education issue 2015 www.bcparent.ca
Technology in the Classroom
2016 Education GUIDE
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bcparent.ca • education issue 2015 3
Letter from the Editor
I
would like to introduce myself. I’m the new Executive Editor for BC Parent. As a mother of two beautiful children (Oliver 4 and Amelia 8 months), I understand the current challenges parents in BC are facing. With the magazine, I hope to provide some useful tools, resources and anything else I can find that may help everyone get through the day-to-day. I know first hand, parenting is a big job, and we all want to excel at it and be the best parent we can be. In this issue, we focused on Education. With the glorious, endless days of summer now behind us, we settle into the school year. Now is the time to help your child succeed by giving them the support and tools, both for their learning and their health. One tool that is still under debate is technology. We know it has a place in schools, that’s unavoidable, but when and how it is used is still under consideration. Outside of the classroom, what can you do as a parent to help your child do well in school? We have provided some tips for each age range, as we know, children’s needs are constantly changing as they grow and mature. An education issue wouldn’t be complete without considering the options. We must ensure the school our child attends meets his or her unique needs. Why parents choose private school and our independent school guide provide you with more details about the options available. It wouldn’t be Fall without cold and flu season, or as I like to call it “Snot Season.” The noses begin to drip, and it feels like it doesn’t end until summer. To help your family overcome cold and flu season, we have an article from Naturopath Marisa Marciano. She shares with us some natural ways to help build your child’s immunity and give them more strength to beat infectious bugs. If you are stuck inside nursing a cold, we have some great books to enjoy while cuddled up with your little one. I look forward to exploring the resources available to us parents in BC and sharing them with you.
Carlie Parkinson
Inside ... 5 Supporting Your Child Through Cold and Flu Season 6 Technology in the Classroom
11 Fall Picture Books for Cozy Read-Alouds 12 Why Parents Choose Private School
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15 Independent School Listing
8 Help Your Child Do Well in School
20 When Things Don't Go as Planned
BC Parent Newsmagazine
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Education Issue 2015 Volume 24, Number 3
Contributors: Marisa Marciano, Nicola EnrightMorin, Sandra Gordon, Jan Pierce, David Hertzberg, Dr Beth Taylor MD FRCSC, Lela Davidson
4 bcparent.ca • education issue 2015
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Supporting your child through Cold& Flu Season By Marisa Marciano B.Kin, ND
O
ur immune systems are beautifully complex, and your child’s is especially astounding. On top of learning how to use their legs or find their nose, they are deciding what is friend or foe in their world, and on a cellular level this couldn’t be more true. Between birth and puberty is a hugely important time for their developing immune system, and there is a delicate balance to maintain between taking hits and throwing punches. The following are some tips to help arm your family with weapons to beat infectious bugs’ “biological interpretation of borders” during cold & flu season and all throughout the winter months. A healthy immune system starts in the gut. What your child eats will be the foun-
dation on which their immune system is built. A diet rich in whole foods that limits refined or processed grains and flours are the way to go. Daily probiotics from fermented foods, yogurts or supplements help keep you child’s healthy bacterial flora balanced and will support their overall immune function. Don’t fear the flu. If your child is sick there is no need to panic, instead focus on palliation, making them as comfortable as possible and monitoring their process towards healing. Adaptive immunity is created by their body after being exposed to something recognized as foreign, forming an immunologic memory so that they’re better armed to fight it the next time around. This regular exposure to microbes beefs up their ability to fend for themselves against another future invasion. Infants, children under 5, those with asthma, and those who are immuno-compromised or at risk of developing serious and life-threatening complications will require greater attention and should be assessed by a qualified healthcare provider. Take it easy on the hand sanitizer. Environmental antigens and those found in the world of germs are a blow to the immune system, but generally a decent dose of exposure will confer better immune strength in
the future. Our modern desire for total environmental sterility can minimize the benefits of a primed and prepared immune force. The less antibodies the body mounts early in life, the less able it will be to defend itself against future intrusions. Manage stressors. We all know that our own susceptibility to illness is increased when our stress levels are running high, and for children this same tendency applies. Busy schedules, homework, and poor sleep can all contribute to a lowered immune response. It is crucially important therefore, to ensure that your children take time out when needed. Try elderberry syrup. Elderberries have long been used as a herbal aid for both the prevention of colds and flu, and as a help during illness. Their high flavonoid and Vitamin C content make them a fabulous source of antioxidants, and are effective in reducing mucous and phlegm accumulation in the upper respiratory tract. Also, kids love the taste! Give a DIY chest rub. If the flu has set itself into the lungs, it is incredibly easy to make your own herbal chest rub (and avoid drugstore petroleum based products) by adding a few drops of thyme or eucalyptus essential oil to a carrier oil (olive or coconut
