2017-2018 Senior School Family Handbook

The Senior School Family Handbook 2017.2018

CONTACTS

GLOSSARY OF TERMS

School Reception: 604-436-0608 School Fax: 604-436-0616

Stratford Hall Terms

Administration

ASC: After School Care Afternoon childcare program for Grades 1 through 7, running until 5:30 PM.

Head of School Sue.Groesbeck@Stratfordhall.ca

Senior School Principal michelle.douglas@stratfordhall.ca

Junior School Principal greta.bartsch@stratfordhall.ca

EID: Educational Investment Deposit Deposits that are loaned to the Stratford Hall Foundation for the acquisition of school assets. EIDs are often donated by families to help relieve school debt.

ISABC: The Independant Schools Association of British Columbia An organization of the top university-preparatory schools in the province.

Director of Finance and Operations

OEE: Outdoor & Experiential Education A course that is generally off-campus and involves outdoor pursuits or service activities.

Director of Community Development

PAWER: Preparation, Attitude, Work habits, Effort (or Engagement) and self-Regulation Evaluation criteria for the Stratford Hall PYP & MYP.

dave.dirks@stratfordhall.ca

isabel.sankaran-wee@stratfordhall.ca

Manger of Admissions julie.coghlan-smith@stratfordhall.ca PYP Receptionist janine.erickson@stratfordhall.ca

MYP Reception

amy.starkey@stratfordhall.ca

DP Reception tish.vanstone@stratfordhall.ca

Assistant to Head of School/ Registrar olivia.law@stratfordhall.ca

Community Event Manager paulina.lam@stratfordhall.ca

SHPA: Stratford Hall Parents Association Umbrella organization under which all parent volunteering and fundraising takes place.

International Baccalaureate Terms

ATL: Approaches to Learning The International Baccalaureate term for the tools that enable students to take responsibility for their own learning.

AOI: Areas of Interaction The areas of interaction aid in developing a coherent link between disciplines.

DP: Diploma Programme International Baccalaureate academic programme for Grades 11 and 12.

HL: Higher Level Courses equivalent to first year university courses in the IB Diploma Programme.

Accounting

IBO: International Baccalaureate Organization Organization of International Baccalaureate schools, of which Stratford Hall is a member.

McCarthy-Neat Uniforms

MYP: Middle Years Programme International Baccalaureate academic programme for Grades 6 to 10.

accounting@stratfordhall.ca

1050 Boundary Road, Burnaby, BC, V5K 4T3 604-205-7560

PYP: Primary Years Programme International Baccalaureate academic programme for Kindergarten to Grade 5.

SL: Standard Level Courses that are equivalent to BC Grade 12 classes.

CONTENTS Our Mission

Stratford Hall educates students to the highest global standards, through the programmes of the International Baccalaureate. Excellence and confidence are developed through a challenging academic curriculum with further emphasis on creativity, action and service. We foster a strong pluralistic community built on integrity and respect.

Our Vision

Stratford Hall strives to be a global leader in the International Baccalaureate community. Our students will gain a deep understanding of the world around them, and they will act on their connections to the outside community. They will excel to the best of their abilities, and graduates will be equipped to achieve their chosen goals. This is accomplished by acquiring and retaining the best teachers and by a commitment to a balanced and enriched curriculum. The success of Stratford Hall is deeply rooted in the establishment of a supportive, knowledgeable and committed community.

WELCOME 4 GOVERNANCE 6 ABOUT STRATFORD HALL

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FINANCE AND OPERATIONS

12

COMMUNITY DEVELOPMENT 14 EDUCATIONAL PROGRAM

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STAFF 25

ORGANIZATION AND ROLES 30 LIFE IN THE SENIOR SCHOOL

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PARENTS 48 COMMUNICATIONS

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TRAFFIC PLAN

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WELCOME Dear Stratford Hall Community, Being new to the community, each new experience is particularly exciting and revealing for me. My first days on campus were filled with personal greetings and friendly welcomes. Favorite times occurred when teachers came to the office to introduce me to their children. I do want to get to know you and contribute to the School’s evolving story.

I am a researcher so my first days have been filled with reading files, going over financial numbers, meeting staff members individually and getting to know the rules and regulations that help us function within a community. Thus, this Family Handbook helps both returning and new families navigate the norms of the School. You will find the School’s expectations and the policies, practices and procedures of Stratford Hall which allow us to maintain our daily work together in the optimal way.

As I begin my 46th year as an educator, I ask you to partner with me so that all students thrive at the school. Read the handbook and know that Stratford Hall believes in the strength of this community. I am so pleased to be a part of the proud history and to experience the warmth of the culture and climate.

Like you, I chose Stratford Hall because I believe that the programme here provides students with an education which has the highest global standards through the rigour of the IB programmes delivered by passionate and well-trained professionals. We are all here to do one thing: prepare each student for the successful journey long after graduation.

Please communicate with me regularly. We get better and better through collaborative conversations.

Here’s to a great 2017.2018 school year!

Sincerely,

Dr. Susan R. Groesbeck Head of School, Interim

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WELCOME Dear Students, Parents, Staff and members of the Stratford Hall community, It is with great pride and excitement that I join your school as the newly appointed Senior School Principal. I have had the opportunity to meet a number of parents, teachers and students over the past few months and it is clear there are strong collegial partnerships working together in the aim of supporting our students’ commitment to achieve their personal best in all areas of school life. Excellence in education is our shared aim and passion! I look forward to fostering these relationships and working with teachers and staff to provide a world-class educational experience for each and every child.

Spanning the globe, I have been dedicated to the field of education for more than seventeen years; leading and working with a vast array of stakeholders with the central aim of impacting student learning. Joining a community with core values including inclusion, empathy and perseverance, ensures the solid foundation in which young learners have the security to explore knowledge and apply it in innovative and inspiring ways. Students in the Senior School will continue to strive to develop into creative, critical and independent thinkers with the flexibility of thought best suited to the changing world into which they will emerge as young adults. We, as a community of educational professionals and parents, will continue to ensure they are equipped with the necessary 21st century skills to not only be engaged in their learning but be empowered in the personalized and passionate application of it. Together we will be dedicated to continuously build upon the legacy of success established at Stratford Hall utilizing the strong relationships with parents, students, and community partners to achieve ‘Beyond the Traditional’ education.

Along with teachers and staff, I am happy to welcome new and returning families to the 2016-2017 academic year. In preparation, please read through the Family Handbook paying particular attention to the section: “Life in the Senior School”. I would ask for your support in fostering ‘A Culture of Study’ which enables students to embrace challenge as they passionately engage in their learning.

Please do not hesitate in contacting me if questions arise or to simply introduce yourself. I very much look forward to, what promises to be, the start of an outstanding year!

Warmest Regards,

Michelle Douglas Principal of the Senior School

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GOVERNANCE Not-For-Profit Stratford Hall operates as a not-for-profit Society. No member of the Society or the Board of Governors benefits financially from the school’s operation, and all surplus revenues are allocated to debt reduction or school operational needs. All members of the Board of Governors and the Stratford Hall Foundation are volunteers.

The officially registered name of Stratford Hall is the Stratford Hall (School) Society, under the Society Act of British Columbia. Society members are Elaine Lee, Harry Lee, Cindy Leung, Jeremy Leung, and Graham Kedgeley. The duties of the Society are to approve annual audited financial statements and to appoint and elect the Board of Governors. The Society is not-for-profit and has a charity number from Revenue Canada.

Board of Governance

The Board operates at arms-length from the operations of the school, setting policy where appropriate and reviewing and maintaining the Society bylaws. The Board follows the general guidelines for trustees as outlined by the Canadian Accredited Independent Schools Association and the National (US) Association of Independent Schools.

The Board meets a number of times per year. The main objectives of these meetings are to hear reports from the Head of School, to consider and pass annual budgets (including setting fees), and to consider items brought to the Board by the administration.

The Board of Governors is responsible for approving an annual budget that is typically presented by administration in the spring for the following year. The fiscal year-end is June 30th. The school is audited annually by a chartered accountant appointed by the Board.

The Board’s primary role is to ensure the long-term success of the school by engaging in strategic planning. Any concerns about school operations should be directed to the Head of School, rather than Board members.

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GOVERNANCE Beverly Ginder, Chair

Bev and her husband, Dave, first joined the Stratford Hall community in 2007. They have two children attending Stratford Hall. Bev was raised in East Vancouver, attended UBC, and currently works full-time as a recruiter. She was the co-chair for the 2010 and 2011 annual Galas, and has chaired the School Board since 2013.

Susan Christie, Vice Chair

Susan Christie was appointed as a Governor in September 2016. Susan was previously Co-Chair of the annual Gala and has two children at Stratford Hall, Audrey going into Grade 9 and Kenji going into Grade 7.

Susan is an Associate Investment Advisor at CIBC Wood Gundy and she holds a Bachelor of Arts in Political Studies from Queen’s University. Susan spent over a decade at RBC Dominion Securities as an Investment Advisor and Branch Manager. After taking time to stay at home with her children, she returned to the investment industry in 2013. Susan also worked as Manager of Planned Giving at St. Paul’s Hospital.

Harry Lee, Society Founding Member and Governor, Secretary

Harry is a senior engineer with BC Hydro, specializing in monitoring and controlling electric power grids. Harry grew up in East Vancouver and attended UBC. Harry and his wife, Elaine, have two children. Both of their children graduated from Stratford Hall.

Elaine Lee, Society Founding Member and Governor (Past Chair 1990-2007)

Elaine is a co-founder of the school who grew up in Vancouver and attended BCIT (Diploma in Business Administration.) Elaine is a successful business consultant. She and her husband Harry have two children both of which have graduated from Stratford Hall.

Shamsh Kassam, Governor

Shamsh is the CFO and VP at Stern Partners Inc., which is a lead investor in a diverse range of operating companies. Shamsh has a Chartered Accountant and holds a Bachelor of Commerce degree from UBC. He held various positions including Head of Corporate Audit, Vice-President and Chief Financial Officer, and was also involved in acquisitions and divestitures, including due diligence and financing. In his “spare-time”, Shamsh serves on various boards including the CKNW Orphans’ Fund and City Opera Vancouver. Shamsh is also a member of the Audit and Finance Committee at Stratford Hall. Shamsh and his wife Karima have two daughters attending Stratford Hall.

Salman Bhura, Governor

Salman is a partner at Harper Grey LLP. He obtained his B.A. (Hons) and LLB from the University of Alberta. He is a member of the Canadian Bar Association and past director of the Vancouver Bar Association. Salman is Chair of the Banking and Real Estate practice groups at Harper Grey. He represents banks and other institutional lenders in the areas of financial restructuring and security enforcement. Salman advises investors and corporations on risk management strategies and represents them to resolve real estate disputes. He also practices in the areas of commercial dispute resolution and business law. Salman has served on the firm’s Strategic Planning Committee and as a member of its mentoring program. He is also involved with a number of volunteer initiatives including Focus Humanitarian Assistance and the University of British Columbia’s legal advice program.

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GOVERNANCE Claudia Ruitenberg, Governor

Dr. Ruitenberg is an Associate Professor in the Department of Educational Studies at UBC, where she has been teaching since 2006. Both her research and teaching focus on educational philosophy. She has authored numerous academic articles and chapters, as well as the book unlocking the World: Education in an Ethic of Hospitality (2015). She is currently President of the Canadian Philosophy of Education Society (2016-2018).

Lesley Shannon, Governor

Dr. Shannon is an Associate Professor in the School of Engineering Science at Simon Fraser University. She obtained her M.A. Science and her Ph.D. in Applied Science from the University of Toronto and a Bachelor of Science in Electrical Engineering from the University of New Brunswick. Her primary area of interest is Computing System Design, including architectures, design methodologies, and programming models. She is also the Chair of Natural Sciences and Engineering Research Council of Canada (NSERC) for Women in Science and Engineering for BC and the Yukon.

Christian Martin, Governor

In his more than 30 years in the financial industry, Christian focused early on leadership opportunities and, in the past 8 years, integrated the coaching methodology in his own management roles. Recently formally retired from the financial industry, Christian now focuses his coaching practice on personal and family leadership. Christian's past career specialties: Investment Banking, Mergers and Acquisition, Investment management and Wealth planning, including generational planning, financial planning.

The Head of School sits on the Board as an ex-officio member.

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GOVERNANCE Stratford Hall Foundation

A separate legal entity, registered as a society and a registered charity, exists to hold the property assets of Stratford Hall. The Stratford Hall School Foundation holds the title and mortgage to the Commercial Drive properties. The school pays the Foundation rent for the use of the facilities. The Foundation is responsible for the funding of all major construction projects for the school. Assessing further site acquisitions continues to be one of its prime tasks.

The Foundation officers are ‘Trustees;’ • Harry Lee (President) • Ming Jang (Treasurer & Secretary) • Bev Ginder • Fayaz Manji • Alain Quennec • Karim Kassam • Harold Leishman The Head of School sits on the Foundation as an ex-officio member.

