head of School
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How Powerful Partnerships are Forged BY STEPHANIE STEPHENS, EXECUTIVE DIRECTOR OF INNOVATION AND TECHNOLOGY
Holy Trinity School delivers on its promise to provide unique programming and experiences that personalize learning for our students. Every day that I spend collaborating with our remarkable faculty, supporting and learning alongside our wonderful students, and benefiting from the facilities and resources at HTS reminds me that this is an incredible community to serve and thrive in. Last yearâ€™s introduction of interdisciplinary projects at the Senior School level is no exception, providing another perfect example of how we are breaking all the norms when it comes to traditional classroom models.
WHAT IS AN INTERDISCIPLINARY PROJECT? Interdisciplinary learning is the process of integrating information, techniques, tools and concepts from a variety of disciplines. For example, when students conduct science experiments and write out their lab results, we might ask them to draw from their expertise in technical writing, research skills, use of scientific process and mathematics. In the context of a Middle or Senior School science course, however, we typically support and evaluate students in terms of what they have been able to demonstrate with respect to the expectations in the science course only.
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Interdisciplinary projects asks students to take that same activity and have it supported and evaluated in the context of other courses at the same time. An English teacher might provide the students with some feedback on their technical writing, in addition to the support and evaluation provided by the science teacher. In some interdisciplinary projects, students from other courses are also asked to contribute to the work and bring in further expertise â€“ a computer science student may be brought into that same science lab to observe and team with a science student to develop programmed simulations that build upon the results more fully. When we allow students to participate in projects this way, the challenge becomes a richer learning experience and typically yields a higher-quality result. In other words, the assignment becomes highly relevant and necessitates true collaboration. It provides an experience that is deeply meaningful for our students, and in the context of personalized learning, it is truly a perfect fit. Last year saw three major interdisciplinary projects, the Poetry project, Fashion Forward and the Sustainable Dwellings project, which drew on students from five different Grade 11 and 12 courses and one club. The teams consisted of 9 to 12 students each, and as there was no scheduled class time for all of the students to meet
” I learned many skills I will take into my future, like leadership, communication, collaboration, and how to use new technology.” - HTS STUDENT
together simultaneously, we used amended start times, book breaks and lunchtime meetings to allow the students to collaborate on major milestones for the project. Students also used technology to participate and share in a highly structured online community. This community provided students the platform to interact with each other’s calendars and share content using web-based collaborative software and productivity tools. In the Sustainable Dwellings project, students shared their vision and added detailed components to their house design using web-based 3-D design software. Project management plays a crucial role in supporting this style of work, and although the faculty initially helped the students coordinate meeting times and set agendas for their meetings, the faculty gradually looked to them to take ownership of the learning process. This evolved into a powerful leadership opportunity and a real-life challenge, teaching our students how to break down large, overwhelming tasks into manageable elements, delegate work and cope with a variety of organizational challenges. Each interdisciplinary project also ends with students bringing their learning together in a final showcase and/or product that is shared within and outside our community. The Sustainable Dwellings project culminated in a Dragons’ Den–style competition, the Fashion Forward project was a full-school fashion show presentation, and the Poetry project became a published book that was shared with authors and experts within our community and beyond. The results speak for themselves. Whether you’re viewing these projects as a student, as a teacher or as an outsider supporting the work, it’s clear this work has had a significant impact:
“Prior to partaking in this project, I found it challenging to work in a group. Now, due to exercising my communication and teamwork skills, I enjoy working in a group! This is a skill that I am forever grateful for. I will use this skill in university, in my future endeavours, and in everyday life.” - HTS STUDENT
“The integration of various fields of study is a compelling element of the project. It was clear the students cared about what they were doing. That level of engagement is the reward for presenting students with such a challenging project.” - HTS FACULTY
As we move forward in our quest to personalize learning, we will continue to leverage the power of interdisciplinary projects in our community. It’s an exciting endeavour that will empower our students and provide them with experiences and opportunities that will set them apart as the exceptional leaders and learners of tomorrow.
Visit bit.ly/HTSustainableDwellingsProject to hear about the student and faculty experience.
