Report to the Community 2013-2014

R E P O RT TO T H E C O M M U N I T Y

2013-2014 School Year Report to the Community 2013-2014

i

MEETING OUR MISSION Strathcona-Tweedsmuir School’s (STS) Report to the Community celebrates our achievements and examines how we meet our mission as an educational institution. This annual publication reports on the September 2013 to August 2014 school year – highlighting snapshots of our achievements – and is distributed to parents, alumni, parents of alumni, faculty and staff. We hope you enjoy reading it and we welcome your feedback.

Class of 2014

Our Vision A leading educator recognized nationally and internationally for delivering exceptional programs in a unique setting with an

Our Core Values Integrity Kindness

enduring sense of community.

Respect

Our Mission

Responsibility

To develop well-balanced students for

Safety

a life of purpose by inspiring excellence in

Service

scholarship, leadership and character.

S t r a t h c o n a - Tw e e d s m u i r S c h o o l

CONTENTS MESSAGE FROM THE CHAIR OF THE BOARD .................................... 2 MESSAGE FROM THE HEAD OF SCHOOL ............................................. 4 STRATEGIC PLAN ................................................................................................. 6 ACADEMIC PERFORMANCE ....................................................................... 10 STUDENT LIFE .......................................................................................................16 HEALTH, SAFETY AND THE ENVIRONMENT ................................... 26 ADVANCEMENT AND COMMUNITY RELATIONS ....................... 30 FINANCE REPORT ............................................................................................. 44

Report to the Community 2013-2014

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M E S S AG E F R O M T H E C H A I R O F T H E B OA R D J o h n Ko u s i n i o r i s ‘ 8 2 Our School enjoyed another successful year in 2013/2014. The high level of academic achievement exhibited by our students is something that the entire School community can be proud of. As impressive are the achievements of our students in all of their co-curricular activities including speech and debate, Model United Nations, the fine arts, community service and athletics, with high levels of participation among the student body. These achievements reflect the School’s mission of developing well-balanced students for a life of purpose by inspiring excellence in scholarship, leadership and character. The focus at STS is on educating the whole student, which is what makes our School and its programming unique.

The primary focus of the Board of

in the 21st Century. Interactions with

Governors over the past academic year

the broader School community over the

has been on monitoring the School’s

past two years have reaffirmed wide-

progress in meeting the five pillars of

spread support for the vision of being a

its strategic plan while ensuring that

leading educator, recognized nationally

the School retains its sound financial

and internationally for delivering

position. Significant progress was made

exceptional programs in a unique setting

in advancing each of the strategic goals

with an enduring sense of community.

which set the direction for the School

The feedback received has also

(you can read more about the strategic

highlighted parents’ desire for teaching

plan on pages 6-9).

excellence and facilities that enable the

In addition to focusing on the School’s strategic objectives, the Board, faculty and staff continuously review and assess key performance indicators in relation to academic results, leadership and character, participation in co-curricular activities, health and safety, admissions and financial stability. These measures are reviewed critically to ensure that STS continues to provide an enriched learning environment for our students, in a safe and sustainable manner.

The STS leadership is currently very much focused on the future of the School and in ensuring that it continues to evolve to meet the needs of our students

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Strathcona-Tweedsmuir School

effective delivery of leading integrated academic programs that provide a global perspective in accordance with evolving best practices. This is helping provide direction to decision making for the future of the School and has highlighted the importance of advancing fundraising capabilities to ensure that STS continues to meet the aspirations and expectations of parents and guardians for their children, while maintaining its position as one of the leading independent schools in the country.

There were some changes to the Board of Governors in 2014. I would like to thank our departing Governors, Pam Heard ’73 and David Farran, for their

contributions to the Board and the School. Their leadership, vision, counsel and commitment are very much appreciated. I would also like to welcome Paul Storwick ’78 to the Board as a representative of the STS Alumni Association. We all look forward to his participation at, and contributions to, our Board meetings.

My term as Chair of the Board has come to an end in 2014. It has been a privilege to be able to serve the School and I look forward to continuing to serve on the Board under the leadership of Scott Kirker who has recently agreed to take on the role. Scott’s ongoing contributions to the STS community and the Board, and his dedication to, and vision for, the School are inspiring to us all.

In closing, I would like to thank the Board of Governors, the STS Foundation, Dr. Jones and the entire School administration, and every teacher, employee, parent, alumni, volunteer and donor for contributing to the unique student-centred community that is STS. The School’s success in developing well-balanced students for a life of purpose is only possible because of the generous support and contributions of you all. Your commitment and support make the School the vibrant and exceptional place that it is and ensures its current and future success.

2013-2014 Board of Governors Back row (left to right): Scott Kirker, Mike Jackson, Ted Rozsa. Middle row (left to right): Chris Shopperly ‘80, Michele Kalny, Deb Marshall Shopperly, David Farran.

Front row (left to right): John Kousinioris ‘82, William Jones. Missing: Bruce Chernoff, Pam Heard ‘73, Jan Waterous, Deborah Yedlin.

John Kousinioris ’82 Chair of the STS Board of Governors

Report to the Community 2013-2014

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M E S S AG E F R O M THE HEAD OF SCHOOL D r. W i l l i a m J o n e s

A glance back over the past year reveals strong progress on the School’s strategic initiatives as we have continued to strive to ensure a bright future for STS and its students. As you will see in the pages that follow, our students have demonstrated very high levels of accomplishment academically and in a broad range of co-curricular endeavours intended to strengthen their character and leadership abilities. In addition, the School finds itself in a very sound financial position, and we continue to make advances in fundraising that will help to ensure our strength and permanence as one of Canada’s leading independent schools.

Student engagement is often cited in educational

we strive to develop intercultural literacy through

literature as a potent catalyst with respect to

our language programs and trips, Round Square

motivation, persistence and ultimately student

activities, Model UN, Humanitarian Outreach Projects,

achievement. Over the past year, we have experienced

international service trips, student exchanges, and

increased participation in many of our co-curricular

other international experiences such as this year’s

programs such as athletics, Model United Nations,

band trip to Russia. This year we introduced the Global

speech and debate, fine arts, and Elementary

Scholar program as an incentive for Senior School

clubs. Growing participation rates reflect a strong

students to engage in activities that will enrich their

commitment by students and teachers to these

global perspective.

vital experiential learning opportunities and I am confident that these programs are enhancing students’ confidence, character and leadership abilities, and providing an empowering sense of accomplishment.

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Positioning STS as a Centre for Excellence in Teaching was a key strategy of the strategic plan and we have made considerable advances with this initiative this year. These have included the implementation of

One of our ongoing goals is to broaden students’

a new Professional Growth and Evaluation policy

global perspective in order to prepare them for an

for teachers, further development of the mentoring

increasingly interconnected world and the high

program for new teachers and ongoing professional

probability that their careers will involve interaction

growth opportunities such as working with the

on a global scale. We approach this through the

Galileo Program around inquiry learning. In addition,

internationally-minded IB Programmes, which we now

we have instituted an inspiring speaker program to

offer continuously in Grades 1 through 12. In addition,

bring in global leaders in education beginning in April

Strathcona-Tweedsmuir School

of 2015 and we have begun to host professional development events for our teachers and other teachers on the STS campus including a fine arts Professional Day in the winter and the CAIS Leadership Institute for independent school teachers from across Canada in the fall of 2014. The Gordon Freight Excellence in Teaching Grant also continues to provide robust learning opportunities for our faculty.

Collectively, these opportunities are advancing the development of our teachers and raising the profile of

and I will continue to host these

In addition, I would like to thank our

STS within the Canadian educational

meetings throughout the 2014-2015

current and former parents and alumni,

community.

school year.

whose ongoing and multi-dimensional

I believe that community engagement

It is my hope that this Report to

is a critical element in shaping and

the Community provides you with

building support for the future of STS.

a compelling overview of our

To that end, I have held more than 30

accomplishments throughout the

roundtable discussions with parents,

last year. These would not have been

alumni and parents of alumni over

possible were it not for the leadership

the past 18 months. Each of these has

and vision of a dedicated Board of

Dr. William Jones

provided valuable feedback regarding

Governors, devoted volunteers and

Head of School

our vision and strategic initiatives.

members of POSTS, a competent and

Overall, these sessions have affirmed

committed faculty and staff, and a Senior

wide-spread support for the School’s

Leadership Team who execute their

vision, mission and strategic direction

duties thoughtfully and proficiently.

support foreshadows a bright future.