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ABOUT STRATFORD HALL Stratford Hall’s History

Stratford Hall began as an initiative of four parents (Elaine and Harry Lee, and Cindy and Jeremy Leung), whose children have all since graduated from the school, apart from the Lee's son who is in Grade 12. In 1998, they sought out an alternative to the public school system in Burnaby. They wanted an independent, non-denominational, co-educational school offering an enriched academic program with a focus on university preparation and a foundation in traditional educational values. To achieve this aim, they formed the Burnaby Independent School Society as a not-for-profit organization; the name has since been changed to the Stratford Hall (School) Society.

In the spring of 1999, they chose the Italian Cultural Centre as an initial location and appointed James McConnell as the founding Head of School, effective in the summer of 2000. Stratford Hall opened on September 5th, 2000.

That first year, there were six teachers and 40 students at Stratford Hall. Today, there are more than 60 teachers and over 500 students.

In 2003, Stratford Hall was the first Canadian school west of Toronto to be authorized to offer the IB Primary Years Programme, and in May 2005 the School also was authorized to offer the IB Diploma Programme. By 2009, the School was awarded authorization for the IB Middle Years Programme, making Stratford Hall one of only 13 Canadian schools to be authorized for all three IB programmes.

In the spring of 2005, Stratford Hall purchased its first school building at 3000 Commercial Drive. By early 2007, another piece of land on Commercial Drive was purchased and construction began for the PYP Building, which opened in November 2009. Our third building, the MYP Building, opened at 3150 Commercial Drive in January of 2014.

An Urban School

As an urban school, Stratford Hall embraces its centrality and connection to the resources of Vancouver. With skytrain access that connects the school to a wide geographical area, Stratford Hall is the most accessible ISABC school. We utilize public parks rather than own our own large piece of land, thereby immersing ourselves in our community. We strive for positive relationships with all of our neighbours, and will focus this year on giving back to our community through our GivingTuesday campaign to replace the public play structure at Clark Park (#SaveClarkPark).

Our Style

Each morning, the Junior School Principal or a member of their team greets students as they arrive. Students address school staff by their surnames; however, parent conversations with teachers are often on a first-name basis.

We respect all individuals in our community, and our interactions are built on that respect. We view the IB Learner Profile as a set of descriptors not only for all students, but also for the entire school community, which includes faculty and parents. They form the core of our expectations. We endeavour to find a proper balance between high expectations of students and staff, and an atmosphere that is relaxed and friendly. We expect students to follow rules and expectations out of respect, rather than out of fear or intimidation. Our community is expected to be courteous at all times.

Ethical behaviour is important. We characterize our individual and community responsibilities by using a continuum, with one end being total freedom to do as one wishes, and the other end being specific enforceable laws. Dominance of the former leads to chaos; dominance of the latter is totalitarian. We strive for the middle, where 10

ABOUT STRATFORD HALL members of the community understand the norms and agree to ‘obedience to the unenforceable’. In our daily lives, most of our activities are governed by this principle. It is why we do not litter, or why we stop for a red light even though there is no other traffic around.

We expect students to behave appropriately even if there are no adults present to enforce rules. We expect students to pick up anything they drop, for example, not to waste paper when they are printing documents, and to keep out of other students’ belongings. We expect students will develop a moral compass that tells them when they are doing something unethical. We expect parents will support this at home, and encourage good decision-making, following a moral compass of their own.

Accreditation & Association

"We respect all individuals in our community, and our interactions are built on that respect."

Stratford Hall is an accredited Group 2 School by the Ministry of Education. Group 2 schools are those whose per-student costs exceed those in the public school system. With Group 2 status we receive limited government funding for operating costs.

International Baccalaureate Organization

Stratford Hall is accredited by the International Baccalaureate Organization and is an IB World School. We are accredited for the Primary Years, Middle Years, and Diploma Programmes (www.ibo.org).

Independent Schools Association of BC

Stratford Hall is a member of the Independent Schools Association of BC (ISABC). ISABC is an organization of the top university-preparatory schools in the province. There are currently 26 members (www.isabc.ca).

BCAIBWS

IB schools in British Columbia, both public and independent, are members of the BCAIBWS. This group meets several times a year to exchange ideas and it also works closely with universities to ensure that our students are recognized for their higher level of work (www.bcaibws.ca).

NAIS

The National Association of Independent Schools (NAIS) is nonprofit membership assoication that Stratford Hall belongs to. NAIS provides services to more than 1,800 schools in the United States and abroad. This association offers research and trend analysis, leadership guidance and professional development opportunities for schools (www.nais.org).

Federation of Independent School Associations of British Columbia

Stratford Hall is a member of the Federation of Independent School Associations of British Columbia, an organization that includes over 90% of BC independent schools (www. fisabc.ca).

Most of Stratford Hall's accreditations have a rigorous application process, involving visits to the school by outside evaluators and significant documentation. Each of these accreditations speaks to the quality of Stratford Hall.

Canadian Accredited Independent Schools

Stratford Hall is a member of the Canadian Accredited Independent Schools. CAIS consists of 90 schools and is responsible for organizaing, coordinating and facilitating conferences, senior management and advocacy and ensuring Canadian Independent schools meet National Standards and participate in research and professional development.

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FINANCE AND OPERATIONS “Independent schools operate only through the support of parents.”

Fiscal Policy and Fees

Independent schools operate only through the support of parents. As a Group 2 School, Stratford Hall falls under the jurisdiction of the Independent School Branch of the BC Ministry of Education and receives limited grants from the government. Most of our costs are fixed and committed, so it is important that all parents remit payments according to the payment schedules and parents are active donors to the school. Our financial planning is based on a student attending for the entire year. Therefore, if a student withdraws during the course of the year the full tuition for the year is still required.

The payment options available are full pre-payment, automatic monthly pre-authorized debits or automatic monthly pre-authorized credit card payments.

Any questions about financial policies should be directed to the Director of Finance and Operations or Head of School.

2%

Fees

2%

Fees are set by the Board of Governors following discussions with the Head of School. The fees are reviewed in the fall and approved at a Board meeting in early December. The announcement of fees is made by mid-January, including any required increases to tuition or ancillary fees.

Tuition fees cover all direct teaching costs, including salaries, equipment, facilities, and all other operational expenses. Ancillary fees cover student supplies, books, camps, and field trips.

23%

Fee structure factors are: 1. current fees and financial health of the school; 2. inflation increase for operations; 3. salary increases for staff (based on movement up a prescribed grid, and public school collective agreements); 4. increased costs due to new programming; 5. increased costs because of new staff positions; and 6. anticipated decrease in per-student costs as the school population grows.

56% 8%

9%

Salaries & Benefits

Program Expenses

Administration

Rent and Mortgage Payments

Built-In Surplus

Fundraising and Bursaries

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FINANCE AND OPERTATIONS Summary of Costs

Our buildings and properties are funded through conventional mortgages at established financial institutions. In order to maintain positive relationships with our lenders, we must operate the school with a surplus. This surplus enables us to pay down our debts but, more importantly, it demonstrates to the bank that we are able to handle increasing debt loads as we purchase properties and built new facilities.

Although all operational decisions are made at the school, the financial health of the school is overseen by the Audit and Finance Committee of the Board of Governors.

The school also has an annual external audit by an accredited auditor to ensure fiscal responsibility.

The school will operate with a budget of approximately $10.7 million for the 20172018 school year. The following is a general breakdown of spending: salaries and benefits, 58%; program expenses, 9%; facilities, 20%; administration, 8%; tuition assistance, 1%; budgeted surplus, 4%.

Education Investment Deposit

Every family is required to participate in the Educational Investment Deposit (EID) program by depositing $20,000 with the Stratford Hall (School) Society, (the ‘School’).

No interest is paid by the School on the deposits. When the last family member graduates from or leaves the School, the EID will be returned to the family on or about August 15th of that year, unless it is donated.

Amounts received by the School under the EID program are used by the School to assist in the acquisition of capital assets. The deposits are loaned to the Stratford Hall Foundation (the ‘Foundation’) which funds the school’s capital acquisitions.

The school’s non-profit charitable status provides families another option when giving the $20,000 EID to the School. A full or partial donation of a like amount to the School may result in a donation tax credit for the donor as opposed to depositing the amount with the School without interest. The amount of the deposit can be donated by way of a one-time payment or phased to accommodate the donor’s financial situation. There is a considerable tax advantage generated when appreciated shares of publicly-traded companies are donated.

As is typical with large capital development projects that the School and Foundation undertake, the substantial majority of the cost is financed, when available, by bank debt. To meet the needs of this type of financing, the bank requires that the School and Foundation maintain a sound financial condition. In the event that the School’s and/or Foundation’s financial condition materially deteriorates or the School and/or Foundation defaults on its obligations to the bank, it is possible the bank may require the School and Foundation to suspend repayment of the deposits to families until such time as the School’s and Foundation’s sound financial conditions are re-established or the default is cured. It is consistent with normal business practice that the bank loans will always be in priority to the deposits.

Please direct any questions regarding the Educational Investment Deposit to Dave Dirks, Director of Finance and Operations or should you wish to donate your EID, to Isabel Sankaran-Wee, Director of Community Development.

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COMMUNITY DEVELOPMENT Community Development

"We make a living by what we get, but we make a Life by what we give." - Winston Churchill Here at Stratford Hall, the purpose of the Community Development Office is to connect with you, our School community, through effective communication, the encouragement of across-the-board participation in the life of the School and in so doing, creating and sharing a strong culture of philanthropy.

Significantly, strengthening the culture of philanthropy at the School amongst all our families ensures the long-term success of Stratford Hall. Be it in academics, arts, athletics, service or leadership, philanthropic contributions help our teachers and staff deliver exceptional programs and co-curricular opportunities for our students, and allow our students to explore their unique learning potential.

In just 16 years…..educational environment To provide cutting-edge facilities, innovative programs and enriched learning opportunities, we rely on our community’s generosity. Like other independent schools, tuition and government grants only cover our school’s operating costs.

We value and appreciate every family’s support. Volunteer contributions in the form of financial, time-based and expertise are always welcome.

We invite you to join us in modelling the power of community by giving as you can. It is my hope that Stratford Hall’s philanthropic culture becomes based on a 100% family participation.

As Stratford Hall is a registered charity, charitable donation receipts can be issued for income tax purposes. Every gift makes a difference to the students of Stratford Hall.

Please feel free to contact me, Isabel Sankaran-Wee, at Isabel.sankaran-wee@ stratfordhall.ca, or any member of the Community Development Team with any questions or comments. Our offices are located in the DP Building.

Thank you!

Enriching every Stratford student with every contribution

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EDUCATIONAL PROGRAM The IB Learner Profile IB learners strive to be:

Inquirers

We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

Knowledgeable

We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

Thinkers

We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

Communicators

We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

Principled

We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

Open-minded

We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

An individual who is internationallyminded will demonstrate the Learner Profile attributes regularly.

The Profile was developed by the International Baccalaureate Organization (IBO) and it applies to all students, regardless of grade. The Profile is core to our work with all students.

Caring

We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

Risk-takers/Courageous

We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

Balanced

We understand the importance of balancing different aspects of our lives - intellectual, physical, and emotional - to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.

Reflective

We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

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EDUCATIONAL PROGRAM About the IB

The IB was developed over 40 years ago by a small group of international schools, led by the École Internationale de Geneve.

The original goal was to provide a high school leaving document that would meet the standards of the world’s best universities. The IB Diploma has met that standard, and is now taught at over 3,300 schools worldwide. Since 2002, the IB DP has grown by well over 50%. Worldwide, there are nearly 1,400 MYP schools and about 1,500 PYP schools, for a total of over 4,000 schools which offer at least one of the IB programmes. There are about 200 schools worldwide that are authorized to offer all three IB programmes, putting Stratford Hall in a special group of schools.

Stratford Hall is one of fewer than 10 schools in North America that offers the IB Diploma exclusively. The norm in North America is to offer the IB DP as a small option within the graduation years, and, further, to allow students to take just some of the IB courses.

At Stratford Hall, we believe that all students can succeed in the full Diploma Programme, and so only offer the IB programmes. This means that Stratford Hall can develop a strong culture that is centred on the IB. Worldwide, about 80% of candidates achieve the full diploma. In British Columbia, all IB DP students are given equivalencies for BC Ministry of Education courses. For example, a student taking IB Chemistry earns credits for Chemistry 11 and Chemistry 12 in BC. The school uses equivalencies published by UBC to convert IB scores to percentages for the Ministry. Even though a student might not be successful as an IB Diploma candidate, he or she will qualify for the BC Dogwood graduation diploma.

The school works closely with students and universities to find good post-secondary matches. Be assured that the universities are very keen to have IB graduates enter their institutions. Students with a successful IB Diploma will take up to four first year university level courses; indeed, a growing number of universities (20 in Canada) admit IB Diploma students straight into second year (including the University of Toronto, McGill University, the University of Western Ontario, and Simon Fraser University).

Because the IB Diploma has a portion of university-level courses, the school issues a tax receipt for post-secondary education for a portion of the tuition at Grades 11 and 12.

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EDUCATIONAL PROGRAM Through the continuum at Stratford Hall, we aspire "to develop well-rounded students with character: students who can respond to challenges with optimism and an open-mind; students confident in their own identities; students who make ethical decisions; students who join with others in celebrating our common humanity; students who are prepared to apply what they learn in real world, complex and unpredictable situations."

Stratford Hall started as a prospective International Baccalaureate school, and was likely the first school in the world to commit to all three programs, in all grades, for all students. We believe the IB is the right program for tomorrow’s world and the Board of Governors had demonstrated its complete commitment to the IB over the years.