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ALUMNI SPOTLIGHT DAVID FLUSK '95
Bringing Hope to Haiti BY MEAGAN SUCKLING '08
HTS taught Dr. David Flusk ’95 the value of friendship and the power of community, which have been the foundations of his career and have shaped his volunteer efforts that are saving the lives of Canadians and Haitians alike. After graduating from HTS in 1995, David studied immunology at Dalhousie University before moving to Ireland to attend medical school at Trinity College Dublin. Once he finished his coursework, David came back to Canada and completed his residency at Memorial University in Newfoundland and Labrador.
Today, David works in St. John’s at Memorial University as an anesthesiologist and chronic pain physician and supervises medical residents. Despite wearing many hats in his medical career, David manages to find time to give back to the community as a volunteer with two organizations. As the Deputy Director for the Atlantic Mentorship Network – Pain & Addiction (AMN-P&A), David links groups of primary health care providers directly to pain and addiction experts to help manage individuals living with chronic pain and addiction.
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Bringing Hope to Haiti
He organizes two conferences every year, and co-developed “The Prescribing Course” to help health professionals deal with the opioid crisis facing Canada today.
“We saw a need in the community to provide better training around prescribing opioids,” says David. "In Canada, 25% of chronic noncancer pain patients have a history of addiction. Of those people with an addiction, 1% will succumb to a fatal or non-fatal overdose. We developed ‘The Prescribing Course’ to help better train primary care physicians, nurse practitioners and pharmacists to control the prescription of narcotics and support patients with addictions." Expanding his aid beyond Canadian borders, David is also a part of Team Broken Earth. This homegrown volunteer organization started with a group of doctors and nurses from Newfoundland who wanted to help people affected by the 2010 earthquake in Haiti. Seven years later, the group has 13 chapters of volunteers who have travelled to Haiti more than 20 times to provide health care as well as training and education for local medical professionals. David is a staff anesthesiologist on Team Newfoundland & Labrador, and he is very proud of what the organization has accomplished over the last few years. During his last trip to Haiti in February, he supplied anesthetics to many patients every day while also providing support in an ICU and teaching medical residents.
Through his volunteer work with Team Broken Earth, David has helped many patients who have left a lasting impression. In particular, he remembers a police officer who suffered traumatic injuries when he was shot in the face, back and leg. Remarkably, David and his team performed surgery to save the police officer’s life. The next time David returned to Haiti, that same patient came back to the clinic and was in intense chronic pain. With a translator, David did a full workup for chronic pain the same way he does here in Canada. This pain management program helped the police officer make a full recovery, to the point where he was able to return to work. “It was an amazing experience to be able to follow up on a patient like that in a different country,” says David.
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Even with everything he has accomplished since leaving HTS, David looks back fondly on his time and says it was an incredibly positive experience. He remembers highlights like House competitions, writing classes with Mrs. Christine Thompson and science classes with Mr. David Steeper. He credits Mr. Steeper with having the biggest impact on his life, helping him to see his full potential in biology class and pushing him to pursue a medical degree. Beyond the academics, the most important thing that David took away from HTS was the lifelong friends he made through the experience. Even 20 years after his graduation, David still stays in touch with his three best friends, Anthony Ascenzo ’94, Ryan Maines ’94 and Michael Ascenzo ’95.
“That’s my advice for students,” says David.
“Remember who your friends are, because that’s the most important thing. You could be the most successful person in the world, but it’s the people you experience life with that make it all worthwhile.”
SPOTLIGHT ON FACULTY DEVELOPMENT
Lead Learners Transforming the Classroom BY HELEN PEREIRA-RASO, HEAD OF SCHOOL
In 2012, the Board of Governors, along with the schoolâ€™s leadership team, set out a vision for learning that was well ahead of its time. At HTS, we believe in a personalized, learner-centred approach. Our responsibility as educators is to plumb the individual needs, abilities, goals and interests of our students, in order to engage them fully in developing the skills, knowledge and disposition to achieve success in life. This vision applies to teachers as well as students. Recognizing that learning is an ever-evolving partnership between teacher and pupil, the Board also made a significant commitment to the growth and development of HTS leaders and faculty. Teachers are encouraged to dive deeper into areas of professional interest, refuelling their passion, self-directing their learning, expanding their knowledge and sharing their expertise.