Report to the Community 2013-2014

5

S T R AT E G I C P L A N 2010-2015 Building for the future

Our Strategic Plan, Inspiring Excellence, outlines five strategic differentiators and specific performance indicators designed to create an exceptional learning experience for current and future students. 2013-2014 was an exciting year in our overall progress.

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Strathcona-Tweedsmuir School

S T R AT E G I C P L A N 2 0 1 0 - 2 0 1 5

A key outcome of our goal to become a Centre for

capacity of our Elementary School faculty related to

Excellence in Teaching is the White Paper, which calls

inquiry-based learning. The teachers are focusing on

for an internal task force to research and implement best

practices that make learning visible and promote 21st

practices in teacher development and commits STS to

Century skills through performance-based tasks.

explore new approaches to attracting and developing top teaching talent. In its first phase of implementation, the task force is focusing on four activities: attracting teachers to STS; a framework for supporting action research; an Inspiring Speakers Series; and opportunities to host IB and CAIS conferences.

In addition, we hosted a new Fine Arts day of professional development for teachers from across Alberta and enhanced our teacher professional growth plans to reflect the STS Model of Teaching Excellence.

A new teacher Growth and Evaluation policy, highly regarded for building teaching excellence, has been

The year also saw our partnership with the Galileo

implemented. Combined with past initiatives, our efforts

Education Network Association (GENA) evolve.

are already having a positive effect on teaching and

A national leader in evidence-based professional

learning throughout the School.

development for teachers, GENA’s team is building the

Report to the Community 2013-2014

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S T R AT E G I C P L A N 2 0 1 0 - 2 0 1 5

Our strategic focus on the STS

100 90

has led to remarkable communication

80

and contact. The Head of School

70

Community and Alumni Network

60

Global Perspective

Roundtables continued to promote open dialogue and shared perspectives; we implemented new methods for alumni engagement via networking events,

Percentage Complete

Community and Alumni Network

50

Integrated Programming

40

Unique Rural Campus

30

social media and new websites; and we

20

targeted our approach to advertising

10

and media relations to introduce STS to

Centre for Teaching Excellence

0 Strategic Differentiators

an expanded student market.

Through more sophisticated and

and exploring ways that leadership and

collaborative planning and fundraising

complex approaches to community

character can be integrated into the

process. Improvements to the campus

engagement and fundraising, STS

curriculum.

and facilities continued this year,

experienced an unprecedented level

including upgrades to the parking lot,

of financial support, led by the first $1

In the realm of Global Perspective, a

million gift to the School in two decades

significant initiative stands out: the

and amplified by generous gifts from

new Global Scholar Diploma. This

parents of the class of 2014. In addition,

program is being piloted in 2014-2015

the Governors and STS Foundation

with 33 Grade 12 students and 12 faculty

Directors have been enormously

members. The diploma is a unique STS

supportive, an indication of the strong

designation that students can pursue

STS community.

by participating in global activities

As we enter the final year of the strategic

pond water quality, roofs and several sections of our trail system. We laid the groundwork for the new Campus Master Plan, which outlines the phases of campus development we will pursue going forward.

such as Round Square, second language

plan, we are working together to

For our Integrated Programming

learning and international service trips.

ensure that Nil Nisi Optimum resonates

differentiator, we are thrilled to be

This diploma recognizes our efforts to

everywhere. The impressive impact

the first school in Alberta certified to

prepare students for the challenges of an

of the improvements led by Inspiring

offer the IB curriculum from Grade 1 to

increasingly interconnected world.

Excellence is a tribute to the collective

Grade 12! As a result of our Middle Years Programme authentication, STS is truly

Finally, our commitment to enhance

a school of international excellence and

our Unique Rural Campus was on

distinctive identity. We are also mapping

display in the completion of the new

out the diverse connections of our

Forest Learning Centre – Aspen Lodge

curricular and co-curricular programs

– which followed an extensive and

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Strathcona-Tweedsmuir School

commitment to the School.

S T R AT E G I C P L A N 2 0 1 0 - 2 0 1 5

While continuing the projects underway, here are some highlights of the initiatives in the final year of Inspiring Excellence that will achieve the goals of our five strategic differentiators.

LOOKING AHEAD

CENTRE FOR EXCELLENCE IN TEACHING

INTEGRATED PROGRAMMING

We will pursue several White Paper

As we assess our co-curricular

recommendations: the speakers’ series,

offerings through an inventory of

relationships with educational leaders

existing activities and an audit of

around the world, research into adult

student engagement, we will create

learning and teacher development.

a map of co-curricular connections

We will also finalize the process

within the curriculum. We can then

for the new three-year Professional

increase the number of leadership and

Development plans and establish

character development opportunities

new STS guidelines for 21st Century

in the core curriculum and establish

teaching excellence. November

written curricular frameworks that will

2014 saw us host the CAIS Leadership

formalize connections to co-curricular

Institute, which welcomed independent

programs. In addition, we are exploring

school leaders to STS.

online learning possibilities that could

STS COMMUNITY AND

benefit students from STS and beyond.

GLOBAL PERSPECTIVE

ALUMNI NETWORK

UNIQUE RURAL CAMPUS With the Global Scholar Diploma

We are expanding grandparent

underway, we are assessing and

The immediate emphasis is on

engagement and opportunities for

expanding all of our global offerings.

integrating the new Aspen Lodge into the

parents of graduating students to stay

Priorities include advancements in the

curricular and co-curricular offerings.

connected to the School. We are also

IB MYP with the new Personal Project in

The long-range view involves moving

encouraging philanthropic investment

Grade 10 and expansion and promotion

beyond the planning phase of the

in our long-term funding priorities.

of the Round Square IDEALS throughout

Campus Master Plan toward helping the

Alumni engagement is also a key

the School. We are also working to

community understand the various ways

focus for the coming year, including

increase the presence of second

in which facilities enhance teaching

education about STS, promotion of

languages in daily school experiences

and provide meaningful learning

financial assistance opportunities,

while exploring the possibility of

opportunities for students.

expanding alumni volunteering and

offering Mandarin, online through the

leadership opportunities, networking

IB organization and through a Mandarin

and mentoring and consideration of

club.

recognition programs for alumni.

Report to the Community 2013-2014

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AC A D E M I C PERFORMANCE The STS academic program is a rigorous one and its primary goal is to provide an environment where each student can reach their academic potential. This includes equipping students with the skills and dispositions necessary to be engaged, ethical thinkers while living a life of purpose. Our students are prepared to thrive as contributing citizens in the 21st Century.

approach to learning through inquiry-

external assessments such as Alberta

based instruction. Authentic learning

Education’s Provincial Achievement

experiences are provided through

Tests written in Grades 6 and 9 and on

hands-on activities in the classroom,

Diploma Exams written in Grade 12. Our

and on our country campus which

Grade 12 students also do exceedingly

provides unparalleled opportunities to

well on IB exams that are written in

learn outside.

May of each year. These strong results

Student in Grades 7-10 learn the Alberta curriculum through the lens of the Middle Years Programme (MYP) of the IB Programme. Learning experiences use global contexts to connect learning

are another validation of the strength of our academic program and further evidence that we are indeed providing a challenging academic program that is setting our students up for success both at STS and after they leave our School.

Our small class sizes provide students

to real world ideas and issues. A

with individual attention from faculty

great strength of the MYP is that it

to ensure their academic success.

deliberately teaches and assesses

Our two learning strategists augment

critical thinking and problem solving

individualized instruction with students

skills. All assessment uses rubrics

in all grades when extra help is needed

which helps students understand what

Through a rigorous academic IB and

and support teachers’ efforts with each

is expected and focuses efforts for

Alberta Education curriculum and our

student. The Student Success Centre

improvement.

students’ exposure to experiential

is a place that supports the learning of students in Grades 7-12 and provides a quiet space for students to work, engage in peer tutoring or write tests.