The school is a member of the Organization (IBO) and may be called an IB World School. Kindergarten to Grade 5 students are members of the Primary Years Programme. The school is also authorized to deliver the Middle Years Programme (Grades 6 to 10) as well as the Diploma Programme (Grades 11 and 12).

NB: Generally we use the North American spelling of program, but when attached to the specific IB curriculum, we use the British spelling (programme).

Primary Years Programme (PYP)

We are authorized by the International Baccalaureate Organization to teach the Primary Years Programme and we have developed the Program of Inquiry for our primary grades. Parents will receive a copy of the Program of Inquiry early in the school year, and will receive detailed descriptions of each Unit of Inquiry as each one begins. Each Unit covers a big idea; these ideas are formed through IB guidelines.

Ms. Casey Turnpenny is the PYP Coordinator.

The Primary Years Programme is composed of five essential elements.

These essential elements are addressed throughout the school year, within the curriculum developed by the teachers:

Knowledge

Significant, relevant content we wish the students to explore and know about, taking into consideration their prior experience and understanding.

Concepts

Powerful ideas that have relevance within the subject areas, but also transcend them, and that students must explore and re-explore in order to develop a coherent, in-depth understanding.

Skills

Those capabilities the students need to demonstrate to succeed in a changing, challenging world, which may be disciplinary or transdisciplinary in nature.

Attitudes

Dispositions that are expressions of fundamental values, beliefs, and feelings about learning, the environment, and people.

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EDUCATIONAL PROGRAM Action

Demonstrations of deeper learning in responsible behaviour and through responsible action; a manifestation, in practice, of the other essential elements.

When parents are asked by others about the program, we suggest using the following descriptors: It is inquiry-based - driven by the questions teachers and students generate. Our goal is to get students to ask better and better questions that push their thinking.

The program is also constructivist, which means students are building their own meaning of concepts and knowledge, with the guidance of teachers.

Students are active learners - they are engaged in their learning rather than passively listening to a teacher and taking notes.

The program is integrated, so where possible, knowledge and skills associated with social studies, language arts, science, and the fine arts are taught through the central ideas rather than as distinct subjects. Spanish and math are taught separately from the Program of Inquiry, although the material covered is integrated with the current central idea when possible.

Our program, while using the framework of the International Baccalaureate, is tightly tied in with the requirements of the British Columbia Ministry of Education. The teachers have linked the central ideas for the Program of Inquiry to specific learning outcomes of the Ministry’s Integrated Resource Packages.

Middle Years Programme (MYP)

In 2003, we began to implement the IB Middle Years Programme.

We became authorized to deliver the programme in 2009.

The MYP is a balanced, holistic approach where students find connections between academic disciplines and academic rigour leading to the IB Diploma. Stratford Hall teachers focus on subject areas rather than on the whole curriculum. Mr. Mark Pulfer is the MYP Coordinator.

The MYP follows nicely from the PYP and is an inquiry-based program. Similar to the PYP, the teachers prepare lesson plans using an IB template that requires thoughtful application of a variety of teaching strategies. Critical thinking is developed and encouraged through creative assignments.

Students study eight IB-oriented subjects each year.

They are English, second language (Spanish, French), social studies, science, mathematics, fine arts, physical education, and design. This last element is integrated within languages, theatre and applied skills, and it focuses on the design cycle: define a problem, seek solutions, determine the best alternative, execute the solution, and create a final product.

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EDUCATIONAL PROGRAM The MYP timetable is organized with a core of four, 80-minute teaching blocks each day. In addition, there is about 80 minutes of break time, including lunch, and often a 20 minute silent reading time. In Grades 6 and 7, some of the long blocks are split in half so that exposure to the subject matter can be more frequent.

Our curriculum has two components, academic and experiential (note: this does not mean that academic subjects have no experiential parts, or visa versa). The academic core is English, social studies (humanities), mathematics, science, and second language (French, Spanish, or Mandarin). The experiential core is outdoor education, physical education, planning, music, art, and theatre.

Further details are available in the MYP handbook.

Diploma Programme (DP)

The IB requires that one subject from each of six areas is taken by students, in addition to three core elements.

Three of the six subject areas must be taught at Higher Level (HL - equivalent to first-year university courses) and three are at Standard Level (SL - equivalent to BC Grade 12 courses).

Stratford Hall offers the following IB Diploma curriculum: Group 1: Language A: English (HL/SL). Students whose mother tongue is not English can do a second Language A (self-taught) in that language, instead of doing Language B. Group 2: Language B: Spanish (SL, HL) or French (SL,HL).

Group 3: Individuals and Society: World History (SL, HL) or Geography (SL, HL).

Group 4: Experimental Science: Chemistry or Biology (HL).

Group 5: Mathematics: Mathematics (HL/SL and Studies).

Group 6: Elective: Physics, Biology, Psychology, Art (HL/ SL), Theatre or Pamoja online courses.

At the core: • Extended Essay of 4,000 words, supervised by teacher-advisors • Theory of Knowledge (TOK) course • Creativity, Action and Service (CAS) requirements All IB Diploma teachers are specialists and receive additional training for the IB Diploma. Ms. Stefania Iacchelli is the DP Coordinator.

It is our belief and our experience that the IB Diploma is attainable by all able students; however, it requires motivation and commitment, and a sense of discipline in doing homework and preparing university-level written work.

IB Diploma courses are taken over two years, with extensive examinations written in May of Grade 12. These examinations account for approximately 75% of the student grade, with the other 25% coming from major assignments (essays, labs, portfolios, oral presentations, etc) that are done prior to the examinations, and either marked internally at the school or externally by international markers appointed by the IBO. Student course selection entering Grade 11 is determined by their performance in Grade 10. For example, students who wish to take Chemistry HL and/or Physics SL must take Math SL (and not Math Studies); math placement is determined by Grade 10 results.

Further details are available in the DP Curriculum Handbook.

19

EDUCATIONAL PROGRAM Reporting Student Progress: Communication Between the School and Your Home General Principles

Feedback is an essential part of the learning process. We are committed to several principles: 1.

2.

3.

4.

5.

6.

Parents should be aware of their children’s progress, and should be part of that progress by supporting the student and the school.

In the Middle Years Programme, there is a transition from parent and teacher responsibility to student responsibility. This is a natural part of growing up. As students move out of the Junior School into the Senior School (from Grade 7 into Grade 8), they are given the tools to selfassess and self-correct. By the time the students are in the Diploma Programme, they have gained full responsibility for their learning.

The teacher’s main role throughout the school is to facilitate learning.

One of the prime ways this is done is through formative assessment (see below). For learning to happen, formative assessment does not relate to judgments of achievement. Formative assessments are intended to give feedback so that the student can reflect and improve.

Starting at Grade 4, the Ministry requires us to present marks for student achievement. Stratford Hall aligns these achievement marks (summative assessments) to the ideals of the IB. See the section on Summative Assessment.

Teachers are always available for discussions about student progress. It is easy to set up an appointment by calling the school, or emailing the teacher. If teachers see a trend of performance issues, they will initiate contact with parents. We expect that if a parent is aware of something that could impact performance, the school would be informed so that we could make appropriate accommodations and adjustments.

We believe that learning should be as stress-free as possible. Our assessment strategies are intended to reduce stress on students.

Academic Performance and Assessment One of the most transformative aspects of 21st century learning is the focus on assessment practices. This is rooted in our understanding that assessment serves two often distinct purposes: we want to assess how the learning is progressing, and we want to assess the product of the learning. These are two very different purposes, and often confused. In the past, most assessment was used for both purposes, so that an assignment or a test was to demonstrate to the student and teacher whether the student was progressing appropriately, but at the same time it was used as an element of some sort of final grade.

The International Baccalaureate Diploma is a useful place to begin to understand the difference between these types of assessment, and since we anticipate that all students will end up as Diploma Programme (DP) candidates, it is useful for parents and students to understand how assessment is handled in the final two years of the program. Students are striving to earn the IB Diploma, which is awarded based on specific performances. Essentially, in each subject taken, the student writes final papers (two or three, often spread over two days) in May of the Grade 12 year. These

20

EDUCATIONAL PROGRAM papers (or final exams), marked internationally, account for up to 75% of the final score in the subject. The other 25% (approximately) is made up of other assessments. For example, in English (Language A), students are required to write a world literature essay and do two oral presentations. In science, it is a portfolio of lab work. Details of IB DP assessments can be found in the Stratford Hall IB Diploma Programme Handbook.

Over those two years students are being assessed all the time, but the purpose is not to evaluate what the student has learned, but rather to encourage, correct, and support student learning. These assessments also help a teacher adjust to their student, perhaps going over material again or speeding up. Students are writing tests and essays, doing labs and presentations, and practicing for the final summative tasks. All of this is formative assessment, and forms the backbone of learning at Stratford Hall. Essentially, formative assessments are about the process of learning, and summative assessments indicate the product of learning.

Formative assessment results are not recorded in mark books and are never used to create a final summative grade. This has a double-sided consequence. On one hand, it means that stress levels are reduced. Students know that formative work will not directly impact final grades. But on the other hand, it can create a situation where the student feels that the formative assessment is not important. Nothing could be further from the truth: strong work on formative assessments and tasks will directly impact the final summative results. It is much like being an athlete or performer: without serious attention to practice, ultimate success is difficult to achieve, if not impossible.

At the Diploma level, it is the IB itself that does the assessments, so this is straightforward.

It gets a bit more complex in the PYP and MYP, where the school provides final summative assessments. It is important that teachers identify what is formative and what is summative. Preparation by the student for either should be no different, but the pressure is off with the formative tasks. Making a mistake is not the end of the world, but part of healthy learning.

In the MYP, all summative assessments align with the scoring rubrics for each subject.

A summative assessment might test one, or more than one, rubric element. Much preparation and formative work is done before a summative assignment is done. During the marking period (half the year in MYP) teachers will assign at least one summative assessment on each criteria, and possibly two. These summatives will be used as the basis for student marks on report cards.

In the PYP, summative marks are given in Grades 4 and 5 only and these are generally an end-of-unit task. From Kindergarten to Grade 3, summative assessments are done following each Unit of Inquiry and are reported qualitatively (no marks are given).

The IB generally considers the process of learning in Approaches to Learning (AtL). At Stratford Hall we are using the IB rubrics to assess AtL for Diploma students (Grades 11 and 12). By the time students enter Grade 11, we expect that they are focused, motivated, organized and are working at capacity. Most importantly, we expect that students understand, and meet, deadlines.

21

EDUCATIONAL PROGRAM In order to prepare students for the rigour of the IB Diploma, we have created our own Stratford version of AtL, our PAWER scale. This is a complex set of rubrics that uses ideas from the IB’s AtL, but also from what is known as ‘executive functioning’. The acronym stands for Preparation, Attitude, Work habits, Effort (or Engagement in the upper grades) and self-Regulation. Students are introduced to PAWER in the PYP and are encouraged to reflect on their performance. In the MYP they begin to self-assess; this builds responsibility for learning.

We score PAWER skills using descriptors: leading, practicing, emerging, and not yet meeting expectations. We have set the standards for "leading" and "practicing" to be attainable, and expected, for every student at Stratford Hall. Parents, teachers and students should not be satisfied with students "emerging" and certainly should be seeing red flags when"not yet meeting expectations" is noted. We believe that the formative PAWER score should be more informative in many ways than the summative mark.

In most cases there will be a fairly strong correlation between the two marks. We usually see students with PAWER descriptors "leading" and "practicing" scoring 5s, 6s or 7s on summative work; likewise, students with "emerging" on PAWER skills are often getting 3s and 4s on summative tasks. Sometimes we see high summative marks and low PAWER scores. This usually indicates that the student is capable of excellent results but does not demonstrate this in daily work; or, that a student’s attitude towards the learning needs improvement. Increased engagement or attention to a specific skill or learning style usually yields positive results. On the other hand, we occasionally see students with high PAWER scores and low summative marks. This means that the student is working hard, but may have particular difficulty with a subject, or has a learning difficulty.

We believe that the PAWER scale is the most important predictor of success in the IB Diploma. A students who is not earning leading or practicing in the PAWER scale in every subject is likely not a good candidate to proceed to the Diploma Programme.

We ask that parents become familiar with the PAWER rubrics and use it as a valuable tool in guiding your children’s learning. Focusing on one aspect of PAWER at a time will build the learning tools that are essential to learning.

At Stratford Hall, strong PAWER scores are the first criterion for promotion to the next grade and an indication of fit for the school. Where the PAWER scores remain low ("not meeting expectations"), it becomes clear that our environment is not the best for the child. The student likely needs additional support not available at Stratford Hall.

Parents need to familiarize themselves with the two kinds of assessments and gain an understanding of what appropriate expectations would be for their children. We remind parents that an IB Diploma can be earned with scores of 4: if a student is working hard and effectively (as demonstrated on the PAWER score) and attaining summative marks of 4, he or she will be successful.

Further details about assessment can be found in the PYP, MYP, and DP Handbooks.

22

EDUCATIONAL PROGRAM Written Reports

Major reporting is done at the completion of a particular summative assessment. In the PYP and MYP, written reports are published three times a year. These reports are multi-page documents with detailed reporting on the Learner Profile and each subject. A summative grade is given, based on the MYP criteria for each subject. A PAWER descriptor is given as well.