This transformative learning experience is having a direct impact in our classrooms and throughout the school. Teachers trained on project-based learning are presenting their students with rich and stimulating interdisciplinary challenges, such as the Sustainable Dwellings and the Fashion Forward projects. As all staff continue to build on the innovative use and implementation of technology, students working on programming, computer-aided design (CAD) software, 3-D modelling and printing, and design-thinking strategies are developing aptitudes that will set them apart in the working world they will inhabit. HTS faculty and students also have access to an extensive network of outside experts, who share of their time and talents to enrich our programs. Last year, prize-winning author Joseph Boyden took part in a Senior School English workshop, providing invaluable insight CORRIDORS | 11
into the art and business of creative writing, and critiquing student work with a discerning eye.
are in producing it. They set goals for their own learning and are accountable for attaining them.
We regularly draw upon our “partners in pedagogy” – from Future Design School, One Schoolhouse and Sheridan College to STEM Minds and ALIVE Outdoors – to support innovative initiatives that broaden and deepen the learning experience for both student and teacher, inside the classroom and out in the natural world.
In this important area, we have been fortunate to enlist the expertise of Sandra Herbst, a noted educational leader and co-author of Leading the Way to Assessment for Learning. She has challenged us to ask probing questions about what we value, how we gather evidence of proficiency and where we can improve our practice. Now, in addition to assigning grades to tests and papers in the traditional way, teachers are able to confer more meaningfully with students and parents around evidence collected in a comprehensive portfolio of learning.
Nowhere has the contribution of external partners been more evident, or more valuable, than in our approach to assessment and evaluation. Student-directed learning demands a responsive and instructive system of appraisal. Back in the days when answers were true or false, right or wrong, numerical grades did the job. A score was all that was required or expected. But learning about learning has changed a lot since then. Now we know that student-engaged assessment is a vital component of a richer, deeper, personalized learning experience. No longer is evaluation solely the purview of the teacher: our students are as involved in assessing their work as they
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At HTS, learning is not a destination but a lifelong journey – one that we undertake alongside our students, even as we instruct, guide and support them. As educational theorist and philosopher Mortimer J. Adler reflected, “The purpose of learning is growth, and our minds, unlike our bodies, can continue growing as we continue to live.”
A WORD FROM
I love the 12th chapter of Paul’s first letter to the church at Corinth. It has to do with the theme of partnership. He encourages people to live in unity, not “in spite” of their differences, but because their differences make a richer and stronger community. Paul believes that each person was created by God to be unique contributors to the whole. A community’s challenge is to identify, nurture and integrate the distinctive gifts of each individual. Our goal is partnership.
Creating the two games took longer than expected, so the students continued working over the next few days and we planned to share the games at Chapel on the following Tuesday. I was very impressed at the quality of their finished product and at their diligence in completing what they started. The first game went over very well at the end of Tuesday Chapel. We then ran out of time, but we were able to share the second game with the students by email.
I experienced the power of partnership in the last two weeks of classes in June. Examples of partnership abound at Holy Trinity School, but this stood out. It began one Friday morning, when Mrs. Stephens invited me to spend a few moments at a Grade 5 coding workshop that she and Mr. Dickinson were leading in a math class. I accepted her invitation and walked in on a very engaged group. Mr. Dickinson encouraged me to try a math game created by one of the students. I did so and found it to be both entertaining and challenging. Most impressive was the coding used to create the game.
I really enjoyed this partnership experience with the students as it was fun to be creative and spontaneous with the help of other teachers and the Grade 5 student volunteers. I was able to appreciate each of these individuals from a different perspective, and it was a joy to see how the religious knowledge class and school life were enriched from one student-led activity. Partnership is indeed one of God’s great blessings for those who have the eyes of faith and the openness of heart to allow it to unfold.
Then someone suggested that a religious knowledge game be coded during religious knowledge class later that day. Three Grade 5 student volunteers stepped forward and expressed an interest. So that afternoon, during religious knowledge class, I asked the three volunteers to create five questions and answers based upon a passage from the Bible. They set to work under the watchful eye of Mr. Dickinson. Two created one version of the game and the third student created a second version. I marvelled at their ability to focus and persevere.
Spirit; and there are varieties of services,
"Now there are varieties of gifts, but the same but the same Lord; and there are varieties of
but it is the same God who activates all of them in everyone." activities,
- 1 CORINTHIANS 12:4–6 (NRSV)
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KEITH AND ALISON HICKEY WITH THEIR DAUGHTER BRYNN '17 AND SON LIAM '20
“This is our opportunity to commemorate our child’s special milestone and to contribute to the legacy that the parents before us established in honour of their graduating child.” - Keith and Alison Hickey, Graduation Endowment Fund Co-chairs
A Tradition of Excellence The Graduation Endowment Fund provides financial aid to deserving students who could not afford an education at HTS. This fund ensures that another student receives the same incredible educational experience that your child has received. Thank you to our graduating families for your support – it ensures that every year we have a Senior School student who experiences our vibrant HTS community and all that it has to offer.