Grade 11 and 12 students pursue their interests and goals by selecting from a variety of Alberta Education courses and they can choose to take

Students in the Elementary School

International Baccalaureate (IB) Diploma

complete the Alberta Education

Programme courses. Both are excellent

curriculum which is enhanced by the

preparation for university. The success

Primary Years Programme (PYP) of

of our students after they graduate is

the International Baccalaureate (IB).

clear evidence of their effectiveness.

This programme takes an integrated 10

Strathcona-Tweedsmuir School

Our students earn excellent scores on

This is proven annually as our graduates gain acceptance and achieve excellence at post-secondary institutions of their choice at home and abroad.

learning, trips, clubs, athletics and outdoor education, STS students learn to collaborate, think critically and creatively as well as manage their time to meet deadlines in their busy schedules. These skills, along with their academic excellence, ensure student success in a variety of chosen fields when they graduate from STS and contribute to their work and volunteer communities.

AC A D E M I C P E R F O R M A N C E

2 0 1 3 - 2 0 1 4 P R OV I N C I A L T E S T S A N D G R A D E 1 2 F I N A L C O U R S E R E S U LT S STS students continue to excel in academics in all major subject areas. We are proud of our students’ academic achievements.

The table below compares STS with the province, showing Provincial Achievement Test (PAT) scores for Grades 6 and 9 and final course marks for Grade 12 students as well as the percentage of students who achieved acceptable or excellence ranking.

Over the next few years, the Alberta Government is phasing out Provincial Achievement Tests and replacing them with assessments that occur at the beginning of the school year. In the fall of 2014, STS was chosen to pilot the new assessment for Grade 3s, entitled Student Learning Assessments (SLA). The intent of this change in philosophy is to provide students, teachers and parents with a student-centred learning profile to inform learning goals for the upcoming year. The Grade 6 and 9 PATs will continue until the 2016-2017 school year when SLAs will be piloted.

Grade / Course

Test Scores (%)

Acceptable (%)

Provincial Achievement Tests (PAT) Province STS Province

Excellence (%) STS

Province

81.9

61.4

17.6

97.7

72.7

52.3

15.3

65.8

97.7

75.4

77.3

25.3

83.8

65.0

97.7

70.2

61.4

21.6

Grade 9

STS

Province

STS

Province

STS

Province

ELA

82.1

66.5

97.1

76.3

59.4

15.0

Math

75.0

59.6

89.9

65.9

44.9

16.9

Science

80.1

66.1

97.1

72.5

58.0

22.0

Social Studies

80.6

64.2

92.8

64.8

58.0

20.3

Grade 6

STS

ELA

78.9

67.0

97.7

Math

77.8

57.0

Science

85.4

Social Studies

Final Course Marks Grade 12

STS

Province

STS

Province

STS

Province

Biology 30

83.7

72.4

100

94.5

72.0

37.1

Chemistry 30

80.2

72.3

100

92.3

56.7

38.5

English 30-1

79.1

68.4

100

96.5

53.2

17.1

Physics 30

77.4

73.3

96.6

93.2

55.2

40.2

Pure Math 30

78.3

68.2

97.0

86.4

53.7

29.6

Social Studies 30-1

80.0

69.9

100

97.5

54.7

21.8

58%

of STS students achieved the standard of excellence, more than double that of the Provincial average.

Report to the Community 2013-2014

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AC A D E M I C P E R F O R M A N C E

I N T E R N AT I O N A L B AC C A L A U R E AT E P R O G R A M M E In 2013-2014, STS became the first full International Baccalaureate (IB) independent school in Alberta. With the accreditation of the Middle Years Programme, students receive the full benefit of the IB Programme, from Grade 1 through 12, which promotes critical thinking while guiding students through real-life applications. IB goes beyond the textbook. It challenges students to step outside of the classroom to become leaders of tomorrow.

Our community of learners embrace technology to access and then present students’ cumulative understanding.

PRIMARY YEARS PROGRAMME (PYP) HIGHLIGHTS:

• Grade 3 students explored Cinderella stories from around

that met ethical, innovative and

the world, discovering common

recyclable guidelines. Students

themes among them, to look

then sold their products at the

field guide of local wildlife to get

deeper into the stories they grew

“Mini-Mall for Micro-Credit”, where

to know the world around them.

up with. Using their “recipe for a

half their proceeds were donated

Working with their Grade 4 buddies,

fairytale”, students created a digital

to Kiva, a global micro-credit

they researched an animals’ needs,

story, reflecting their own cultural

organization that helps sustain

characteristics and adaptations.

attributes.

small businesses around the world,

• Grade 1 students created a digital

Students then created interactive presentations demonstrating their

• Grade 4 students visited the Royal

as a way to give back to others.

• Grade 6 students worked

new understanding of animals native

Tyrell Museum to study the fossils

to Alberta.

and landforms of some of the

collaboratively with experts and

world’s oldest known creatures

mentors to research a global topic

• Grade 2 students researched

in Alberta. They investigated

of concern to them, and shared

the history of our school and the

what features make excellent

with the community through fun,

House system by exploring our

documentary films and created their

interactive presentations for their

founders. Understanding our

own film based on their learning.

Grade 6 PYP Exhibition. This is the

history and traditions can help students understand the present

• Grade 5 students put a new twist

school we are today. As part of

on the cherished tradition of

their research they interviewed

Mini-Mall. Students focused on

the school’s archivist. They then

environmentalism, ethical business

created documentaries which were

and entrepreneurialism in their

presented at Elementary assemblies.

study of business. They worked collaboratively to write a business

12

plan and create a product line

Strathcona-Tweedsmuir School

culminating project that reflects the global learning of the Elementary students through six years in the PYP.

AC A D E M I C P E R F O R M A N C E

2,100 In 2013-2014, Middle School students accumulated over 2,100 hours of service during the school year.

MIDDLE YEARS PROGRAMME (MYP) HIGHLIGHTS: • Grade 7 students designed a school building for

the genetics of species to preserve diversity?” Students

isolated communities in Canada’s north as part of the

created a research funding proposal to bring back an

Connected North partnership, an interdisciplinary

extinct species through genetic engineering technologies.

unit with design, math and art. This process engaged

Within their proposal students considered the ecological,

students with architect mentors, 3-D computer design and

moral and ethical implications of their actions.

modeling, and taught them to pitch their ideas.

• Grade 8 students in design class visited the Town of

• All MYP faculty partnered with one or two Grade 10 students in the completion of their MYP Personal Project.

Okotoks skate park in order to inform student-generated

This project asked students to consolidate and extend

improvements in park design. Key questions students

their prior learning through the exploration of a project of

considered included, “How can we change the culture of a

their personal interest. MYP projects ran the gamut from

skate board park through design principles?” and “Should

getting a private pilot’s licence to writing a children’s book

skate board parks serve all members of a community?”

to building recycled eye glasses for third world countries.

Student designs were inspiring and creative using innovations in technology to deliver a new age skate park design.

• Grade 9 science students actively applied the concepts learned in a unit, Biological Diversity, by asking the

• Continuing the tradition of excellence in service, STS tracks all MYP students’ community service hours allowing for students, parents, and faculty advisors to have a better pulse on the activities and accomplishments of students.

question, “To what extent should humans manipulate Report to the Community 2013-2014

13

AC A D E M I C P E R F O R M A N C E

100% of our full DP candidates received an IB Diploma, for the third straight year.

IB DIPLOMA PROGRAMME (DP) HIGHLIGHTS: Building for the Future • The International Baccalaureate (IB) Diploma Programme is designed to prepare students for success in higher education and as members of

out above the world average by

a global community. The Programme

over seven percent higher with

is internationally recognized by

an average grade of 5.02 in their

leading universities and most have

subject areas. STS IB Diploma

a distinct IB Diploma admission

recipients averaged 33 out of a

standard that grants special

possible 45 points, 71st percentile in

recognition to IB credits earned

the world and above the IB Diploma

in high school. Many universities

admission standard in all Canadian

allow credit transfer or advanced

universities.

placement for IB credits.

• Another 40 students registered in Ongoing Success • Every year a large majority of the STS graduating class takes at least one IB course. In 2013-2014, there were 52 students registered in one or more IB courses.