Written reports are augmented with student-led conferences and parent-teacher interviews. The marks that are given are based on a combination of formative and summative assessments, and are the teacher’s professional sense of where, at that time, the student is with respect to achievement.

Student-Led Conferences

Student-led conferences are an alternative to the traditional parent-teacher conference in which teachers and parents meet to discuss a child’s progress and are equally as important as written report cards. Done effectively, they promote student selfawareness and responsibility, and provide direct evidence of performance to the parent. Students take their parents/guardians through a portfolio of assessments, both formative and summative. If there are summative assessments available, the mark will also be available.

The conferences are scheduled so that up to four students are presenting to their parents at a time. At least one teacher is available as well, if there is clarification needed. Because the student-led conferences are considered to be a major report, we urge all parents and guardians to book appointments when they are announced.

The student-led conference has many benefits.

Student benefit as they: • develop accountability for their learning • are actively involved in reporting their progress • gain greater commitment to school work and learning • build self-confidence and self esteem • practice student-parent communication and critical thinking skills • learn to be reflective • analyze and assess their own work • describe the work that they are doing, their strengths and weaknesses • work with parents/guardians to set positive goals and a plan of action • take ownership of learning and gain greater commitment to school work and learning • build self-confidence and self esteem as they engage a new audience – i.e. not just sharing work with teachers • demonstrate process, not just products Parents benefit as they: • receive a variety of information about their child’s learning and skills • see the child’s work and thinking first-hand • have an opportunity to help their student set positive goals • are an active participant in their student’s learning

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EDUCATIONAL PROGRAM Graduation Program and Credits

Stratford Hall students qualify for both the IB Diploma and the BC Dogwood Certificate.

It is possible to gain credits in courses not taught at Stratford Hall.

These are Ministry registered courses and are available through the BC Ministry. Students should contact the Senior School office to discuss potential registration in these courses. Our students typically graduate with many more credits than are required by the Ministry.

As an IB continuum school, our primary focus for Grades 10, 11, and 12 is the skill development and learning objectives within the MYP & DP curriculum. The BC Ministry of Education gives full credit toward the BC Dogwood Certificate with successful completion of the necessary MYP/DP courses.

BC Ministry of Education Scholarships

The province administers the Provincial Scholarship program, which is intended to award the top 10% of students province-wide with a $1,000 scholarship based on provincial examination results.

These are automatically awarded by the Ministry of Education in August following the Grade 12 year. The scholarship is based on the three compulsory Grade 10 exams (English 10, Math 10 and Science 10), and the final grade in English 12. Additionally, the Ministry uses our final IB History HL or SL marks as an equivalent for the compulsory Social Studies mark. It is critical for students to realize that the Grade 10 Provincial examination results are used for this; although these examinations do not affect the IB Diploma results, they are nonetheless important for the Provincial Scholarship.

24

STAFF 12

Senior School

11

(Michelle Douglas)

10 9 8

Diploma Programme 3000 Commercial

Middle Years Programme 3150 Commercial

7 6 5

Junior School (Greta Bartsch)

4 3 2 1 K

Primary Years Programme 3070 Commercial

While the academic grades are divided into the three IB programmes (PYP, MYP, and DP), the staff and students are organized under two divisions: the Junior School and the Senior School. These are governed by their own division Principals, Greta Bartsch being the Principal of the Junior School and Michelle Douglas Principal of the Senior School.

The MYP and DP staff and students are situated in the building at 3000 and 3150 Commercial Drive, while the PYP staff and students work in the building at 3070 Commercial Drive.

Our teachers are all qualified to practice in British Columbia. About half of our faculty members have post graduate degrees (or are currently registered in a program), and they are highly trained in the IB. Several teachers are members of the IB Educators’ Network: they are called upon by the IB to do authorization and evaluation visits of schools, to consult with new schools, and to do training sessions all over North America.

You will get to know your own child’s teachers well. In September we will have an evening session for parents to meet the teachers and to learn more about the programme. Please refer to the weekly message for dates and times.

Head of School START YEAR

Sue Groesbeck

2017

MAJOR RESPONSIBILITY

°° Head of School

ACADEMIC BACKGROUND BA (Skidmore College) MA (Rochester) Advanced Study Certificate (Goethe Institute, Germany) Comparative Ed. Certificate (Mainz, Germany) Ed.D Supervision & Curriculum Development (Rochester)

Junior School ACADEMIC BACKGROUND

START YEAR

MAJOR RESPONSIBILITY

Greta Bartsch

2002

°° Principal

BA, BED (UBC) MEd (SFU) BC Teaching Certificate

Judy Bai

2016

°° Kindergarten

BBA (Toronto) GDip (Griffith University, Australia)

Emma White

2017

°° Grade 4

BA (Dalhousie) BEd (Queens) MEd (Ottawa)

Stephanie Brook

2017

°° Grade 5

BA (UBC) BEd (UBC) MEdTech (UBC) Diploma, Teacher Librarianship (UBC)

Kika Carranza

2006

°° Spanish

BEd (Women’s University of Peru), MA (Universitat Rovira I Virgila, Spain)

Lindsay Causey

2010

°° Grade 3

BEd (UBC)

Ariana Debreuil

2016

°° Grade 3

PDP (India) BGS (SFU) BEd (SFU in progress)

25

STAFF Saloni Dholakia

2013

°° Grade 6

BSc (SFU) BEd (Calgary) GDip (Douglas)

Lupe Gomez

2012

°° Spanish

BEd (University of Extremadura, Spain)

Boyd Grealy Tricia Grzybowski

2005

°° Music

BMus (Victoria)

2010

°° Kindergarten

BEd (Saskatchewan)

Hannah Symons

2016

°° Grade 4

BA (Victoria) BEd (UBC)

Amanda Lempriere

2014

°° PYP Coordinator

BEd (Brock)

Dan Lin

2011

°° Grade 7

BSc (UBC) BEd (UBC)

Laura Moriarty

2004

°° Grade 2

BSc (UBC) BEd (UBC)

Rimi Hans

2016

°° Grade 1

BSc (Univeristy of California Riverside) MEd (National University, California)

Bobby Nishi

2004

°° JS & SS PE Coordinator & JS Leadership Coordinator

BSc (UBC) BEd (UBC) MEd (UBC)

Nicole Ottahal

2006

°° Grade 1

BA (UBC) BEd (UBC) MEd (UBC)

Meg Penafiel

2000

°° Learning Specialist

BA (Carleton) BEd (UBC) MEd (UBC)

Shawn Skalinski

2017

°° Grade 5

BA(UBC) BC Teaching Certificate (SFU)

Sarah Sakaki

2010

°° Grade 2

BA (Victoria) BEd (Victoria)

Samantha Li

2017

°° Grade 2

Peter Skipper

2013

°° Grade 6

BA (UBC) BEd (UBC)

2002

°° Grade 7

BA (Victoria) PDP (SFU)

Chelsea Todd

2011

°° Grade 4

BA (SFU) BEd (SFU) MEd (UBC)

Gillian Louie

2010

°° Learning Specialist: Differentiation

BA (UBC) BEd (UBC)

Mike Fraser

2017

°° PYP PE

BEd (Victoria)

Carla Valenzuela

2017

°° Resource Teacher

Baylee Wilkinson

2017

°° Resource Teacher

BEd (UBC)

Bev Willms Best

2007

°° Music

BSc (UBC) MMus (St. Thomas, Minn)

Carmen StephenPatel

26

STAFF Senior School START YEAR

“You will get to know your child’s teacher well.”

MAJOR RESPONSIBILITY

ACADEMIC BACKGROUND

Michelle Douglas

2016

°° Principal

BA (UBC) BEd (UBC) MEd (Calgary)

Lisa Blachut

2013

°° Humanities °° Spanish °° Geography

BA (UBC) BEd (UBC)

Chris Brogan

2005

°° History

BA (Victoria) BEd (Victoria)

Rick Campanella

2004

°° Head of Student Affairs

BA (UBC) BEd (UBC) MEd (SFU)

Catherine Daniel

2007

°° Science

BSc (McGill) MSc (Laurentian) BEd (UBC)

Brina Derksen-Bergen

2014

°° English

BA (UBC) BEd (UBC)

Feda Ghaleb

2011

°° Math

MEd (American University of Beruit) BEd (UBC)

Christine Giesbrecht

2016

°° Visial Arts

BEd (Saskatchewan) Diploma Art Education (UBC)

Miriam Grob

2013

°° Science Labs

BSc (University of Dusseldorf) PhD (University of the Saarland, Germany)

Sylvana Hererra

2002

°° Spanish Learning Specialist

BA (SFU) BEd (UBC) MEd (UBC)

Stefania Iacchelli

2010

°° DP Coordinator °° Biology

BSc (Alberta) BEd (SFU)

27

STAFF Dave Knight

2014

°° Physics

BSc (UBC) BEd (UBC)

Spencer Mackoff

2016

°° Resource Teacher

BA (McGll) MA (Toronto) BEd (UBC)

Courtney McFadyen

2009

°° English, Drama

BA (Acadia) BEd ( Memorial) MA (Toronto)

Michael McGuire

2008

°° OEE

BA (Western) BEd (Victoria MEd (UBC)

Kirsten Morozov

2002

°° Learning Specialist: Research

BA (UBC) BEd (UBC) MA (Alberta)

Jay Nunns

2005

°° Circus

Diploma Broadcast Journalism (BCIT)

Kyle Nystad

2008

°° PE °° SS Athletics Coordinator

BHKin (UBC) BEd (UBC)

Mark Pulfer

2007

°° MYP Coordinator

BEd (UBC) BSc (UBC) International Baccalaureate Diploma (United World College of the At

Denise Brabban

2015

°° Math

B.Sc. Mathematical Engineering (Loughborough Univeristy, U.K) P.G.C.E Mathematics and Physical Education (Newcastle University)

Dragana Radmanovic

2012

°° French, Spanish

BA (Wilfred Laurier) Bed (Western Ontario)

Sarah Riddell

2014

°° English

BEd (Victoria) MA (UBC)

Caitlin Shepard

2010

°° English °° Post Secondary Counsellor

BA (Queen’s) Cert Ed (Roehampton University, UK)

Sukh Sandhu

2016

°° Learning Specialist: Differentiation

BEd (UBC) MEd (America College of Education, US)

Vanessa Tam

2013

°° Science °° International Trips Coordinator

BSc (UBC) BEd (UBC)

Cristina Uroni

2015

°° Languages

BA (University of Padua, Italy) MA (University of Padua, Italy) MA (UBC)

Ana Ver

2011

°° Science

BA (Mount Holyoke, US) MA (Toronto)

Brett Williams

2014

°° English °° Post Secondary Counsellor

BA (SFU) BEd (SFU) M Ed (UBC)

Community Development START YEAR

Isabel Sankaran-Wee Paulina Lam Kelsey Hayre Adele Armstrong

28

MAJOR RESPONSIBILITY

2017

°° Director of Community Development

2016

°° Community Events Manager

2016

°° Community Developemnt Assistant

2017

°° Admissions Assistant

STAFF Aldrich Tan

2017

°° Advancement Services Manager

Tish Vanstone Amy Starkey Janine Erickson Randie-Lynn Moffat Rouzanna Karapetian Lauren Davies

2015 2017

°° Reception °° Reception

2008

°° Reception

2008

°° Childcare Coordinator

2007

°° Childcare Support Staff

2015

°° Childcare Support Staff

School-Wide Administration START YEAR

MAJOR RESPONSIBILITY

Olivia Law

2006

°° Executive Assistant To The Head of School, Registrar

Liza Capdecoume Dion Norman Andrea Ryan Christine Hwee

2012

°° Library Technician

2016

°° Director of Educational Technology

2013

°° IDEA Lab Coordinator

2017

°° IDEA Lab/IT Assistant Co-op Student

Finance and Operations START YEAR

Dave Dirks Krista Pederson Akriti Kochher Efrain Contreras Sylvia Star

MAJOR RESPONSIBILITY

2007

°° Director of Finance and Operations

2016

°° Accounting Manager

2013

°° Accounting

2000

°° Maintenance Manager

2014

°° Payroll and Benefits

29

ORGANIZATION HOW WE ARE ORGANIZED Although Stratford Hall believes in a flattened/distributed leadership model in which all members of the faculty and staff are seen to be leaders and where spheres of influence extend across the continuum, lines of responsibility do exist. Two macro-level organizational structures enable the school to function – educational and operational – and although they are shown separately below, they overlap significantly for both to accomplish their goals:

Organizational Chart - Education

30

ROLES Organizational Chart - Operations

Senior Leadership Roles

The Senior Leadership Team (SLT) is composed of the following members who generally meet on a weekly basis to focus on the educational leadership of the programmes and the effective management of the school: Head of School: Dr. Sue Groesbeck. Responsible for ensuring that the school delivers on its mission and vision by leading the Senior Leadership Team and working with the Board, Foundation and Society.

Junior School Principal: Greta Bartsch. Responsible for the day-to-day management and leadership of the K to Grade 7 programme. Oversees the PYP and jointly with the Senior School Principal, the MYP. Responsible for the transition from PYP to MYP. Approves all expenditures in the Junior School.