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A UNIQUE APPROACH TO TEACHING AND LEARNING GRADE 7 TO 10
BY JENNIFER GRAVEL, CHRISTINE LOVRICS AND KRISTY MCGOWAN, ALL FACULTY
When you look into a mathematics class at HTS, it would be easy to mistake it for another subject, as our students are seated in a Harkness-style format (affectionately known by the classes as their “kitchen table”) and students have different learning resources in front of them. Over the last few years, the mathematics teachers have delved deeper into the best practices for student learning by creating mathematics programs that are more closely aligned with a personalized model. Today, each unit is designed with student learning at the forefront, and the units are taught in ways that meet the needs of the diverse learners in the classroom. Student-directed pace, classroom design, technology and improved one-on-one interactions between student and teacher are all factors contributing to the success of personalized learning in mathematics.
STUDENT-DIRECTED PACE For many units in our personalized model, students work at a self-directed pace and along the path most suitable for them. Each student must achieve mastery of a list of skills; however, each student may work on topics in any order. This self-pacing allows students to move quickly through concepts that they have mastered and take extra time to tackle concepts that are new to them. This is an important distinction from a “traditional” class, where the teacher sets the pace for the entire class.
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CLASSROOM DESIGN The physical space of the classroom is a big part of what makes our model work, and the so-called “front of the classroom” is no longer relevant. We create collaboration by setting the desks in a “kitchen table” arrangement, which fosters discussion and creates more opportunities for students to help each other and work in groups. Conversations between students occur more organically in this design, and the teachers are the facilitators of the learning. In addition to the seating, the students are encouraged to use the whiteboards that surround the classroom as their personal workspace. This teaches students to think on their feet - a best practice for creating a thinking classroom.
TECHNOLOGY The use of technology in the classroom provides opportunities for multiple entry points for the students to learn, while allowing teachers to give more meaningful feedback to their students. As each student is working at his or her own pace, teachers can check in with each student and provide the support required. The HTS faculty have created videos that are often used to support student learning of concepts and encourage continued practice of skills on paper. These videos can be rewatched at home when students feel challenged by a particular problem or topic, or when they’re studying for a test. Technology has also allowed our students to choose and create opportunities to best demonstrate their learning. Paper tests are no longer the only vehicle to illustrate an understanding of course concepts. Students can create iMovies, access graphing websites and develop digital portfolios to reflect their learning.
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These all showcase individual students’ mastery of skills, while also illustrating evidence of the successes and struggles they encountered along their personalized paths. We have transformed many of our mathematics courses into more personalized and student-centred programs, which have allowed for valuable interactions between students and teachers. Most importantly, these programs have provided tailored support for students. The many positive opportunities that today’s technology provides in the math classroom have made this shift in our programming both rewarding and exciting for students and teachers alike.
HTS is committed to providing a great breadth of expertise and perspective to our students which is why we have formed partnerships with many people and organizations. Our partnerships are intentional and purposeful – they allow our students to strengthen relationships between peers, teachers and the greater local, national and global communities. Here are some of the people and organizations we partner with:
One Schoolhouse Sheridan World Challenge
OSEF Exchange Program Youth Wellness Network
Specialists in health and wellness
L’Arche Daybreak Richmond Hill Food Bank
Board of Governors Alumni
Dr. Judy Turner
Holy Trinity Church
Martha’s Table Learning Teams INNOVATION Parent Volunteers
Delmanor Seniors Home
Future Design School STEM Minds and NewMakeIt
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Lore (Montesano) Attardo '93 and Charles Attardo As a relatively young school, with a 35-year history, we are delighted to be welcoming our alumni back as parents. Although we have grown over the years, our foundation remains the same and still resonates with today’s parents – particularly our alumna Lore (Montesano) Attardo ’93. When Lore came to HTS in Grade 9, she was eager to take advantage of the opportunities that awaited her – rich and diverse learning experiences that she realized her classmates had been benefiting from throughout their earlier school years. So when she and her husband were planning for their own children’s education, they decided that Grade 7 would be a better time to enter HTS – two years earlier, two years better prepared for the challenges of Senior School. But when their eldest daughter came for a school tour at the end of Grade 3, that plan changed. Mikayla fell in love with HTS and her parents felt the educational advantages were too great (and far too important) to defer until Grade 7. Mikayla '22 started at HTS that September, and her sisters, Gabriella '24 and Juliana '27, came the following year. Since then, all five Attardos have been fully engaged in HTS life. As they watch their daughters thrive and grow, Lore and Charles remain deeply committed to the school’s vision and values. They shared their thoughts with us.