• Our 12 full DP students came

a variety of IB subjects with a total of 193 subject entries. Of those, 73 percent achieved a subject score of four or higher and 50 percent earned a score of five or higher, which is recognized by most Canadian universities as the standard for university credit transfer in the first year of a post-secondary degree.

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Strathcona-Tweedsmuir School

Community engagement • The philosophy of the IB Programme promotes a universal education: Community, Action and Service (CAS) are required components for full DP candidates and these elements are strongly encouraged for all students taking DP courses.

• In 2013-2014, all Senior School cocurricular activities were filled with IB DP candidates. Leading members of the school musical, Model United Nations and senior sports teams were DP candidates. DP candidates participated in service trips to Latin America and served as Prefects.

AC A D E M I C P E R F O R M A N C E

U N I V E R S I T Y E N T R A N C E I N F O R M AT I O N

Once again, 100 percent of STS’ 69 Class of 2014 graduates were offered places at post-secondary institutions.

Ninety-six percent of our graduates are currently continuing studies in health sciences, commerce, engineering, history, history of art, human nutrition, international relations, kinesiology, life science, meteorology, neuroscience, CANADA

peace conflict and justice, psychology

UNITED STATES

and public relations, among others.

Dalhousie University

7

Brigham Young University Idaho

1

Three graduates deferred acceptance for

Huron University College

1

Oklahoma State University

1

a year to pursue service and adventure

McGill University

3

University of Southern California

1

initiatives. Our graduates are currently studying at various universities around the world.

69 GRADUATING STUDENTS Country

Province

Canada

63

Alberta

10

USA

3

Bristish Columbia

16

Year Off

3

Nova Scotia

10

Ontario Quebec

Mount Royal University

2

Queen’s University

10

Southern Alberta Institute of Technology

2

Saint Mary’s University

2

St. Francis Xavier University

1

Thompson Rivers University

1

University of Alberta

4

University of British Columbia,

8

Vancouver University of British Columbia, Okanagan

2

University of Calgary

1

24

University of Guelph

1

3

University of Lethbridge

1

University of Victoria

5

University of Toronto

3

University of Waterloo

2

Western University

7

$500,000 Last year’s graduates were offered more than $500,000 in scholarships from top universities across North America.

Report to the Community 2013-2014

15

STUDENT LIFE

STUDENT LIFE

LIVING A LIFE OF PURPOSE

• In 2013-2014, the Elementary Humanitarian Outreach Projects (HOP) group grew to 65 passionate and engaged students. These students

The STS community puts our mission to “live a life of purpose” into action. Students have the opportunity to learn beyond the classroom, explore the world and gain an understanding of other cultures and our natural environment, and are inspired by their community every day.

Reinforcing the value of giving to others, in 2013-2014, STS students raised funds for: The Terry Fox Foundation, Project Somos, The Lantern Fund, The Prince Alexander Project Fund, Love of Reading Program, Pa, Burkina Faso, Africa, and Immigrant Services.

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Strathcona-Tweedsmuir School

made and sold a variety of craft items to raise funds to build a community center in Pa, Burkina Faso, West Africa, the philanthropy project initiated by parents and students of the Class of 2020, helping bring the total raised for Pa to over $26,000.

• HOP Grades 4, 5 and 6 members helped prepare and serve dinner to patrons during three visits to the Drop-In Centre.

STUDENT LIFE • Elementary HOP students were honoured with a hand-made shaker box inscribed with the word “Remember” by a member of the public who was touched by the students’ efforts to name the children buried without names at the former Dunbow Road Residential School. The special STS naming effort was shared in the successful documentary, ‘Little Moccasins.’

• During spring break, 10 students and

• In recognition of National Bully

two teachers travelled to Guatemala

Awareness Week, the entire student

Square students learned of,

for the annual Global Service trip

body took a stand against bullying.

discussed and adopted ‘The Lantern

where they were involved in several

The intention of the week of events

Fund’, to support teacher training

humanitarian and environmental

was to empower all members of

in Afghanistan. Throughout the

endeavors, including building a

the STS community to play a role

year, students raised $1,000, enough

fence and the foundation for a

in building and reinforcing positive

to educate a female teacher, with

new library at the Project Somos

relationships and prevent bullying.

fundraising and fun activities.

Children’s Village.

• About 30 Middle School Round

• Round Square students were regular

• The entire STS community

• STS has been one of the top fundraisers in the province for The

volunteers at the Interfaith Food

deepened their empathy and

Terry Fox Foundation for almost 30

Bank, the Mustard Seed and Heritage

service by adopting 24 families in

years, raising over half a million

Park as well as assisting senior

need, through the Adopt-a-Family

dollars during that time. This year,

residents at Bridgeland Manor.

Christmas Campaign, many of whom

the students raised over $16,000.

• Agencies continues a decadeslong tradition in Grade 11, part of the curriculum for half the

were affected by the devastating floods in the summer of 2013.

• STS students led an inaugural

• The seniors at the Kerby Centre have become part of our community; spending time with our Grades 1

year. Students work weekly

Diversity Week to underscore

and 2 students in Phys Ed class and

with physically challenged

the importance of inclusivity of

serenaded by our choirs at the 37th

children and residents of various

sexuality, faith, gender, ethnicity,

annual holiday luncheon hosted by

seniors’ facilities in the southern

colour and physical appearance

Grade 6 students.

communities of Calgary. As a result

to create a safe and caring school.

of this experience, through service

Special guest, Calgary Mayor Naheed

and leadership, they acquire and

Nenshi presented on the importance

demonstrate new skills and values.

of protecting diversity in Canada.

Report to the Community 2013-2014

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STUDENT LIFE

S P E E C H , D E B AT E A N D M O D E L U N I T E D N AT I O N S Continuing the strong culture and tradition of public speaking at STS, students continue to gain confidence through presenting in front of peers, teachers and audiences at various competitions. The experiences gained by students expressing themselves publicly are some of the most valued and long-lasting of the STS legacy.

Debate • Fifty-seven students from Middle and Senior School entered at least one of six tournaments.

• Three Senior School teams (of two

Speech

• At the International Independent

• More than 60 Middle and Senior School students participated in Speech tournaments throughout the fall.

the biggest speaking competition in the world, STS placed fourth out of

Tournament.

astounding fifth place in the world.

• Twenty Senior School students

STS and Alberta in the National

them placed in the top two in their

Tournament in Montreal.

to the Junior National Tournament

Senior Nationals in Winnipeg in

held in Vancouver. At Junior

February.

place.

60 Speakers

53 to Provincials 7 to Nationals 1 to Worlds

Strathcona-Tweedsmuir School

fourth place, qualifying to represent

attended Provincials, where five of

(out of a possible six places) advance

to the finals and two placed in third

• Three Middle School teams advanced to Provincials where one team won

categories and three advanced to

Nationals, three students advanced

• STS hosted the Middle School and Senior School Provincial Debate

advanced to the Provincial Speech

• STS had four Middle School students

Vancouver.

students qualified to attend World’s

• Thirty-three Middle School students

three medals.

in the prestigious Oxford Cup in

52 schools. One of our Senior School in Lithuania, where they placed an

Tournament, where STS won 18 top

18

School Public Speaking Competition,

students each) qualified to compete

• Eleven Senior School teams competed in the Provincial Debate tournament.

57 Debaters

14 teams to Provincials

1 team to Nationals

STUDENT LIFE

Model United Nations • This year the Model United Nations

• In March, 2014, 28 STS MUN delegates

(MUN) program attracted over 65

attended the 62nd annual Berkeley

participants planned, organized and

Senior School participants.

Model United Nations. A great deal

executed an in-house STS Model

of learning and skill development

UN for the Grade 9 class. This

• For the first time, STS attended

• As a culminating activity, MUN

occurred and our relatively

introduced Middle School students to

the Regional High School MUN in

inexperienced delegation earned five

the MUN experience and enabled the

San Francisco, in December. Our

research awards and another Best

senior students to further develop

40 member delegation represented

Delegate award.

skills necessary for success in the

themselves and the school in an exemplary fashion, and were honoured as a Best Delegation for their pre-conference preparation and committee performance and earned three Best Delegate awards for their committee work.