Senior School Principal: Michelle Douglas. Responsible for the day-to-day management and leadership of the Grade 8 to 12 programme. Oversees the DP and jointly with the Junior School Principal, the MYP. Responsible for the transition from MYP to DP. Approves all expenditures in the Senior School.

Director of Community Development: Isabel Sankaran-Wee. Responsible for the day-to-day management and leadership of marketing and communications, admissions, advancement/fundraising, and community engagement/ events. Liaises with the parent community, including the Stratford Hall Parents Association (SHPA) and the Gala committee. Directs the annual giving campaigns.

Director of Finance and Operations: Dave Dirks. Responsible for the day-to-day management and leadership of finance and accounting offices, including all payables and receivables. Develops financial statements and strategic financial plans in conjunction with the Head of School to ensure long-term programme viability. Responsible for overseeing the upkeep of all facilities, including the buses. Shares responsibility for oversight of the food services/catering programme.

31

ROLES Contracted services overseen by the Director of Finance and Operations: • Rent-a-Nerd: external IT support contractors led by Ray Raggett and his team. Responsible for IT infrastructure and overall operation of IT system. Communicate with RAN via the Stratford Hall help desk (Tech.Support@stratfordhall. ca) • Jenni-Glen Custodial: Efrain Contreras and his team are responsible for the cleaning and maintenance of the school.

• Food services (The Vanilla Cream Café): Angela Siu is responsible for the coordination of external food providers who contribute to the hot food lunch program at the school. Angela also produces food in-house and caters a variety of other school events.

Director of Educational Technology: Dion Norman. Responsible for providing overall direction, leadership and supervision of all aspects of the technology program at Stratford Hall in order to facilitate improved learning for students and faculty. Oversees the management of IT support services in conjunction with the Director of Finance and Operations (external) and internally.

Head of Student Affairs: Rick Campanella. Responsible for ensuring that the K-12 programme constantly progresses in terms of developing a positive school culture and climate while concurrently maintaining a focus on the holistic development of the whole-student. This is accomplished through ensuring that opportunities for service, action and leadership are distributed throughout the programme.

The PYP, MYP and DP Coordinators: Amanda Lempriere, Mark Pulfer and Stefania Iacchelli. Our three programmes require individual leadership to ensure that each programme is meeting or exceeding the IB’s standards and practices for philosophical alignment, curriculum, teaching and learning in each of the areas. Together, and with oversight by the Principals, the IB Coordinators are considered the curriculum leaders in the school. As an authorized British Columbia school, Stratford Hall is required to meet the requirements of the BC Ministry of Education as well and as such, the PYP and MYP Coordinators must ensure that the content of the Stratford Hall curriculum meets the standards put forth by the BC Ministry of Education. DP courses are given full equivalency by the Ministry, but the DP Coordinator must ensure that courses offered by Stratford Hall meet the equivalency standards. The Coordinators are teaching staff’s first stop for conversations around IB training requests.

Resource Teachers (RT)

Our RT programme is a way for us to bring in newly qualified teachers, generally in their first or second year of teaching, to support student differentiation through a co-teaching model and provide coverage, while carrying up to a 25% load as the lead teacher themselves. RT’s bring new ideas and fresh energy to the school through contributions beyond the classroom, frequently starting passion-based programs and/or supporting teams and clubs that are already underway.

Many RT’s go on to be hired when positions become available as there is a familiarity with the school community and culture already in place. There are usually seven RT’s hired annually spread throughout the K-12 programme.

The Child Care Team

Child Care Workers provide supervision on the playground and in the park, although teaching staff on duty must be actively involved as well, especially in instances where decisions must be made regarding discipline protocols. They also support the programme during the day; their schedules are arranged through the Junior School Principal.

The Child Care team offers an after-school care program for Junior School students under the supervision of the Child Care Coordinator that runs from 3:30 - 5:30PM daily. The team also runs camps during the holidays and breaks.

32

STAFF Staff Expectations

The entire staff is committed to providing the best education possible for your children. We expect staff to: • • • • • • • • • • • • •

demonstrate passion for teaching and caring for students; respect students and families at all times; demonstrate impartiality in dealing with students; provide clear behavioural and academic expectations of students; develop clear and meaningful assessment strategies in line with Stratford Hall and IB requirements; communicate with parents when problems arise; work with parents to solve problems; ensure that safety is paramount and provide adequate supervision for all activities; provide a stimulating physical environment for the students; demonstrate pride in teaching and in being part of the Stratford Hall community; participate in co-curricular activities; support the mission and values of Stratford Hall; model the IB Learner Profile and adhere to all aspects of the IB Programs; and continue their professional development.

Teacher Professional Days and Meetings

Teachers meet one morning a week for a quick staff meeting, and then one or two Wednesdays a month after school for more in-depth meetings. Teachers also meet for two days before the beginning of school, and then for two days after the last day of school. In addition, there are three staff development days, two in the November break, and one in February.

Teaching requires constant upgrading and planning. Being an IB school requires even more training than is done at other schools. A significant budget is put aside for IB training and meetings.

There are four early dismissals for teacher planning. On these afternoons, teachers share ideas and plan units. This planning time is an important part of working as an IB school. Please refer to the calendar for exact dates.

“The entire staff is committed to providing the best education possible for your children.”

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LIFE IN THE SENIOR SCHOOL Student Expectations

Commitment to excellence is fundamental to your child’s success. Students will: • attend school each day, on time, well-rested and healthy; • pay attention in class and participate in positive ways under the teacher’s guidance; • ask questions and show interest; • do all assigned work; • seek help when needed; • read regularly; • share learning experiences with their parents; and • be responsible and principled in their use of technology.

Our community is also important. Students will: • respect all community members; • respect the opinions of others; • demonstrate a commitment to taking responsibility for behaviour by reflecting on their actions and making positive changes; • show pride in Stratford Hall, including wearing the uniform properly at all times and remembering that when in uniform off campus their behaviour reflects on the school; • treat the surroundings well, including the classrooms and any facilities the school uses; • use appropriate language; • speak to an adult if bullying occurs: Bullying will not be tolerated; and • refrain from any activity considered to be harassment.

Safety of all students is a concern to all of us. Students will: • follow all teacher instructions; • understand emergency procedures (taught by teachers); • avoid all dangerous activity and rough play; • not use prohibited drugs or alcohol; • refrain from running in school hallways and on the stairs; • play only in assigned areas and; • associate only with adults known to them, or who are with an adult known to them.

Expectations are framed around the elements of the IB Learner Profile.

Behavior Management and Discipline

Discipline and behaviour management at the school consists of three dimensions: prevention, action and resolution, all of which are used to create a positive school culture and climate that is safe, caring and orderly. The concept of discipline then involves not only working with students after they have deviated from school expectations, but also creating the right conditions both before problems have a chance to take root and after misbehaviour occurs. The Learner Profile informs all three dimensions and is the core set of values that ought to guide attitude, intentions and behavior for all parties in the school; staff and student alike. It is the set of principles that underpins the creation of all essential agreements and rules at Stratford Hall.

Students who act out are usually attempting to fulfill a basic need such as fun, freedom, power or belonging. When teachers thoughtfully plan instruction, engage

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LIFE IN THE SENIOR SCHOOL every student to a high degree through appropriate/differentiated tasks, build positive relationships, and model and teach the attributes of the Learner Profile, the general climate and culture of the school serves to proactively prevent potential issues. When a student misbehaves, the first question staff should ask is “what was the student (or I) doing prior to the misbehaviour?”

In contrast, when students experience feelings of powerlessness, disengagement in learning, personal isolation, confusion about school values and acceptable limits, and/ or are dehumanized in their interactions with adults, problems will occur. Creating the best environment possible through high levels of support and challenge are fundamental to the curricular, and thus disciplinary, approach at Stratford Hall.

Administrators, students and often parents work together to help a student correct their mistakes by emphasizing positive solutions. We know that students will make mistakes and we know that making mistakes is an important part of the learning process. Most discipline is handled by the classroom teacher who guides the student through the Restitution process. Consequences are situation-specific. The process may include a reflection, letter of apology, note home to parents, or opportunity to “make it right.”

When Problems Arise The action and resolution dimensions are often intertwined and involve working with students after they have acted in ways that contravene school expectations. Stratford Hall subscribes to the use of restitution and restorative justice practices to deal with most discipline problems that arise. The aim of restitution is to redress grievances in a way that restores relationships and builds a stronger foundation moving forward so as to decrease the likelihood of problems recurring. It maintains the dignity of all parties and seeks to understand the underlying causes of misbehaviour.

The action dimension of restitution may consist generally of reflecting on the school’s values, helping students gain perspective on transgressions, uncovering the root causes of issues and problem-solving acceptable restitutions to restore relationships and make amends for mistreatment.

The resolution dimension occurs when the restitution is successfully carried out and debriefed with students. It should be emphasized that restitution is not a prescriptive checklist of steps, but rather a dynamic process to work through in concert with students.

The homeroom, subject teacher and/or advisor is expected to be the primary person undertaking restitution with students. Teachers most frequently witness incidents directly and therefore are better suited to an immediacy of action and resolution that administrators cannot after the fact; teachers can often be more effective in working through issues given their existing rapport and relationships with students. Furthermore, the process of restitution can strengthen the bond between student and teacher and actually increase levels of trust and respect.

IMPORTANT DATES Opening Day September 6th, 2017 Fall Break November 11th - 17th, 2017 Winter Break December 25th, 2017 - January 12th, 2018 Spring Break March 19th - April 2nd , 2018 Closing Day June 28th , 2018

Critical incidents that more serious in nature (those that involve serious endangerment of the basic safety and well-being of students through physical violence, blatant insubordination, property destruction, theft, etc.) ought to be referred immediately to the appropriate administrator.

If a student proves unwilling to genuinely engage in restitution, other disciplinary measures may be invoked as age appropriate. These could include discussion with parents, discussion with an administrator, exclusion from certain activities, short timeouts, withdrawal of privileges, behaviour contracts or staying in at breaks.

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LIFE IN THE SENIOR SCHOOL Major disciplinary action, conducted by a Division Principal or Head of School, may include parental requirement of obtaining outside help (psychologists, for example), probation or suspension. In more extreme or repeated cases, the Head of School may achieve resolution by expelling a student. It is important to document situations that are heading towards major disciplinary action. Major disciplinary action is invoked when the student continues a negative or disruptive behaviour (and therefore is either unwilling or unable to make the change), or a significant major single infraction (for example, drug or weapon infractions, stealing , significant harming of another student, etc.).

Discrimination and Bullying Prevention

“Bullying” is a pattern of repeated aggressive behaviour – with the negative intention to make others feel uncomfortable, scared or hurt – directed from [or in reference to] one child/person to another where there is a power imbalance. ~ Dr. Dan Olweus.

From the BC Ministry of Education website, there are four types of bullying: Physical – a person is harmed or their property is damaged.

Verbal – a person’s feelings are hurt through insults and name-calling.

Social – a person is shunned or excluded from groups and events.

Cyber – using the Internet, mobile devices or other digital technology to harm, exclude, defame, intimidate, etc. others.

Bullying and/or discrimination will not be tolerated at Stratford Hall as we believe that all students, parents and staff have the right to attend school in a safe, supportive, caring, inclusive, and orderly environment. Our school’s maintenance of a healthy climate and culture is an integral component of delivering our mission and vision statements. Everyone at Stratford Hall has the right to a physically and emotionally safe environment. This includes protection from all forms of bullying or discrimination regardless of one’s gender, race, culture, religion, sexual orientation or gender identity whether it be interactions between students, teachers, parents or administrators. Stratford Hall aims to ensure that all community members connected to the school experience a learning environment that enables everyone to feel safe, accepted and respected.

Upstanders are those who witness bullying - in person or digitally - and stand up, or advocate, for the victim. Witnesses of bullying who do not advocate or take action are part of the bullying action and therefore it is incumbent on us all to stand up for one another. Victims or witnesses of bullying are encouraged to speak to a teacher or administrator to identify their experience with, or witnessing of, bullying. The school will take all reasonable steps to prevent retaliation by a person against a student who has made a complaint of bullying. The desired outcome is that the bullying stops and does not repeat or transfer. Bullies are often insecure and use bullying to satisfy a fundamental need. Redirecting that feeling of insecurity is essential in the process. Often the bullying can be eliminated through group or class meetings. Restitution is the preferred way of resolving the issue, although other consequences can be warranted including requiring counselling internally or externally, suspension, or for repeated or more serious cases, expulsion. Consequences will always take into account factors such as the ages of the students involved, their maturity and special needs, if any.

The School Year

The Ministry of Education requires 880 hours of instruction for Grade 1 to 7, and 950 hours from Grades 8 to 12, per school year (Kindergarten currently requires about 400 hours). With 6 hours of instruction per day, Stratford Hall has over 1,000 hours of instruction. This is based on a school year of 170 instructional days.

School will start on the day after Labour Day every year. The school year will end whenever the 170th to 172nd day falls.

We also have an established pattern for the holiday breaks.

1. Fall mid-term Break. This will remain a full week and will be the week in November in which Remembrance Day falls. Note that the teaching staff has two days of staff development time built into this break.