There’s such a strong community feeling at this school. You get to know the families that your children engage with on a daily basis. It’s important to participate at social gatherings such as the Gala, to spend time with other HTS parents in a setting outside the school. Being involved as a parent shows our kids that we’re invested in their education and support them in their journey.
WHAT MOTIVATED YOU TO SUPPORT THE SHAPED BY EXPERIENCE CAMPAIGN? We are here for the long term. As the school grows, our girls get the advantage of new programs and experiences, and it was the extension of the arts program that caught our eye. We were particularly excited about the music program expansion that would provide larger dedicated studio space with individual practice rooms, allowing our children to take music lessons and practise their instruments at school. Seeing our children in the new facilities this September has brought us great joy and reinforced our initial feelings of giving to a campaign that would provide our children with a world-class learning environment.
WHY IS IT SO IMPORTANT FOR THE HTS
WHAT DOES HTS MEAN TO YOU
COMMUNITY TO SUPPORT THIS INITIATIVE?
AND YOUR CHILDREN?
We feel it’s important for the HTS community to support the Shaped by Experience campaign because it showcases to our own children that we are just as invested in their success and education as they are. The academic programming and new spaces benefit each and every one of us at HTS.
Our girls have individual strengths and interests, and HTS supports each in her own way. There are so many opportunities for them to develop their talents and pursue their passions, both in and outside the classroom. Spending time at HTS has given us, as parents, a way to stay connected with what is happening at school and what is going on in our daughters’ lives. With Mikayla moving to Middle School, we thought that would change, that we might lose touch with what’s going on, but that hasn’t been the case at all.
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For over 35 years, the generosity of our past and present families has allowed us to create an environment that promotes creativity, collaboration and critical thinking inside and outside of the classroom. It is essential that HTS continue to equip and support all students with the tools and skills to think, learn and thrive in a rapidly changing and highly complex world. Through Shaped by Experience, we are providing what we have promised. We are looking forward to the next phase of our campaign that will bring innovative areas for student life and personalized learning.
PHASE 1 UPDATE After 16 months of construction on campus, we are happy to share that Phase 1 is complete! We thank everyone who supported the Shaped by Experience campaign thus far and we are pleased to report that our students are enjoying these new spaces. Each of you has transformed the learning experience for our students, your children. These spaces have brought new opportunities for our students to nurture their passions and talents. Our new music wing consists of two magnificent rooms, one for Middle School and another for Senior School students, five practice rooms and a
“This is an exciting time for the school with the completion of the art, innovation and music rooms.
The opportunities that the students will have to build their confidence to become leaders of the future is ever growing at HTS.” – RICH PARRY (PARENT OF DIANA ’13, GINNY ’15 AND JULIA ’24),
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choral room for smaller group practices. With the introduction of these wonderful new facilities, private piano and singing lessons are now available to our students and can be built into their timetables. Dedicated spaces for innovation and design, which include 3-D printers and a laser printer and cutter, provide a learning environment for students to work individually or collaboratively on entrepreneurial, STEM, STEAM and design-thinking projects. Teachers are taking programming to new heights by integrating courses and adding technological elements to programs. Students are using the state-of-the-art equipment to broaden their learning and bring their out-of-the-box thinking to actuality. The two new art rooms are large, bright spaces where Middle and Senior School students can work independently or in groups. Adjustable tables help develop a personalized learning experience in which students can stand or sit while creating. The oversized rooms offer ample space for large projects. With the placement of the art rooms next to the innovation and design labs, our students are encouraged to explore beyond traditional art projects by incorporating technology.
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What's next? As we look forward, we are excited to begin the designing and creation of spaces to further support the future of personalized learning at HTS.