65

MUN Participants

MUN environment and provided them with a valuable, experiential learning Best delegation,

opportunity.

research and best delegate awards

Report to the Community 2013-2014

19

STUDENT LIFE

O U T D O O R E D U C AT I O N

39 1,420 311 33 254

OE trips student field days

instructor field days

faculty student leadership days

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Strathcona-Tweedsmuir School

An integral part of an STS education, Outdoor Education (OE) involves students in outdoor experiences with class camping trips beginning in Grade 4. Learning extends outside the classroom as students through Grade 9 partake in annual outdoor trips to hike, camp, canoe, backpack and cross-country ski as part of their Physical Education curriculum. In Grade 10, OE is a popular and valued option chosen by many students.

STUDENT LIFE

• Every OE trip has three intended goals: outdoor skill development, life skill development and curriculumrelated outcomes.

• This year, STS received the Association for Experiential Education (AEE) accreditation. At the time of the accreditation, we were the only school OE program in Canada to receive this highest standard of excellence in the management and delivery of OE programs.

• All staff involved in the OE program commit to three training sessions per year. Training is intended to strengthen the individual capabilities of teacher leaders, as well as build relationships with land managers, better understand trip plans and ensure the utmost safety for everyone involved. This year, the fall training entailed reconnaissance and maintenance of flooded areas to understand

identify recommendations and

time spent with faculty on trips as

operating guidelines and safety for

they establish relationships and

all OE trips and plans.

personal connections with teachers

• OE results in endless positive gains

changes required to continue safe

for students, translating into lifelong

trips, the winter training involved

enjoyment of activity and a healthy

avalanche training, and in the

lifestyle, and skills, aptitude and

spring teachers undertook canoe certification.

• Annually, incident reporting and proactive debriefing are used to

• Students also benefit from extended

follow-up to continuously upgrade

confidence in leadership, self-

which translates to the classroom.

In many cases, curriculum content is integrated into OE trips with leadership by faculty who are subject specialists.

care, navigation, risk management, decision-making, conflict resolution and communication.

Report to the Community 2013-2014

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STUDENT LIFE

F I N E A N D P E R F O R M I N G A RT S

Fine and performing arts continue to enrich school life at STS and provide students in Grades 1 to 12 with the opportunity to develop and express their creative talents in the areas of music, art, drama, choir and band – many of which have culminating performances and shows to showcase student talent and deep skills development.

• Audiences were impressed by the talent of over 60 actors, singers, dancers, musicians and technicians, who came together for six performances of the musical production of Shrek the Musical. STS was the first school in Canada to secure the rights to perform this fun-filled, large-scale production.

• May saw the premiere of an annual Middle School Play, The Suessification of a Midsummer Night’s Dream, featuring the talents of over 50 students.

• The drama department entered a one-act play into the Zone 5 West Drama Festival at Springbank Composite High School, claiming two of the five acting awards.

• Choirs performed at school concerts and participated in Choralfest where the intermediate and junior choirs received two golds each. All five choirs, comprised of Grades 1 through 12 students, have seen an increase in participation with STS choristers numbering close to 190 strong.

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Strathcona-Tweedsmuir School

STUDENT LIFE

• Bands performed at school concerts in the

110

Alberta Band Festival, where the Grade 7 band received two excellent ratings, the Grade 8 band one superior and one excellent and the Grade 9 band received two superior ratings and won a gold award.

actors and crew • Our 20th Annual Spring Art Show, with well over 200 pieces of artwork, was on display in April, and featured for the first time,

190

amazing 3D “Steam-Punk” creations along with a variety of 2D work.

• Elementary students worked together in their grades to create professionally-

their paintings made them feel to personal

inspired paintings and Art 20 students

critiques and reflections.

singers

combined their creative talents to produce three nature-themed signs for a cottage

• Many students will reflect on the Senior

retreat. All of these were auctioned at the

Band’s trip to Russia at spring break as

annual Black Watch event aimed at raising

the trip of a lifetime. The band performed

funds for the outdoor forest learning centre,

at elite music schools in Moscow and St.

Aspen Lodge.

Petersburg, interacting with local students, and attended a master class with a Russian

• Grade 6 Art Club students designed, built,

conductor.

pieces of art

decorated and displayed skateboards. This venture included staff members and older

• Students initiated a Middle School a capella

students working as mentors for diligent

group that entertained throughout the

Elementary students.

year and raised money for the Lantern Fund with sing-a-grams during Valentine’s

• Grade 1s celebrated the culmination

200+

Day, performed a flash mob to Journey’s

of their PYP Inquiry, How We Express

“Don’t Stop Believing” in the Middle

Ourselves, with the 2nd annual Grade 1

School assembly and topped off the year

Art Gallery. The students invited many

with a performance at the Middle School

guests to their show, where they expertly

celebration.

140 band students

answered an abundance of questions from how they created their colours and how

Report to the Community 2013-2014

23

STUDENT LIFE

AT H L E T I C S

The STS Spartan Athletic Program continues to thrive. Nearly all of our students participate in some athletic endeavor during their school years at STS. Further, we are often commended for the character and sportsmanship attitudes and behaviours exhibited by our athletes. The Spartan Athletic Program helps to develop our strong sense of school community, while at the same time, showcasing our teams and facilities as we host a number of yearly events and competitions.

70% 24

Strathcona-Tweedsmuir School

of Senior School students are involved in athletics, often leading to Provincial experience.

STUDENT LIFE

• Cross-Country Running: STS hosted a Foothills Meet for Grades 4 to 6 for the first time. Middle School placed first at Divisionals and Zones.

Senior School also placed first at Divisionals and Zones, where two runners placed first and 19 qualified for Provincials. There, the School came first for the fourth consecutive time.

• Volleyball: We hosted numerous tournaments and achieved four first place standings in the league.

The School won three first place standings at Zones and the Senior

a student received a prestigious sportsmanship award.

• Basketball: The school hosted several tournaments. Two teams

• Track and Field: Middle School saw 22 first place finishes and was the second school overall at Divisionals

and placed first. The Junior Varsity

then placed fourth at Zones. Senior

Girls placed third at Zones.

School saw 35 students qualifying

• Badminton: STS hosted Middle School Zones for the first time.

At Divisionals, STS received two second and two third place standings.

• Field Hockey: Both the Junior

Provincials.

hosted and attended tournaments

placed third at Provincials and

Zones.

Junior Varsity boys hosted Zones

Varsity and Senior Varsity teams

in Zones. Both boys and girls teams

tournaments and placed second at

placed second in their leagues.The

Varsity girls won second place at

• Golf: The boys team finished first

• Rugby: The team played in several

for Zones, earning seven first place finishes and second school overall, and second place at Provincials with 12 students competing in 16 events.

• Many students are actively involved in athletics in roles such as assistant coaches, officials, race marshals, timekeepers, statisticians,

and had successful seasons with

managers, scorekeepers, and as

two bronze medals.

members of planning committees for intramural activities, ceremonies, assemblies, and banquets.

Report to the Community 2013-2014

25

H E A LT H , S A F E T Y A N D T H E E N V I RO N M E N T

H E A LT H , S A F E T Y A N D THE ENVIRONMENT

H E A LT H A N D S A F E T Y The health and safety of our students is of utmost importance.

STS undertakes extensive processes and management including training, inspection and assessments to ensure the highest standards of health and safety at the School.

26

Strathcona-Tweedsmuir School

• STS met the extensive and rigorous criteria required to receive full accreditation towards the Certificate of Recognition (COR) for the next three years, “based on the full scope” inspection and awarded for “improvement of an already strong health and safety management system.” The certification reinforces STS’ commitment to exceeding

industry health and safety standards.

• The Health and Safety Committee meets every two months to discuss health and safety concerns, review incident reports, and make health and safety recommendations.

They also receive concerns and investigate, make recommendations to Head of School regarding

H E A LT H , S A F E T Y A N D T H E E N V I RO N M E N T

improvements and training required,

further training, including:

regularly check to ensure employees

review statistics and policies

emergency operations centre

are working safely,’ ‘positive

and participate in workplace

orientation, formal inspection

reinforcement is provided for

inspections. The School undertakes

training, hazard assessment

working safely’ and ‘safety, health

regular, proactive inspection of

training, health and safety

and security issues are addressed

facilities, equipment and vehicles

orientation, facility site specific

appropriately.’

to address needs and corrections in

training and anaphylactic training.

advance of problems.