2. Christmas Break. The final day before the break occurs on the Friday before Christmas Day. When Christmas Day falls on a weekend, the break will begin one full week before Christmas. In all cases, the return to school will be three weeks later.

3. Spring Break. This will be two full weeks in March.

4. Other holidays are Thanksgiving, Easter (with Good Friday and Easter Monday) and Victoria Day. It is expected that families will take holidays within the breaks, not when school is in session. Missing school not only impacts your child, but the other children in the class as well, and non-essential absences from school undermine the value we place on being in school.

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LIFE IN THE SENIOR SCHOOL The school calendar will be available on the website. All major school functions are identified, including reporting periods and the early dismissal days for program planning for all teachers.

The School Day

School will begin at 8:20AM and dismiss at 3:30PM. Students should be at school no later than 8:15AM so they can prepare for homeroom and the day’s classes. Students may arrive before 8:00AM, but they will not be directly supervised.

Each student is assigned to a homeroom consisting of approximately 20 students, which meets at the start of each day from 8:20 to 8:30AM. Each homeroom has two teachers, and the homeroom class is split in half to form advisory groups with one of the two homeroom teachers. The purpose of advisory is for a small group of students to connect meaningfully with one teacher throughout the school year. Advisors are responsible for contacting parents if there is a concern, setting up parent-teacher conferences if necessary, writing the Learner Profile comment in each advisee’s reporcard, and assisting students to successfully navigate the sometimes tricky waters of teen life. Every Thursday, students meet in advisory groups for 20 minutes to discuss items pertinent to their grade.

Most days there will be optional after-school activities, which typically end at 4:30 or 5:00PM. Students may also stay behind to get extra help or do work. We expect all students to vacate the building by 4:30PM, unless they are under the direct supervision of a staff member.

The Senior School day is divided into four classes of 75 minutes each. This timetable allows for in-depth work to be completed, and for a 30-minute CORE/ADVISORY period each day. The CORE/ADVISORY block is designed to develop transdiciplinary skills including social emotional development.

During lunch break students eat in assigned classrooms. Their outside time at lunch is spent at Clark Park or on the MYP roof, under staff supervision. Grade 11 and 12 students are permitted to leave the school at lunch time, and walk down Commercial Drive as far as Broadway in pairs or groups, but they must sign out. No student is permitted in the alley or under the Skytrain line during school hours. Off-campus lunch is a privelege. Students who abuse this privelege by behaving inappropriately or arriving late back to school, or who display poor AtL marks, may have this privelege revoked.

ATTENDANCE EMAILS pypattendance@stratfordhall.ca mypattendance@stratfordhall.ca dpattendance@stratfordhall.ca

Attendance Attendance in school is vital, although there are times when your child is not able to be at school. If your child is unwell, please do not bring them to school until they are fully recovered. If your child will be absent please call the office or email pypattendance@stratfordhall.ca or mypattendance@stratfordhall.ca before 8:20AM so we can be sure attendance is accurate and all students are accounted for. You may have to leave a message if the office is busy. It is a Ministry of Education requirement that all absences be accounted for in writing by the student’s parent or guardian.

When your child returns to school, he or she must bring an absence note from you explaining the absence and including the exact dates of absence. In lieu of a note, email is acceptable. This is important for the Ministry of Education student audit.

Notes must be addressed to the classroom teacher and the respective receptionist in each building.

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LIFE IN THE SENIOR SCHOOL The Ministry allows only limited excuses for funding calculations; if your child is away for non-acceptable reasons you may be responsible for any shortfall in provincial funding. Unaccounted absences are liable to an extra charge if the attendance audit indicates unexcused absences.

If you are intending an extended break from school, it is appropriate to speak to the Division Principal about your plans; however, due to the student-centred nature of our school programming, extended holidays are not recommended and require school consent.

Student Health In all issues we defer to the local health authority (Vancouver Coastal Health). If parents are concerned, we ask you to refer to the Vancouver Coastal Health website, where protocols are outlined. For example, students must arrive at school well-rested and well-fed; both are important to a strong day at school. If your child is ill, please keep him/her at home so others do not become ill. If your child becomes ill at school, you will be called to pick up your child. For this reason, it is extremely important that we have up-to-date contact information for every family. If your child has recently been exposed to, or suffered from, a communicable condition (measles, chicken pox, head lice, etc.), please inform the office so we may inform other parents to be on the lookout for symptoms.

Head lice are not an uncommon occurrence with children but their presence can sometimes lead to confusion and misconceptions. For example, once treated, a child is safe to be at school, as lice do not spread disease. Parents must notify the school should their child have lice and treatment must be made at home following the protocols provided by local health authorities. The school will then notify parents of students in the building should a case or suspected case be reported. Diligent attention by parents is the best way to stop the lice from spreading to other children.

We are a “nut aware” school and ask students to refrain from bringing nut products to school; we cannot guarantee a nut-free environment. Teachers work with students to educate and reinforce best practices.

Please arrange for medical appointments during non-school hours, where possible.

If your child is leaving school early for any reason, he/she must be signed out of the school, at the reception desk, by a parent/guardian.

If your child has allergies or is taking any medication, the school must be informed.

This may be done through the child’s advisor. Parents are required to fill out and return a medical form for each child. There is an additional form to be filled out for those students who have life-threatening conditions. It is crucial the school has the appropriate information immediately accessible, and has the knowledge to avoid potential problems.

If an injury takes place during a school activity, the staff makes a determination of the severity. For a minor scrape or bump, a report is not usually filled out. A teacher might inform parents if necessary, based on the nature of the incident and the symptoms presented. If the injury is significant, an accident report is filled out and the parent is informed. If the child needs to go to the hospital, ideally the parent can come to the school and take the child. If there is some urgency, the child will be taken to the hospital by ambulance, accompanied by a staff member. In all circumstances, a staff member will remain with the child until a parent or designate arrives.

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LIFE IN THE SENIOR SCHOOL Assemblies

There is a weekly assembly in the Senior School. The assembly is important for community-building and sharing accomplishments. Senior School students must be in formal uniform, including blazers and ties, unless the timetable calls for alternate dress or the temperature is too warm.

We will also meet as a whole school four times per year: opening day, Remembrance Day, the graduation assembly, and the closing day assembly; this is important in building community, celebrating events and honouring achievement. We will use assemblies to highlight student action and to address school-wide approaches, such as community responsibility, values and current affairs. All students will have opportunities during the year to perform at assemblies.

Lunches and Snacks

Parents provide lunches and snacks for students. Stratford Hall encourages students to eat healthy meals, and avoid fast food or heavily processed meals. Please avoid food items that are heavily packaged and have minimal nutritional value. To reduce garbage, please pack your child’s lunch in recyclable containers. Food that is not eaten must be taken home, not stored in cubbies or lockers.

Students in Grades 11 and 12 may purchase lunch from stores along Commercial Drive use the hot lunch program or the healthy vending machine in the MYP. We are a “nut-aware” school. There are students who have serious life-threatening allergies to peanuts, and even trace amounts can be very harmful. Please do not pack anything in lunches containing nut products, including peanut butter and nut additives.

Please avoid foods containing other potential allergens.

“The school expects students to participate in all activities.”

The school provides a lunch program option, run by the Vanilla Cream Café. Menu items are available most days with advance online ordering. Please choose from the available options; there are no special orders. Vanilla Cream Café will open on September 19th, 2016. Information regarding online ordering will be communicated through the weekly messages. There are no credits or refunds for student absences; these lunches are a donation to Stratford Hall staff. Please note that the health department requires Vanilla Cream Café to provide single serving and single use packaging.

It is parents’ responsibility to check the Stratford Hall calendar when ordering; do not order meals on days scheduled for OEE, fieldtrips, sports days, etc.

Often, parents, students or teachers want to mark special occasions with treats.

Celebrations are important, and we want to celebrate in all ways, not just with food.

Because the frequency and type of food treats can impact student learning, these will be monitored by classroom teachers. If parents desire to mark a special event with food, they must consult the classroom teacher in advance; he or she will decide whether it is appropriate by considering allergens, nutrition (sugar content), and the day’s activities.

Outdoor and Experiential Education (OEE)

Information will be sent home regarding all OEE trips and activities. Meetings will be held prior to trips to inform parents of details. Parents are expected to attend these meetings.

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LIFE IN THE SENIOR SCHOOL Only students with informed consent forms signed by parents or guardians are allowed to participate in any trips. These forms outline the activity and pertinent details. Anticipated dangers are also identified. Parents must be aware of dangers common to these sorts of activities, and if unsure must contact the activity leader for clarification. In early September, a form covering activities is sent home to eliminate the need to send several home during the year.

The school takes risk management very seriously and only engages in activities considered to have limited risks. The school expects students to participate in all activities. Parents have the right to pull students from any activity they consider unsafe, but we will only allow a student, to withdraw from an activity if the parent has met with the Division Principal to elaborate his/her concerns.

Field Trips

Field trips are an important part of the educational program. A one-time general Field Trip Consent Form is included in the Student Information package. Parents will always be informed about field trips, but a specific form for each is not required. If a trip takes place outside school hours, or is considered to be unusual, a separate permission form will be sent home.

Early Dismissals

Several times during the year, the school dismisses students early. The educational program requires staff to focus on professional development, planning, and sharing information. The other reason for early dismissals is to allow families an early start to the two major holidays. We expect that Senior School students can find their own way home if a parent is unavailable for pick up.

Weather Closure

If inclement weather makes the roads dangerous, the school will close. Generally, Stratford Hall takes the lead of public schools and other independent schools in the area. Closure decisions are made by 7:00 AM, if possible, and notification given to CBC (690), CKWX (1130) and CKNW (980) as well as placed on the school’s homepage.

On days when the weather is questionable, if public transit is operating and major city roads are acceptable, the school will stay open. Our central location makes it unlikely that a closure would take place; however, individual families must make their own decisions, based on the conditions where they live. Safety is of the utmost importance. If children are kept home, a call to the school is necessary followed by an absence note.

In the event of a sudden mid-day blizzard or other emergency, the school may need to close early. In this case, students in Grades 8 and above will be dismissed from school.

Signing Out

Grade 8-10 MYP students must be signed out by a guardian for personal appointments during the course of a school day. During the school day, Grade 11 and 12 DP students may sign out for personal appointments that are supported by a guardian's note or email. Please email the DP attendance to dpattendance@stratfordhall.ca.

Emergency Preparedness

Stratford Hall staff and students are well-prepared for emergencies. In the first week of school, there is a fire drill to teach students how to react when an alarm sounds.

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LIFE IN THE SENIOR SCHOOL Earthquakes are an ever-present danger in the Lower Mainland and for this reason, the school has developed an earthquake strategy based on the following principles: • student safety is of first importance; and • information and knowledge are crucial when reacting to emergencies.

In the event of a serious earthquake, injuries will be assessed, attendance will be taken, and only when everyone is accounted for will students be released to parents.

Do not come to the school until 30 minutes after an earthquake has ended and when here, sign your child out at the command post. Do not phone the school; even if phone lines work there may be no one to answer. The school has supplies in the event of an emergency.

In the event of a major earthquake, the school will attempt to get vital information to an off-site location. This year, as last year, the site will be Strathcona Tweedsmuir School (STS) in Alberta, phone 403-938-4431. Please do not phone Stratford Hall in the event of a major earthquake, but rather, call STS for updates.

“We respect all individuals in our community, and our interactions are built on that respect.”

Students who leave the school early for personal business must sign out at the office so the school knows who is absent when an emergency occurs.

Uniform and Accessories

Uniforms provide a visual sense of belonging and of community. They also set a standard of appearance respectful of the school’s mission. Uniforms eliminate clothing competition and some kinds of negative group behaviour. Indeed, most students are happy not to have to make decisions about what to wear each morning.

The uniform is an intrinsic part of Stratford Hall’s culture and students are expected to wear it with pride. Parents can help by ensuring your child has the correct uniform items and that they are cleaned regularly. If there is a reason a student is unable to wear the correct uniform, please write a note to the classroom teacher indicating the reason and duration.

All students are expected to be well-groomed and tidy in appearance. Hair colour is to be natural and worn in a style that does not distract from academic focus.

Jewelry must be minimal; a single simple ring may be worn, as well as a simple, single necklace. Modest earrings may be worn (other piercings are not allowed, except for religious or cultural purposes). Obvious makeup is not permitted.

All items are to be purchased at Neat Uniforms (corner of Boundary Road and Parker St., Burnaby). Limited selection is also available at the year-end consignment store, operated by parent volunteers.

Uniform Consignment

The school has a uniform recycling program. Over the year, if your child outgrows a uniform item, please consider keeping it and utilizing the uniform recycling program.

The sales are generally at the beginning and end of the school year. Please email Shannon Goddard at shannon.lives@live.com for more details. Consignment sales will be announced in weekly messages, but the largest sale occurs in June.