LEARNING COMMONS AND ATRIUM With a focus on students, we will transform the George Rutherford Library into a Learning Commons. This new commons will provide a dynamic, student-centred space where students can obtain academic support in all areas of research, technology, success skills and subject help. The commons will be outfitted with furniture that will create a flexible and multi-use space for the Middle and Senior School students. These spaces will allow for large and small group collaboration, individual study areas and breakout zones. The atrium will provide a place for students to meet with one another and the space to display their work.
HEALTH & WELLNESS HTS has always challenged our students to develop their selfconfidence, sportsmanship and commitment to excellence
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in a variety of ways. Our new workout facility will include a resistance training/weight room, a group fitness/dance studio and a multi-purpose room to be used to support all of our HTS students in their lifelong journey of fitness, health and wellness.
DRAMA ROOM A new drama room and a studio performance space will allow HTS to expand our Lower and Middle School drama programming. Studying the dramatic arts develops a childâ€™s creative potential, both intellectual and experiential. Our program will offer a rich and varied experience, creating opportunities for the students to grow, discover new interests and hone existing talents.
EXPANDED DINING HALL The Dining Hall will be expanded to include additional seating that will allow more students to dine together, providing another opportunity to build community by strengthening relationships during mealtime. With a change in the design and location of our drama rooms, we will incorporate a mezzanine for Senior School students.
Shaped by Experience is the largest and most ambitious fundraising effort in our school’s history. We knew that reaching the campaign’s goal would require unprecedented generosity and support from the entire HTS community. Together we will take HTS to a new level of excellence, further establishing its place among the very finest independent schools in Canada. As we ask our students to go beyond academics and lead by example, we must ask the same of our community. Your support shows your commitment to the future of HTS.
Phase 2 cannot happen without your support!
“HTS builds leaders who are confident, kind, respectful and innovative.
An HTS education is superior, and the newly unveiled facilities are the backbone to being able to provide the student community with the experiential and academic
excel and prepare for elite universities.” learning they need to
– MICHELLE RISI-ANAGNOSTOPOULOS (PARENT OF ALEXANDRA ’22 AND ELIAS ’24), CAMPAIGN CO-CHAIR
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WAYS TO GIVE
RECOGNITION OF YOUR SUPPORT
There are numerous ways to give. Pledges can be made in monthly, quarterly or yearly payments, and can also be spread over a five-year period.
HTS is pleased to offer the following recognition for your generous support:
Make a cash gift online at hts.on.ca/donate
Donate publicly listed stock to HTS and eliminate any tax on the capital gain
C heck if your employer is one of thousands that will match employee charitable contributions – corporate matching gift programs are a great way to double the impact of your donation to HTS
Contact us directly if you own or work for a company that could provide a gift in kind to the construction
Leave HTS a bequest in your will or provide a gift of life insurance
Charitable Registration No.: 122397417RR0001
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• Name recognition on our virtual and print donor walls • Plaque for gifts of $25,000 or more • Named area within the school for gifts of $250,000 or more Your support will be a long-standing representation of your commitment to Holy Trinity School, and your gift will provide the tools to empower our graduates to succeed beyond the classroom. Please call Danielle Gibb, Executive Director of Advancement, at 905-737-1114 ext. 274, to learn more about ways you can support the campaign.
Volunteers – Our Community Builders BY MARIA LOCACCIATO, DIRECTOR OF COMMUNITY RELATIONS
HTS was created by the faith, time and hard work of our founders, and of families who took the “leap of faith” to enrol their children in what was a new independent school in the area. The founders and parents, and subsequently the Board of Governors, were committed to the creation and vested in the success of the school as they shared professional connections and expertise, financial resources, time and commitment, all in an effort to help the school grow beyond the number of students enrolled. From the beginning, parent volunteers were born out of necessity in order to build a strong community. The beginnings of the Parents’ Guild emerged in November 1981 when one parent asked the Head of School if there was anything she could do to help. The Head asked her to coordinate a Christmas luncheon; the parent asked others to join her, and from there a volunteer group formed. The Guild as we know it today started with a willingness to jump in and help where needed. What started out with organizing carpools, planning hot dog days and bake sale fundraisers, and providing refreshments at sporting events has now evolved along with the school community.