• Training is a key component to STS

• STS employees conduct health and

• Over the summer, the parking system was rearranged to increase

safety inspections on a monthly

space for all drivers, improve the

health and safety standards. All

basis of both the facility and

overall flow, and therefore safety, of

employees annually participate

campus grounds. Last year there

traffic, and improve the emergency

in emergency response training,

were at least 100 such inspections

evacuation procedure. There was

incident reporting and an annual

to identify existing and potential

a net increase of about 50 parking

health and safety review. Over

hazards, assess their risk, prioritize

stalls while retaining a bus pick-up

80 percent of our faculty and staff

the hazard and determine action in

and drop-off area.

are certified in first aid and CPR

a timely, proactive fashion. There

training. Many employees undertook

were 13 full-school drills to ensure everyone is prepared in the case of an emergency.

“STS is committed

• STS’ safety record is better than the

to providing a

industry average of independent

safe and healthy

schools in Alberta and thereby

learning and work

ranked at the second lowest rate of risk as determined by the Workers’

• The Fine Arts area was reroofed in an ongoing effort to protect the building from water infiltration.

• The reverse osmosis system was overhauled and redesigned to provide a better tasting water source, resulting in more students drinking water in their refillable bottles.

environment. It

Compensation Board (WCB) of

is an essential and

Alberta. This is due to low lost time

• Over the summer, additional lockers

claims and high safety performance,

were installed to provide sufficient

translating to lower WCB premiums.

space and storage to meet our

integral part of all school activities.”

STS Health and Safety Commitment*

• The annual employee safety survey reinforced continuous

increasing enrollment level.

• The Black Watch Bistro added

improvement and high ratings from

gluten-free product offerings

faculty and staff concerning the

to address the health needs of

safety of the school, most notably

customers.

in the categories of ‘supervisors *Complete Health and Safety Commitment can be found at sts.ab.ca/explore/policies Report to the Community 2013-2014

27

H E A LT H , S A F E T Y A N D T H E E N V I RO N M E N T

E N V I R O N M E N TA L S T E WA R D S H I P

Protecting the beautiful and diverse environment around us is a priority at STS. We believe in order to make an authentic, broad and enduring impact, every member of our community can and must play a role in environmental stewardship.

Demonstrating this philosophy, STS students take initiative, implement creative solutions and become ambassadors of many environmental initiatives on our campus.

Some examples of environmentally-focused projects and initiatives taking place at STS in the past year include: • Aspen Lodge, the outdoor forest learning centre, was designed and built to complement its natural environment with environmental features including reclaimed wood, low impact products and a green roof. • In Grade 9, students sampled and tested the pond water to measure and track the impact of our activity on it, which they discovered was minimal. • Biology 30 and Grade 9 students undertook plant sampling to ascertain the biodiversity of our country campus.

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Strathcona-Tweedsmuir School

H E A LT H , S A F E T Y A N D T H E E N V I RO N M E N T

• 2014 saw the addition of a new east trail along the upper fence line, called Ridgeline Trail, which extended the outdoor graded running trails to seven kilometres.

• Environment Week was spearheaded by students

“STS is committed to incorporating environmentally responsible practices in all aspects of our campus and community operations.”

STS Environment Policy*

with events organized each day of the week focused on an improvement to the School’s environment including reducing gas consumption, paper usage, electricity, water and waste (‘litterless lunch’).

• The School upgraded and fine-tuned the Building Management System to maximize energy efficiency and comfort.

• During the service trip to Guatemala at an ecosustainable village, STS students helped build part of a library using earth bag construction and insulation created from reused plastic bottles and waste.

• In Outdoor Education 15, students received ‘Leave No Trace’ certification, widely recognized and used around the world to minimize the impact of outdoor activities on the environment. Students learned how to leave places the way they were found, or better, to ensure everyone can enjoy the same experiences after they leave.

• Grade 7 students studied the diverse plants and flowers around our beautiful country campus to identify the native and invasive species around the school and understand the uniqueness of their learning environment.

*Complete STS Environment Policy can be found at sts.ab.ca/explore/policies

Report to the Community 2013-2014

29

A DVA N C E M E N T A N D C O M M U N I T Y R E L AT I O N S

A DVA N C E M E N T A N D C O M M U N I T Y R E L AT I O N S

Parents and alumni continue to elevate the learning opportunities for STS students with their generous annual donations. Like all our sister CAIS schools, annual giving, major gifts and periodic planned gifts provide essential ‘non-budgeted’ funds that enhance the student experience in all programs. This year’s annual giving was particularly visible and successful, resulting in a greater number of parents donating than ever before, and raising $526,000 in annual giving for our School’s priorities.

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Strathcona-Tweedsmuir School

$526,000 Funds raised, exceeding our $500,000 goal.

A DVA N C E M E N T A N D C O M M U N I T Y R E L AT I O N S

A DVA N C E M E N T R E P O RT

Program Enrichment - $22,000 Flagship programs like Speech, Debate, Model United Nations, Athletics, Fine

Thanks to our community of donors, our

to elevate classroom discussion, mentor

and Performing Arts and Outdoor

students will benefit from the following

peers and lead within our school

Education (OE) invested designated gifts

donations:

community. Additionally, a new cohort

in equipment for rugby and other sports,

of Forever Woods Scholars received

wireless microphones for performances

these highly acclaimed and competitive

and a new bass amplifier. In the spirit

scholarships.

of ‘paying it forward’, our OE program

Aspen Lodge - $340,000 Two years of fundraising and a hugely successful Black Watch 2014 ‘Inside Out’ raised all remaining funds necessary to

Teaching Excellence - $21,000

purchased new camping stoves with donors’ gifts and then turned around and

build our forest learning centre. This

Donors love recognising our hard working

gave the old ‘gently used’ OE stoves to a

unique outdoor classroom, nestled in the

faculty and show their appreciation with

local school in Okotoks.

aspen grove to the south of the science

their generosity. The coaching fund

wing, will bring learning outdoors and the

augmented professional development

outdoors into the classroom. Students

for our faculty athletic coaches through

We are grateful to our community of

love learning in authentic ways and our

various coaching clinics and conferences.

donors who give the Head of School the

faculty will leverage Aspen Lodge to

Dr. Dale Lonis was last year’s Artist-

discretion to invest gifts to support the

enhance experiential learning on our

in-Residence. His broad expertise was

greatest priority or emerging needs. The

unique country campus.

shared with band students and rugby

Head of School designated these funds in

athletes, and faculty during an intense

projects mentioned above and retains the

Professional Day (PD) focused on the fine

balance for long term priorities aligned

It cannot be overstated how much STS

and performing arts. Gallileo Educational

with the strategic plan.

appreciates the volunteer efforts of our

network augmented valuable PD for

POSTS Black Watch volunteers. This

Elementary faculty to bring about visible,

Thank you to our community of donors

year’s ‘Inside Out’ fundraiser was a

authentic learning through inquiry on our

whose generosity improved the learning

smashing success, raising $145,000 in

rural campus.

of students.

Black Watch - $145,000

Head’s Initiatives - $117,000

support of Aspen Lodge.

Scholarships and Bursaries - $52,000 Several more students are benefiting from a Strathcona-Tweedsmuir School experience thanks to help from financial assistance totalling $213,175. These students contribute in countless ways

Report to the Community 2013-2014

31

A DVA N C E M E N T A N D C O M M U N I T Y R E L AT I O N S

GIFT ANNOUNCEMENTS G OV E R N O R S S U P P O RT T H E F U T U R E . remains at the forefront of education – here in Calgary and across Canada.

They have attended to issues concerning fiscal management, governance and the strategic plan. They have given countless hours envisioning where STS has to be in 10, 15, 50 years time, and have guided management to advance the vision.

Another important common thread for these three families is that they each have a child in the Class of 2015, so even though they may not have children in the school to directly benefit from planned enhancements to facilities, they are still donating so other students can benefit.

(From left to right) Amar ‘09, Asheet, Shiv ‘15, Sonal and Anshul ‘06 Ruparell

What are parents of our Class of 2015 graduates thinking about?

The end of an STS era, University destinations, empty nesting? Not so fast.