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LIFE IN THE SENIOR SCHOOL Grade

Kindergarten to Grade 7

Winter Uniform

Summer Uniform

Tops White blouse (w/ logo) White short sleeved shirt (w/ logo) Maroon cardigan, sweater or vest Tie (plaid) (Grades 2-7)

Tops White or maroon golf shirt (w/ logo) OR Any winter uniform top

Bottoms Grey tunic (K-3) Grey dress pants Grey Skort or Skirt (Grades 4-7) Black or grey socks or tights

Bottoms Grey culotte Grey dress shorts OR Any winter uniform bottom Black or grey socks or tights

Footwear Black dress shoes, low heel (daily) Weather appropriate outdoor shoes (daily) Indoor athletic shoes (for PE days) Outdoor athletic shoes (for PE days) Gym Wear Gym shirt and shorts w/ logo (Grades 2-7) Gym sweatshirt and sweatpants w/ logo (Grades 2-7) Tops White blouse (w/ logo) White short-sleeved shirt (w/ logo) White long-sleeved shirt (w/ logo) Maroon cardigan, sweater or vest Navy Blazer Tie (plaid)

Grades 8 to 12

Bottoms Dress skirt Grey dress pants Black or grey socks or tights

Tops White or maroon golf shirt (w/ logo)- no tie OR Any winter uniform top- tie required Bottoms Any winter uniform bottom Black or grey socks or tights

Footwear Black dress shoes, low heel (daily) Weather appropriate outdoor shoes (daily) Indoor athletic shoes (for Grades 8-10 PE days) Outdoor athletic shoes (for Grades 8-10 PE days) Gym Wear Gym shorts and shirt (w/ logo) Gym sweatshirt and sweatpants (w/ logo) Tracksuit (mandatory if participating on an athletic team)

*All items are to be purchased at Neat Uniforms (corner of Boundary Road and Parker St., Burnaby). Limited selection is available at the year-end consignment store, operated by parent volunteers.

Student Backpacks

There is limited space for storage, and carrying a heavy pack is unhealthy and could lead to back problems. Please encourage

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LIFE IN THE SENIOR SCHOOL students to minimize the amount of belongings they bring to and from school.

Items Brought from Home

Items may be brought at the teacher’s discretion. Please label all items and monitor what your child brings. Violent or dangerous items are not permitted, and valuable items should be left at home.

The school will not assume responsibility for lost or broken items, including phones and devices. If an object is being brought to the teacher for a particular purpose, the teacher puts it in a safe place. Students must remember to pick up items and take them home.

The school prefers that students not bring items from home.

Devices and Appropriate Uses Students have access to phones and digital tool at the school with permission from staff. They may not be used by students during school hours without specific permission from a teacher. Students using their cell phones, for example, during school hours for nonschool related purposes may have their phones confiscated for a period of time and returned to their parents.

The school uses various technological devices throughout the entire campus. Technology Devices may be used as tools for academic purposes only, including computers and devices brought from home. Instant messaging, texting, gaming, non-school related email, random web-surfing, and similar activities are forbidden unless authorized as part of specific studies.

Rather than a stand-alone subject, acceptable use of information technology is used as embedded in the curriculum as a tool for learning and production. Exposure to computers and their uses will be appropriate to the grade level and the topics under investigation. For example, Use of Technology and Internet Access form a strand of the day-to-day curriculum.

As with all learning tools, student use of devices must align with the school’s values and the Learner Profile. As useful as technology can be, must be managed appropriately. We monitor as closely as possible network usage and online activity. If inappropriate activities, actions or sites are visited, a student will be disciplined.

Online and social media use for malicious intent, resulting in defamation and cyber-bullying, has become a greater matter of concern. It is very easy for a student to spread rumours, damage reputations or in other ways hurt other students, the school or the faculty. Any activities resulting in one or more students being involved in such activities becomes a school matter. This is regardless of whether the activities take place at school or away from school, during school hours or outside of school hours.

How our students interact with each other is a key facet of the Stratford Hall community. Activities undermining the community will be considered for disciplinary action.

All students have a stratfordhall.ca email account which should be used for school related communication. Email and other forms of communication through technology must be used according to the same code of conduct and professionalism that is expected in all communications. Although regular mail is considered private, and possibly privileged, email is not. The school email system is owned and maintained by Stratford Hall and, as such, all email messages are considered to be school’s records. Even though amessage has been deleted, it may still be stored on the computer’s harddrive. All public folders and private mailboxes are backed up on a daily basis. The school reserves the right to monitor the individual user’s messages when there is a question or suspicion of unacceptable use, or when there is a question or suspicion of impropriety, such as the sending or accessing of defamatory, abusive, obscene, profane, sexually-oriented, threatening, or racially-offensive materials. Transmission of any material in violation of any law of Canada is prohibited.

A user’s personal use of the school’s email system is permitted. All users are expected to act with good judgment in terms of when and how it is used.

“Student interactions online must demonstrate the values of the school and the Learner Profile. Stratford Hall may take disciplinary action when online messages or presence makes inappropriate reference to another student, a teacher or staff member. The school may take action of any online messages present the school inaccurately or inappropriately.”

Bring Your Own Device MYP Programme

In recent years, there has been a shift in education away from technology as a stand-alone subject and towards it being used as a 43

LIFE IN THE SENIOR SCHOOL tool that is integrated across the curriculum. Rather than devices just being confined to labs, they are placed in classrooms with students so they can be used authentically, in the moment, to support the IB curriculum. Computers are not just used to teach “tech” skills, but are also taught to support learning skills that are needed for success in the 21st century.

Through shared access to various devices in the Junior School, we scaffold the effective use of devices for learning the skills students need in order to be productive learners in today's world. This includes a focus on balancing the use of digital tools with non-digital ones, and developing a curriculum around Digital Citizenship.

Current Access to Learning Devices • K-5: 10 iPads in each classroom with a 2:1 device ratio and carts of laptops which can be borrowed at school as needed.

• G 6-7: Shared carts of laptops and iPads which students can use at school as needed.

• G 8-12: One to World Bring Your Own Device Programme.

While it will not be mandatory for students in Grades 6 and 7 to bring their own device in September 2017, we do strongly encourage students to do so as this allows them to have access to the tools they need to complete their work, both at school and at home. Throughout the 2017.2018 school year, we will continue to provide access to school-owned devices for students to use at school.

Students in Grades 6 and 7 will be expected to be part of the One to World Bring Your Own Device Programme in September 2018.

This will help ensure they have the tools needed for the demands of the MYP Programme and provide an opportunity to scaffold their skills prior to Grade 8.

Throughout 2017-2018, Stratford Hall will continue to provide students with school owned computers and iPads as required. Most tools that students need access to in Grades 6 and 7 are available through the cloud, including the GSuite productivity suite (Mail, Calendar, Drive, Docs, Sites, Classroom) and other tools such as Managebac. For students who do bring their own device, it is recommended they be lightweight and portable so that they can easily be carried between home and school.

Please see our One to World Bring Your Own Device MYP Programme brochure for more details.

Portable Computer Requirements With the start of the new school year, all students in Grades 8 to 12 are expected to bring with them a portable computer each school day. This provides the students the opportunity to truly integrate a progressively digital world and their educational experience. The challenge can be ensuring that everyone is on a level that can best be integrated with the learning environment.

On this note, we have provided the following as a recommended level for software:

Operating system:

Windows 7 64bit and above recommended

Microsoft Office:

Home and Student Edition or above (Word, Excel, PowerPoint) 2010/2013

Up-to-date antivirus:

Numerous brands offer excellent functionality; a product called Kaspersky Antivirus is our favourite

While hardware can vary vastly, the main focus should be on functionality, battery life and portability. Toshiba, Dell and HP tend to be relatively reliable brands. While Mac’s offer a very solid and reliable platform, there are some issues with formatting between versions of similar software and we are a predominately PC-based school for all of our computers and servers. A Windows-based platform will offer some ease of use in this avenue.

Email Students have a Stratford Hall Gmail account, and should use those accounts for school use. Email must be used according to the same code of conduct and professionalism that is expected in all communications. Although regular mail is considered private, and possibly privileged, email is not. The school email system is owned and maintained by Stratford Hall and, as such, all email messages are considered to be school’s records. Even though an email message has been deleted, it may still be stored on your computer’s harddrive. All public folders and private mailboxes are backed up on a daily basis. The school reserves the right to monitor the

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LIFE IN THE SENIOR SCHOOL individual user’s email messages when there is a question or suspicion of unacceptable use, or when there is a question or suspicion of impropriety, such as the sending or accessing of defamatory, abusive, obscene, profane, sexually-oriented, threatening, or racially-offensive materials. Transmission of any material in violation of any law of Canada is prohibited. Students’ personal use of the school’s email system is permitted.

All users are expected to act with good judgment in terms of when and how it is used.

Students and Cars Students are not allowed to drive to school. There is no parking, and with the proximity of the skytrain there is no reason to drive.

Co-curricular Activities

An important aspect of the Senior School is the optional set of opportunities that exist outside of the regular timetable. For many students, these activities create a real connection to the school. We intend to have a wide range of activities available for students. Generally, these activities come under two broad categories.

The most obvious after school activities are our athletics teams. We participate in a league made up of independent schools, and we take part in a number of sports.

These are tailored to our own expertise and facilities, and our sense of the students’ skills and interests. Our main sports are soccer, volleyball, basketball, and Ultimate.

Some teams will have tryouts; others can take all who are interested. All expenses attached to being on a school team (like travel and, for tournaments, accommodation and meals) are covered by the school.

The second set of activities is clubs. Some of these are creative: visual art, theatre and music. Some are issues-related, like the environment club, global challenges club or Model United Nations club. The actual listing of clubs being offered will be available to students in September.

Student commitment is important with all co-curricular activities. That means that students must attend all meetings and practices except in special circumstance that are clearly communicated to the teacher in charge. Sometimes outside commitments will have to be changed to accommodate the co-curricular activity.

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LIFE IN THE SENIOR SCHOOL Most of these activities take place after school. When the activity is over, the students are dismissed and must leave the school buildings. They may wait outside if they are being picked up, or they may go home by public transit.

Homework

Homework completion times are different for each student; therefore, the school does not have a policy on the time homework should take each night. Other evening activities are also very important, such as time with family, friends, sports, music, dance, theatre, and community organizations. Free time is also important for the development of creativity, motivation, and commitment. MYP students will not be given homework during holidays; however, some students may need to use holiday time to catch up on any work missed.

Parents can assist children by motivating with supportive feedback and encouraging independence. Please make a particular place available where homework is done, away from distractions. The use of a homework book, or e-calendar, in which parents may also make comments back to the teacher, is encouraged, and required in some grades. Parents are encouraged to contact teachers if they have concerns about homework.

Agendas

Students in Grades 3 to 10 receive an agenda in September to use daily to keep track of assignments and events. Students in the MYP may use a device to stay organized; the use of online platforms such as ManageBac is helpful for students and parents.

International Travel

Stratford Hall has developed a set of optional international travel opportunities for students. These are intended to support our own program, and our statement of global-mindedness. There are limited spaces (about 12) available for each trip. The school reviews safety in all of our foreign destinations in order to decide which trips run.

All trips are thoroughly planned and supervised by Stratford Hall staff. Student and parent information meetings take place well in advance of each trip, and students are expected to reflect and share their experiences upon their return. The cost of each trip varies somewhat. Details about prices and activities are available in the International Trips Handbook. All payments are received in advance of the trip, with the majority being due at the time the bookings are confirmed. We do not allow parents to use points for these trips, so that all students can be booked through the same documentation.

For an updated list of trips, please refer to the International Trips Handbook.

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“A broad, forward-looking education.�

CHILD PROTECTION Parents need to be aware that the law in BC requires specific action by a teacher if he or she believes a child might be in danger. If a student makes a comment to a teacher, as part of a conversation, a remark, or in writing that makes the teacher believe that a form of abuse (physical, mental, sexual, emotional) might be taking place at home, the teacher is required by law to contact the Ministry of Children and Family Development. Professionals in that Ministry will determine what next steps are to be taken, but likely it would be an interview between the child and a social worker and perhaps a visit to the home by the social worker. Most cases are resolved at this initial stage.

The teacher is also obliged to contact the Ministry if there is any evidence of physical harm, even if the student has said nothing.

The school has no part in this process. The teacher is obliged to use professional judgment if a disclosure is made, and is to err on the side of child safety. Our teachers know most of our families, which makes these situations particularly difficult for the teacher. If the Ministry of Children and Family Development gets involved, the school’s role is to support the process, and the child.

The school is required to address self-harm and/or suicide. It is not uncommon for adolescents to make comments about suicide. If a member of staff becomes aware that a student is talking about suicide, and meets specific standards of seriousness, the parent will be contacted immediately (unless the issue surrounds a negative and potentially abusive family situation, in which case the Ministry is contacted).

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PARENTS Expectations of Parents Parents play an important role in the education of their children.

Parents are required to: • support the school; • help their children understand school expectations; • communicate directly and respectfully with teachers if problems arise; • communicate directly and respectfully with the Head of School or Division Principal to discuss school issues; • ensure children are at school on time, in uniform; • attend, when possible, school functions; • attend parent workshops and orientation evenings; • participate in fundraising ventures in whatever way possible; and • read this handbook.

Due Process and Appeals

Decisions relating to school activities (including major student discipline) are made by Senior School administrators. However, most decisions directly affecting a student will be made by a teacher.

PRIVACY

Any dispute should first be addressed to the person who made the decision.

Subsequent appeals are made to the Principal or Head of School.

Stratford Hall has a privacy protocol, approved by the Board of Governors. A copy can be obtained from the office.