The necessity for volunteers to organize carpooling or a bus program have now changed, but the need to build community is just as important today as it was in 1981. Today, the Parents’ Guild Executive Committee works towards its mission to enhance the social, physical and spiritual environment of the school while fostering community spirit among students, faculty, staff and friends of HTS. While the volunteer initiatives may have changed over the years, the Guild still assists with fun activities in the classrooms, offers the ever-popular Sundaes on Thursday, the Christmas Market and the Supper Club, and has increased parent participation in the annual Father Bob Run event by initiating a parent run. Today’s HTS parents have the same commitment to the success of the school and, through this, the success of their children. This commitment is evident in the volunteer engagement in our community, which extends beyond the Parents’ Guild. There are volunteers organizing uniform collection for charity, learning teams that research student internships, the homework task force, the Hawk Shop volunteers – and of course the Board of Governors,
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who offer a breadth of knowledge and expertise as they work strategically towards advancing the school’s vision and mission. By volunteering, our parents are role-modelling for their children the HTS values of respect, integrity and leadership, as well as what it means to work hard and build community together. But our parent volunteers get something in return too. A common impact on our volunteers is the development of lifelong friendships while giving back. Long-standing volunteer Karen Sullivan (parent of Jack ’08 and Kate ’12) is very familiar with this experience. Karen started out as a volunteer in 1999, the year her son came to HTS. She went on to volunteer in various capacities in the Hawk Shop, as a Grade Parent and as a member of the Guild Executive (including serving as President), before moving to the Board of Governors, which she retired from this past June. In addition to the friendships she made while volunteering at HTS, Karen’s involvement provided her with the opportunity to meet people she would not have met otherwise, learn new skills and develop new interests, which has kept her engaged with HTS.
As volunteering opportunities change and evolve at HTS, we can be sure of two things: the school community is grateful for the work of all its volunteers, and there will always be a place for parents who want to roll up their sleeves and get things done.
“In the beginning I was just so pleased that our son had been accepted to Holy Trinity School,” says Karen.
“It was such a welcoming environment that I thought, ‘why wouldn’t I want to volunteer?’ From then on I did it for me. I had a vested interest and pride in being part of the HTS community.”
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HOLY TRINITY SCHOOL PROUDLY PRESENTS: PRODUCTION OF
February 28 - March 3, 2018 7:30pm Frank M. D'Andrea Theatre | Holy Trinity School PETER AND THE STARCATCHER is presented through special arrangement with Music Theatre International (MTI). All authorized performance materials are also supplied by MTI, 421 West 54th Street, New York, NY 10019 Tel.: (212) 541-4684 Fax: (212) 397-4684 www.MTIShows.com
Honeybees BY JACQUELINE BUTLER, FACULTY
The Giving Back to the Environment Program at HTS has been at the forefront of creating partnerships with local organizations that have similar interests to ours. This program has engaged students and teachers throughout the years in creating a closer connection to the ecology of our campus and the impact we all have. In 2012, HTS was recognized as a Ducks Unlimited Wetland Centre of Excellence, the only Canadian Independent School with this designation. We have continued to uphold this designation, and our students are actively involved in conservation through monitoring the water quality in the headwaters of the Rouge River located on our campus, planting native vegetation and creating an interactive interpretive trail throughout the campus. One of our primary goals has been providing habitat for local animals. To add to our many environmental partnerships, we have recently engaged with Alvéole, an urban beekeeping company with its roots in Montreal. HTS is now the proud new home of a honeybee colony on campus. Struggling honeybee populations in the wild are a well-known concern, one that’s attributed to increased disease and pesticide exposure and the diminishing access to a variety of pollens in rural communities. Given that about one third of what we eat relies on honeybee pollination, humans and honeybees are interdependent. We are proud to have taken action by providing a safe habitat for a colony of these incredibly important members of our local ecosystems.
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The act of urban beekeeping is an important activity that connects us with nature and bonds us with the plants and insects. Our students will have the unique opportunity to experience this in a safe and controlled environment. The workshops that some of our students will take part in include: • T he Fundamentals of a Hive: A bee’s biology and how the colony operates • Hive Opening and Queen Discovery • Honey Harvesting: Extraction and tasting of honey, bottling and labelling of our honey There is a biological component to what goes on in a hive, but the societal world inside of a honeybee colony is fascinating to watch and learn about. It is equally interesting to learn about why honeybees are so important for us as consumers of locally pollinated food and honey. Students of all ages will find urban beekeeping to be unforgettable, and we aim to teach environmental awareness through this experience. Stay tuned for your chance to sample our very own HTS honey this fall, and be sure to ask your children what they have learned about honeybees throughout the year.