For several graduating parents who have worked strategically to prepare STS for a strong future, they are thinking about the quality of education, the dedicated faculty and the STS community that has supported their family along their journey through STS. These families have partnered with the school over many years in the education and personal development of their children. They have also served tirelessly on the Board of Governors to ensure STS

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Strathcona-Tweedsmuir School

We say a big thank you to these families as they add their philanthropic support to our bright future.

$750,000 Committed by three Governors as legacy gifts to reflect their children’s experiences and success at STS.

A DVA N C E M E N T A N D C O M M U N I T Y R E L AT I O N S

Ruparell Family For many within the STS family, the Ruparell name is a mainstay at STS. Eleven members of the Ruparell family have called STS home. Vinay ‘80, Asheet and Jaymal and their wives have generously volunteered their time in support of STS over many years to improve the student experience. Currently, Asheet and Sonal’s son, Shiv ’15, and Vinay and Bhavini’s daughters, Asha ’15 and Jyoti ’18, attend and excel at STS. Asheet has lent his expertise to the Board and its Campus Rejuvenation Committee (CRC). The CRC goal is to guide campus master planning to address facilities that no longer serve our growing programs and to redesign traditional classrooms to align with teaching best practice. Evolving changes in educational practice and improved knowledge of how students learn best impacts the physical layout of optimal learning spaces and design.

(From left to right) Bhavini, Jyoti ‘18, Asha ‘15 and Vinay ‘80 Ruparell

“Our three sons have benefited from STS over the course of 20 years, each in his own unique way. Whether academics, sports, speech and debate or the many opportunities to develop leadership,

The Ruparells have made annual gifts to

they have experienced the strong heritage of excellence and

STS over many decades and have now

citizenship at the School. Today we have a unique opportunity to

committed a major gift. Asheet, Vinay and

renew the generosity and effort to ensure the School continues to

their families have generously pledged

build on this heritage for generations to come.”

to ensure the campus continues to keep pace with the exceptional learning that takes place here at STS. The family has

Asheet and Sonal Ruparell, parents of Anshul ‘06, Amar ‘09 and Shiv ‘15

earmarked additional funds for future donations to scholarships and bursaries.

Report to the Community 2013-2014

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A DVA N C E M E N T A N D C O M M U N I T Y R E L AT I O N S

Jackson Family Mike and Sally Jackson chose STS for their three children because of the high academic standards, the breadth of the programs, and the opportunities offered to help build character and leadership traits. Sally and Mike volunteer at STS. Mike has served on the Board of Governors and several Committees since 2004, including as Chair of the Board 2008-2012.

Mike and Sally believe the School is delivering on our mission of developing students with the academic knowledge, desire for continuous learning, and character to take the next step in their journey towards successful, happy lives. The Jacksons have made STS a philanthropic priority for many years, contributing to all our School’s annual giving appeals and Black Watch events and leaving STS a planned gift in their estate to support scholarships.

(From left to right) Emily ‘08, Sarah ‘11, Ben ‘15, Mike and Sally Jackson

“To us, it is very evident what a good learning and nurturing environment STS provides to students. To a considerable degree the benefit of STS for

They appreciate that the generosity

our children became more evident after they graduated and moved on to

of donors over the years provided the

university and into adulthood. We believe the most important factor for STS

facilities, high quality teachers and

is the teachers. The knowledge, effort and caring for each student makes

programs that has benefited Mike and

STS a great school. It is vital that the School’s facilities enable teachers to

Sally’s three children. They know that

use best practices and that students have an environment that promotes

as teaching methods evolve so must the

learning. We think it is imperative to help STS at this pivotal time.”

school facilities to support the teachers’ efforts, and for that Mike and Sally have made a $250,000 pledge in support of campus rejuvenation.

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Strathcona-Tweedsmuir School

Mike and Sally Jackson, parents of Emily ’08, Sarah ’11 and Ben ’15

A DVA N C E M E N T A N D C O M M U N I T Y R E L AT I O N S

Farran/McKenzie Family David Farran and Margaret McKenzie are entrepreneurial in their thinking and actions. They wanted a similar environment for their children’s school. Both have volunteered with the Board and POSTS respectively. Like several other Grade 12 families, their last child is graduating in June, but that hasn’t deterred them from stepping up and making a significant investment to achieve a future vision for STS. They believe in Dr. Jones and the deep-rooted traditions that have made STS great. Yet they acknowledge that STS

(From left to right) David, Leigh ‘12, Tom ‘15 Farran and Margaret McKenzie

must continue to strive for

“Even after a decade at STS, we are still amazed by the beautiful campus and delighted by

improvement. Their generous

the dedicated teachers. The STS community provides a foundation for academic success,

major gift has reinforced our

humanitarian and civic engagement and opportunities to participate in a wide range of

vision.

athletic and artistic activities. Students graduate from STS with the confidence to succeed and the humbleness to lead. It is now our turn to ‘pay it forward’ so that this vibrant community can continue to reinvest in future generations. Please join us in giving to STS.” David Farran and Margaret McKenzie, parents of Leigh ’12 and Tom ’15

These families’ collective generosity is an anchor gift from this year’s graduating parents to inspire others to help leave STS in a better place for the future.

Report to the Community 2013-2014

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A DVA N C E M E N T A N D C O M M U N I T Y R E L AT I O N S

S T S A L U M N I R E L AT I O N S Alumni play an integral role at STS. They serve as mentors for students, speakers at events, judges for Speech Day and donors to, among other things, scholarships, bursaries and Outdoor Education. The STS Alumni Association welcomes volunteer engagement and responds to the growing demand to keep alumni, parents of alumni and former faculty and staff involved in the fabric of the STS community and life of the School.

Our alumni with children currently attending STS.

Highlights from this year include: Alumni Engagement

• The 8th Annual Calgary Alumni Dinner celebrated Richard Lindseth ’73 as the 2014 Distinguished Alumni

• Homecoming 2013 in September

Award recipient. Over 225 alumni

welcomed 180 alumni back to

and guests were in attendance; the

campus and 130 alumni to reunion

highest participation to date.

class parties.

• Two additional Nil Nisi Optimum

• Twenty-four alumni were engaged through the Mentoring and

Notable Alumni, Dr. Jay Cross ‘80

Networking Program to inspire

and Ryan Harris ‘90, were honoured

and guide our students to pursue

for their service to the community

various career choices.

and living the mission of STS.

of alumni in 2013-2014. These multi-generational families reflect a special, deep rooted community.

Strathcona-Tweedsmuir School

• Alumni gave a total of $52,200 to 2013-2014 Annual Giving.

• The graduating Class of 2014 raised $24,700 to establish their class bursary fund, which will bring talented students to our School.

Communication • A brand new alumni website was launched – including a job board,

• Sixty-six students (11 percent of the student population) were children

36

Annual Giving

alumni directory and online STS merchandise store.

A DVA N C E M E N T A N D C O M M U N I T Y R E L AT I O N S

1,100 180 225 66

alumni were engaged through 20 alumni events. alumni volunteered as committee volunteers, speakers, mentors and judges. alumni and guests attended the Alumni Dinner.

students were children of alumni.

STS Alumni Association Executive:

The STS Alumni Association is committed to protect STS core values, traditions and history, while building and strengthening relationships and encouraging engagement with and support of the School.

2014 Distinguished Alumnus, Richard Lindseth ‘73 (middle), with family friend Emperatriz Ellis and his father, Roy Lindseth

• The newly digitized Paidia yearbook collection was added on the STS alumni web portal. To search Paidia online go to sts.ab.ca/ alumni • Five e-newsletters sent during the year, ensured that alumni, former faculty and staff and parents of alumni remain engaged in life at the School and feel a part of our deep-rooted community.

• The 2014 Optimum magazine featured several alumni stories, profiling their impressive and diverse contributions, and

Alumni Executive 2013-2014:

Pam Heard ’73, President Paul Storwick ’78, Vice President Jack Schneider ’90, Past President Brigid Stewart, former faculty Dana Lougheed ’90 Latif Jamani ’01 Geoff Evamy-Hill ’10 Mark Le Dain ‘08 Ian Graham ‘93 Linnea Turnquist ‘87 STS Alumni Association Subcommittees:

demonstrating our mission to develop well-balanced students for a

• Annual Events Committee

life of purpose in action.