Ultimately, an appeal may be made to the Board of Governors, through the Chair. An appeal made to the Board must be in writing and must identify procedural issues as the basis of the appeal.

The Stratford Hall Privacy Officer is Dave Dirks, Director of Finance and Operations.

While Stratford Hall hopes never to have to use an external appeal process, one exists through the Independent School Association. If a situation is not satisfactorily resolved with the Board, an independent third party, the ISA ombudsperson, can hear the case.

Information is available through the school.

Stratford Hall Family Phone Directory This parent/guardian phone directory uses information provided by each family. Only those parents/guardians who have consented are included. The directory makes it possible for families to contact students for social events, locate neighbouring families to car pool, and even locate Senior School students who live nearby for babysitting.

In accordance with the Privacy Act, families may use the list for school purposes only and may not share it with anyone outside the distribution group. The directories are the property of Stratford Hall and are available when families return their consent forms.

Promoting the School The best way to promote Stratford Hall is through word of mouth via current parents.

We welcome you to tell your friends and acquaintances about the school. If your contact wishes more information, a tour or a meeting with the Head of School or Division Principal, please contact Isabel Sankaran-Wee. Please also direct interested contacts to the website (www.stratfordhall.ca) for up-to-date information on tuition, applications and other important details.

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PARENTS Stratford Hall Parent Association (SHPA) Our parent volunteer group is known as the Stratford Hall Parent Association, or the SHPA, and during the 2017-2018 school year they will continue to back school initiatives through their support of the day-to-day community and fundraising events.

The SHPA consists of a number of key members who assist the school in a variety of areas.

Volunteer Opportunities We encourage parents to volunteer and there is no shortage of activities to be involved with. We are always looking for volunteers to help us with a number of different initiatives including delivering hot lunches, monitoring traffic and acting as crossing guards, helping in the library, acting as class representatives, attending field trips, helping with our uniform consignment program, and putting on special community and fundraising events. Parent volunteers play an important role in the school, and our hope is that parents will see the benefits of volunteering within our community.

Each homeroom class has a parent representative, who has volunteered for the position. This role is to assist the school, or the homeroom teacher, to get information out to the group of parents. Please note that our contact lists and the class representative system are for the sole purpose of supporting the needs of the school and cannot be used for personal business, charity fundraising or other personal endeavors.

Gifts for teachers On occasion, parents wish to give a teacher a gift. This is in no way expected, but it is always appreciated. Often a group of parents in a class will pool small donations to present a group gift card and this is often organized by the class representative. Under no circumstances may cash gifts be given, and the teachers are instructed not to accept cash gifts.

Parents in the School During School Hours We understand that parents may be in the school for various reasons, and Kindergarten and Grade 1 parents are welcome to come into the classroom before 8:20AM with their child. We ask that parents of students in Grades 2 through 7 drop their children at the door of their respective buildings. We are also pleased to provide parents with the option of a ‘kiss and go’ drop off routine in front of the PYP Building in which student volunteers will open car doors.

Our experience in the PYP Building is that Kindergarten and Grade 1 parents often linger too long during morning drop off before leaving the building. This causes significant difficulty for the teachers as it can get quite noisy and, due to the open nature of our spaces, makes it difficult to begin teaching for the day. We ask that all parents exit the building quietly at 8:20AM unless there is a scheduled event, and we appreciate your cooperation on this matter.

Parents of MYP students are asked to drop-off and pick-up students outside the building. The open-concept space means that all common areas are work spaces designed for students and student learning. Allowing your child to enter and leave the building on his or her also builds independence and fosters maturity.

Traffic and Our Neighbours All Stratford Hall buildings are located on Commercial Drive between East 14th and East 16th Avenues. However, one of the biggest issues for city planners is the traffic impact on the neighbourhood. The impact on the neighbourhood will grow as the school’s population grows.

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PARENTS Considering this, it is imperative that Stratford Hall be viewed by neighbours as a positive addition to the area. That means families and staff should reduce reliance on the car by increasing carpooling and using public transit.

Please refer to the Traffic Plan at the end of this handbook to see the expected flows of traffic. Note that there are two one-way areas around the school: • The laneway behind the DP and PYP Buildings, southbound; • 15th Avenue, westbound.

We have Senior School students act as car service volunteers, and parents as crossing guards.

The school owns all parking spots in the lane and underneath the Skytrain between 13th and 16th Avenues. Parking is also available along Commercial, including the west side across from the school. Extra traffic on 14th or 15th Avenues will generate complaints to the city, and our present and/or future status in the area may be jeopardized.

Students are expected to stay on the sidewalks if walking along any of the streets. Parents may pick up and drop off along Commercial Drive, but not use the side streets. All students must enter and exit the school via the main door on Commercial Drive.

A reminder that parking on the east side of Commercial Drive, in front of the PYP, MYP, or DP Buildings during drop-off and pick-up times is strictly prohibited. Parking in this area severely impacts our traffic flow and makes it very difficult for parents to use our morning car service.

We also expect that students will be dropped-off and picked-up, and not escorted into and out of the school by parents. This is important because of limited parking space. Please remember to drop students off at the curb, never in the driving lane.

Please see the detailed traffic plan section at the end of this handbook.

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COMMUNICATIONS Communication with the School Appreciative inquiry is when parents and teachers gather around a student to discover, dream, design, and deliver. It is when we work together towards positive solutions by asking questions that focus on strengths. It is important that any issues be resolved directly and as quickly as possible. All communication should be respectful and framed in a positive tone. It is unhelpful if you do not share concerns with your child’s teacher or the Division Principal, but it is particularly unhelpful if concerns are shared with other parents before proper channels are used. Please feel free to contact the school with your concerns and questions.

If you need to talk to a teacher to ask a brief question or make an arrangement, often an email or phone call will suffice; contacting teachers' personal devices is not appropriate. Please call the school to leave a message or send an email directly to the teacher for an appointment. All email addresses can be found on the school website.

It is expected that parents deal directly with the teacher involved before a Division Principal is involved.

If parents need to call the school and get a message to their child, every effort will be made to make sure the child receives it; however, we avoid disrupting class for nonurgent matters. Teachers cannot respond to emails while teaching. Please contact the office for priority messages. Teachers should be able to respond within 2 working days.

Office Hours The school reception and office is open from 7:30AM to 4:00PM daily. Phone calls made before 7:30AM may be directed to voicemail. DP students cover the front desk in the MYP and DP Buildings from 4:00 to 5:30PM. The office closes for the week between Christmas and New Year’s, but is open throughout the year.

News and Updates The school uses GMail as its email client.

Weekly Message Using the email addresses provided by parents, an electronic weekly message is sent to all families each week on Tuesday afternoon. The weekly message includes important information, and we encourage parents to read them regularly. Other important information, forms, and updates are provided on the school website.

If your contact details change, please advise the school office at your earliest convenience so you do not miss receiving important communications.

Imprint The school publishes a school-focussed magazine electronically several times per year.

For environmental reasons, the school produces a limited number of printed copies.

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COMMUNICATIONS Remind Text Messaging Service We are pleased to offer a text message service to parents for whole school reminders and schedule changes. This service is free and it is a one-way text message from the school to your personal handheld device. We often use this service to remind you of important dates, or to update families when a schedule changes for a group of students (for example, if a sports team bus is running late and will return to school later than anticipated.)

This service is also used by our After School Care (ASC) team to communicate directly with ASC users.

To join the “Whole School” message group: 1.) Create a new text message to the number: 604.200.7784 2.) In the body of the text message type: @49d17f 3.) Press send and follow directions!

Facebook The school uses Facebook to share information with current Stratford Hall families as well as to connect with alumni and to market to new and prospective families.

We encourage you to ‘like’ the Stratford Hall Facebook page at www.facebook.com/ stratfordhallschool to have access to this information and to see updates of what is going on at the school.

Twitter Twitter is used to communicate with Stratford Hall families and share information. This platform is used for short pieces of information. www.twitter.com/stratford_hall.

Instagram We use Instagram to connect with our Stratford Hall community. This is an image based platform that has gained in popularity in recent years featuring the use of hashtags. Follow Instagram.com/stratford_hall to get an inside look at life in our schools.

Report to the Community This is an in-house publication that we publish annually. This report includes matriculation data, financial information, Fraser Institute reports, arts highlights, and athletics highlights. Our 2016.2017 Report to the Community will be distributed in the fall of 2017.

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TRAFFIC PLAN Introduction The City of Vancouver requires that we have a Traffic Management Plan that aligns with input received from the Neighbourhood Parking and Transportation Branch of the Engineering Department. In addition, we have engaged consulting services from Bunt and Associates Engineering, traffic management specialists.

Schools create special traffic issues in neighbourhoods. An independent school such as Stratford Hall impacts its surroundings more than community-based schools. As a result, we must be sensitive to the local neighbourhood and minimize our impact. Our morning drop-off results in about 350 car trips to the school in a half-hour span. The afternoon pick-up is spread out over two hours, but involves far more parked and idling cars.

Commercial Drive is a busy major street in Vancouver. Extra care must be taken when on or near Commercial Drive.

There several specific areas we must attend to: 1.

2.

3.

4.

5.

The safety of our students, parents and staff The safety of others The efficient flow of traffic around the school Proper use of areas for drop-off and pick-up Zero impact on our nearby neighbours

We encourage parents to arrange car pools, use our bus service or allow/encourage children to take transit or ride a bike.

Expectations of Parents and Caregivers As a condition of enrolment, we require that anyone who is driving to and from the school abides by this Traffic Management Plan.

We expect that drivers will respect the law and posted signage. We also expect that drivers will demonstrate patience, giving ample time for drop-off and pick-up routines. Finally, we expect that drivers will be courteous and consider safety first as they navigate the area around the school.

Traffic Patterns Please refer to the Traffic Plan diagram to see the expected flows of traffic. Note that there are two one-way areas around the school: • The laneway behind the DP and PYP Buildings, southbound; • 15th Avenue, westbound.

Please note the following requirements: • You may not use 14th or 15th Avenues east of skytrain to access the school. We must keep the traffic off of these residential streets.

• If you are on 15th, you must turn north onto Commercial Drive. Otherwise, traffic behind you becomes blocked.

• Do not use the Stratford Hall parking spaces under the skytrain for drop-off or pick-up at any time.

• You must follow traffic laws. That means: 1. No U-turns, anywhere 2. No double parking; that is, do not drop-off or pick-up unless you are properly parked beside a curb.

3. No drop-off or pick-up in or near intersections. This is particularly important at the corner of 14th. Cars that stop just after entering 14th are apt to cause accidents and injury.

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TRAFFIC

Drop-Off in the Morning If you are heading northbound on Commercial: • You may turn east on 16th, enter 16th westbound and drop-off beside the MYP Building.

• You may turn east on 16th, north down the lane behind the MYP Building, then west on 15th. You may drop-off on either side of 15th. If you are dropping off on the MYP side, please have your children leave from the back seat drivers’ side.

• You may drop-off in front of the PYP Building. In order to create a smoother drop-off on Commercial, the parking assigned to the middle building has been shifted to the front of the DP Building. Note that we will have porters there to help you make a quick drop-off.

• You may turn right onto 14th Avenue and drop-off beside the DP Building. You may then head either north or south down the back lane.

• You may continue north on Commercial and drop-off in the block that is north of the school.

• You may not drop-off in front of the MYP Building: it is signed as ‘no stopping from 7:00 to 9:00AM. • We prefer that drop-offs do not occur in the back lane because it has moving traffic.

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TRAFFIC If you are heading southbound on Commercial: • You may park on the west side of Commercial and drop off there.

• You may turn eastbound onto 14th Avenue and drop off beside the DP Building, then turn either north or south down the back lane.

• You may turn left onto 14th Avenue, then south up the lane, then west onto 15th Avenue, dropping off beside the PYP Building. You then leave by turning right onto Commercial.

• You may turn left onto 16th Avenue and turn north into the lane then west onto 15th, dropping off beside the MYP Building. You continue northbound on Commercial.

Pick-Up in the Afternoon • Please follow the patterns for drop-off.

• All spaces around all of the school buildings are designated three-minute parking. That means you can stay there for three minutes, and then move. It is essential at pick-up, therefore, that you arrive ‘just in time’. If you are here very early, we ask that you wait somewhere away from the frontages of the school.

Stratford Hall Parking Spaces Stratford Hall owns the parking under the skytrain between 13th and 16th Avenues. This is for staff or school bus parking only.

The parking that is immediately behind the DP Building is reserved for: • School visitors. This can include a school parent if that visit occurs during school time and is for a meeting at the school. It may not be used for an extended stay (like assisting on a field trip) • Handicapped parking • Special Gala parking (Head of School parking) • Loading bay Special Events Any time after 6:00PM all of the spaces around the school may be used for parking. Additionally, unused staff parking spaces are available. We encourage people to consider parking at Trout Lake, a block east of the school.

Transit The school is well-served by public transit. The skytrain is a five-minute walk away, and the #20 bus stops very nearby. We encourage older students to use transit.

Bicycles There are bicycle parking spaces by each of the buildings. Students must bring their own bike locks, as the bicycle racks are not directly monitored by Stratford Hall.

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3000 Commercial Drive, Vancouver, B.C. Canada V5N 4E2 Tel. (604) 436-0608 Fax. (604) 436-0616