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At HTS, students are encouraged and supported to fulfill their potential. With our enthusiastic summer staff of HTS faculty, alumni and senior students, your child will have the chance to embrace challenges, develop skills, make new friends and build memories to last a lifetime. The HTS Summer Camps strive to offer a wide variety of safe, educational and fun-filled activities for children of all ages. We encourage our campers to be enthusiastic participants, and we challenge each camper to be the best version of themselves. In addition to providing the high-quality instruction, our HTS Camp staff are passionate about teaching core values such as respect, teamwork, compassion and honour, inspiring all campers to grow as citizens in their community. The 2018 Summer Camp will run from late June to early August and camp offerings will be announced in February along with the registration information.
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SCHOOL The HTS Summer School offers students a place to let their curiosity go beyond the regular academic school year. With a diverse selection of summer courses, students in Grades 8 to 11 can find one in their area of interest at the appropriate grade level. The HTS Summer School proudly offers Grade 9 to 12 credits in the subject areas of mathematics, science, humanities and English. Smaller class sizes allow students to dive into any subject with personalized support from their teacher. Having one course to focus on is a unique experience that students do not have in their regular academic year. Focused study supports students in deepening their understanding of the course material and absorbing difficult concepts, and aims to expand their areas of interest. Taking a summer course is an excellent choice for students looking to reach ahead and improve their knowledge base in a particular subject. Summer courses can help students gain confidence and hone study skills, and often add flexibility to their course selection in the following years.
Visit hts.on.ca/summer to learn more. Registration opens December 2017.
SUMMER SCHOOL COURSE OFFERINGS GRADE 9
Mathematics – MPM1D
Biology – SBI3U
(NEW addition to our Summer School offerings)
Careers and Civics – GLC2O/ CHV2O
Chemistry – SCH3U
History – CHC2D
Data Management – MDM4U
Mathematics – MPM2D
English – ENG4U
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ANNUAL CAPITAL FUND HTS encourages students to go beyond academics to explore their passions inside the classroom and out, take risks, lead by example, and practise at school the values they live at home. This is how tomorrow’s leaders get their start. It’s how our students become confident, agile and compassionate thinkers and doers. The HTS Annual Capital Fund is crucial to enhancing the facilities, programs and experiences that provide our students with the very best education. This fund supports special projects and student financial aid, both of which are not funded by tuition. Your support for the Annual Capital Fund can be directed to either of the following initiatives:
Head’s Discretionary Fund
Student Financial Aid
Supports special projects that enable us to respond to critical needs and capitalize on new opportunities throughout the year.
Will be directed to our endowment in support of scholarships, bursaries and awards.
Thank you for your support – it is vital and appreciated.
To make a donation, visit hts.on.ca/donate
FINANCIAL AID In 2016–2017, HTS provided over $175,000 in financial aid, which benefited 21 students. The HTS endowment provides student financial aid in the form of scholarships, bursaries and awards to deserving students. As a result of the investment income generated by our endowment, four worthy students receive a full scholarship to HTS every year. In addition, a number of smaller scholarships, bursaries and awards are given to HTS students on an annual basis.
Scholarships & Bursaries
Edwin Alexander Terbrugge Bursary
HTS Parents’ Guild Scholarship
George Rutherford Scholarship
Parker Family Scholarship
Grade 9 Entrance Scholarship
Timothy Pryce & Friends Memorial
Grade 9 Graduation Endowment Fund Scholarship 32 | CORRIDORS
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MORE THAN A SCHOOL WE ARE A
y t i n u m m Co
OPEN HOUSE DATES: Lower School - Wed. Oct. 18, 2017 Middle School - Wed. Nov. 8, 2017 Senior School - Thu. Dec. 7, 2017 General Open House - Wed. Apr. 11, 2018 34 | CORRIDORS
Richmond Hill’s co-ed, JK-12 independent day school, nestled in the Oak Ridges Moraine at 11300 Bayview Avenue. Admissions: 905-737-1115 HTS.ON.CA/TAKEATOUR
Give us two hours and we’ll give you a lifetime in return. During an open house, you will discover what over 500 families already know; we are more than a school. Visit HTS.ON.CA/TAKEATOUR for details.