• Homecoming Reunion Committee • Class Representatives

• Through the increasingly popular social media vehicles and the

• Nominating Committee

STS website, alumni were able to stay connected “virtually”, while

• Young Alumni Engagement Committee

having access to user-friendly online tools for event registrations

• Nil Nisi Optimum Committee

and alumni news updates.

Report to the Community 2013-2014

37

A DVA N C E M E N T A N D C O M M U N I T Y R E L AT I O N S

PA R E N T S ’ O R G A N I Z AT I O N O F S T S

$145,000 33%

raised in Black Watch donations increase in School volunteers

The 2013-2014 year was a very busy and successful one as the Parents’ Organization of STS (POSTS) supported the STS community on all levels. The POSTS Executive continued their unwavering commitment to the School and to the mission of POSTS through feedback, ideas, creativity, attendance at meetings, and countless hours of volunteer service.

• Over 275 people from the school community attended POSTS’ Black Watch 2014 ‘Inside Out’ at Heritage Park’s Gasoline Alley in April, with rave reviews. The biennial event raised over $145,000 and took funding over the top towards building Aspen Lodge, the new forest learning centre.

• There was a significant increase in POSTS volunteers this year, with over 160 volunteers, up 40 from the prior year. These volunteers fulfilled over 400 volunteer duties within the STS community, from sewing costumes and helping out at sporting events to organizing the Black Watch fundraiser.

• The volunteer-operated Tweeds and More uniform store moved to the front of the school for easier customer access and much-needed expanded space to showcase consigned uniforms, Spartan wear and a new line of STS-branded merchandise.

The Tweeds and More back-to-school process was

2014-2015 POSTS Executive Back row (left to right): Michele Kalny, Susanne Oginski, Kris MacDougall, Teresa Klotz, Sloan Pipella-Clark, Carrie Hunley, Shelley Anderson.

Middle row (left to right): Kelly Choi-Vanderwerff, Tara Black, Deb Marshall Shopperly, Jennifer Cole, Nancy Davison, Angela Petryk.

Front row (left to right): Cory Royal, Shellina Kherani, Angela Wolfson.

Missing: Susan Evans, Shemira Lakhu, Wendy Ralph.

improved, consignment standards streamlined and the computer system updated. All changes were targeted to meet customers’ desires and improve

portal to provide important information about all

service. The proceeds from Tweeds and More were

POSTS activities to parents at sts.ab.ca/POSTS

given to the Head’s priorities at the School.

38

• POSTS launched a suite of webpages on the STS parent

Strathcona-Tweedsmuir School

A DVA N C E M E N T A N D C O M M U N I T Y R E L AT I O N S

A N N UA L G I V I N G 2 0 0 8 – 2 0 1 4 $800,000 $700,000 $600,000 $500,000

Annual Fund Total

$400,000 $300,000 $200,000 $100,000 0

2008/09 2009/10 2010/11 2011/12 2012/13* 2013/14 *additional funds due to $225K bequest

D O N O R D E S I G N AT I O N O F A N N UA L G I V I N G

Head’s Initiatives (greatest need): $122,784 (23%) Teaching Excellence: $21,390 (4.1%) Forest Learning Centre: $282,425 (53.9%) Scholarships and Bursaries: $52,000 (9.9%) Other: $47,807 (9.1%) (MUN, OE, Athletics, Speech, Fine & Performing Arts) 2013-2014 TOTAL RAISED: $526,406

Report to the Community 2013-2014

39

A DVA N C E M E N T A N D C O M M U N I T Y R E L AT I O N S

PLANNED GIFTS STS is grateful to the following donors who have supported the School through a planned gift (future and realized). The vision these donors bring to our School will benefit future generations of STS students.

Anonymous (2) William Atkinson* Gregory Borm ‘81 Courtland “Tubby” Chapman* Donald ‘47 and Shirley Ann Cross Brock Dundas* Anne Evamy Jason ‘03 and Vivien Fong Graham Gilley ‘82 Pam Heard ‘73 Bonnie Hewson Stephanie Jackman ‘90 Mike and Sally Jackson Matthew Klinkenborg and Rosanne Yaskowich Richard Lindseth ‘73 Bruce McFarlane and Janice Heard ‘75 Frank McKay* Alexander Purdy ‘02 Jack Schneider ‘90 * Indicates

donors who are deceased and whose gifts have been realized.

40

Strathcona-Tweedsmuir School

“STS gave me incredible opportunities that I would not have received anywhere else. It prepared me for the challenges ahead and gave me the tools I needed to be successful, academically and professionally.

More importantly, it taught me that success is not measured only on personal achievements, but also on how you enrich the lives of others around you. It is with that spirit in mind that I have made a planned gift to STS so that future students will have the same opportunities.”

Jason Fong ‘03

F I N A N C E R E P O RT

F I N A N C E R E P O RT Revenue

Expenses

The primary revenue source for the School is tuition revenue

The primary expenses for the School are salaries and benefits,

of $12.2 million and other mandatory student fees of $675,000.

representing 62 percent of our total expenses followed by

Alberta Education provides the School with $3.03 million.

busing (7 percent), asset amortization (7 percent), plant (5.4

Contribution from the STS Foundation includes funds received

percent), and academic program costs (5.1 percent). During

for scholarships, bursaries and awards.

this year, $468,000 was awarded for scholarships, bursaries and other student assistance.

Tuition and mandatory student fees

Salaries and benefits

Government grants

Administration and advancement

Busing fees

Busing

Amortization of deferred contribution

Academic

Donations

Buildings, grounds and maintenance

Miscellaneous Scholarships, bursaries and awards

Scholarships and financial aid

Strathcona-Tweedsmuir School is incorporated under the Societies Act of the Province of Alberta and is a registered Canadian charitable organization in accordance with the Income Tax Act.

44

Strathcona-Tweedsmuir School

F I N A N C E R E P O RT

Statement of Financial Position as at August 31, 2014 Assets

2014 $

Statement of Revenue and Expenses for the year ended August 31, 2014 2013 $

Revenue Tuition fees

Current assets Cash

2014 $

2013 $

12,213,749

12,053,719

3,653,517

3,469,024

Government grants

3,037,854

3,605,845

Accounts receivable

793,227

578,376

Busing fees

1,226,492

1,373,224

Prepaid expenses

411,753

426,160

Membership fees

381,500

413,000

Inventory

113,961

72,975

Amortization of deferred contribution

323,022

292,999

Student equipment rental revenues

293,846

303,800

4,972,458

4,546,535

5,720,747

5,264,217

Sundry

203,910

222,142

10,693,205

9,810,752

Scholarship grants/bursaries/prizes and awards

181,105

197,354

Donations - contributions

55,168

184,709

Interest

28,967

19,052

17,945,613

18,665,844

2014 $

2013 $

11,052,655

10,648,939

Busing

1,260,114

1,225,484

1,253,970

1,206,381

Capital assets

2014 $

2013 $

Accounts payable and accrued liabilities

183,113

330,418

Student enrolment bonds

47,000

54,500

7,114,771

6,751,243

Liabilities Current liabilities

Deferred revenue

Expenses Salaries and benefits

7,344,884

7,136,161

Deferred contributions

2,686,033

2,336,798

Amortization

Employee future benefits

1,908,600

1,747,800

Plant

960,208

1,120,262

11,939,517

11,220,759

Academic

903,960

1,060,765

Administration

734,112

928,789

2014 $

2013 $

Scholarship grants/bursaries/prizes and awards

467,793

514,746

3,034,714

2,927,420

Information technology

407,886

366,933

-4,281,026

-4,337,427

Advancement

391,220

315,004

Rent

350,000

348,333

-1,246,312

-1,410,007

17,781,918

17,735,636

10,693,205

9,810,752

163,695

930,208

Net assets Internally restricted net assets invested in capital assets Deficit

Excess of revenue over expenses

A copy of the complete STS audited financial statements can be obtained from the School’s Finance Office by calling 403-938-9124

Report to the Community 2013-2014

45

RR 2, Okotoks, Alberta, Canada Tel: 403-938-4431 www.sts.ab.ca What’s different about Strathcona-Tweedsmuir School? Everything.