works great). Apply the oil over the chest to help soothe the area, loosen mucous, and act as a decongestant. Eat fresh onion & garlic. Onion and garlic are cousins with the Allium family of plants. They contain high amounts of sulphurcontaining compounds that are known to be potent antimicrobials, specifically against a range of pathogenic bacteria. They can be added to soups, stews and sauces, or used fresh, as both treatment for and prevention of infections. Onions and garlic can also be simmered in some honey to create a syrup which makes a surprisingly delicious tonic, to be taken daily throughout the winter months. Adaptive immunity is a full time job for the developing child, and in order to make sure the immune system is operating as efficiently and effectively as possible our first intention should be to support its own innate healing wisdom. So, if your children are ill, make them as comfortable as possible and monitor them closely to ensure timely symptom resolution according to your doctor’s treatment plan—and be sure to administer extra hugs and snuggles! www.doctormarciano.com
bcparent.ca • education issue 2015 5
Technology in the Classroom By Nicola Enright-Morin
N
o matter where you are from, or what your family’s lifestyle is like, there is one topic that unifies parents worldwide: what is the effect of technology on our children and is it enhancing or impeding their development? The reality is that in the last twenty years technology has become a mainstay of everyday life, and like it or not, it is here to stay. However the effect of technology in schools is still largely unknown and studies into the subject have come up with no definitive answers either way. Currently in Canada, there are no national guidelines or curriculum for how much technology should be used in a classroom and so the amount of technology time really is up to each individual teacher. Brian Aspinall, a grade 7 and 8 teacher and Microsoft Innovative Educator Expert who advocates the use of technology in our classrooms, says it is time for Canada to get up to speed with a national technology curriculum, just like other countries have done in Europe and Australia. Aspinall says doing so will help our children when the time comes for them to enter the workforce. He 6 bcparent.ca • education issue 2015
says there will be more jobs than there are people to fill them in the next 20 years, particularly in tech fields such as software design. The federal government also recently predicted that jobs in the STEM fields (science, technology engineering and maths) would grow by 12 per cent between 2013 and 2022, with 35 per cent of those jobs expected to be computer science-related. However, on a day-to-day level in the classroom, Aspinall says that as someone who has worked with and without technology as a tool, he truly believes that it helps students discover their own unique strengths. “I think today technologies are very important in classrooms because they allow a personalized learning environment, they allow kids to learn at their own pace, to pause videos, they can code at their own abilities and levels, they can build structures in games that fit their individual learning styles. Technology offers students a choice and an opportunity to be successful in any capacity.” Cris Rowan, who is the CEO of ‘Zone In,’ a company that offers workshops for teachers and educators all over the world on how to use technology wisely in the class-
room, agrees that while there is a place for technology in education, in many cases, it is introduced too early and that as a result, kids’ ability to grasp the fundamentals of learning is suffering. “My thing is that in the early grades we’re not giving the kids the foundational components for literacy that they need. They don’t know how to print, they don’t know how to read, they don’t know how to do their math and tech doesn’t address those issues well.” Rowan says that in a study (PISA) that tested kids literacy, maths and science skills, 15-year-old students in Canada have been dropping in performance each year since 2003—the time when computers became commonplace in the classroom. Rowan believes that in order for children to have solid writing, reading and math skills that they need to learn them from a teacher before going anywhere near a computer. She says that in the early years (kindergarten to grade 3) computers should not be used in schools at all. Apsinall disagrees with Rowan and believes that technology is crucial from the get-go and should be used “right from
kindergarten. I’m not saying that they should always be on computers, I’m saying that the technology is another tool on the teacher’s belt and it should be completely imbedded in their practice; it should be as much of a choice for students as writing on paper, painting a picture or playing with plasticine, it just needs to be another piece of the puzzle.� Rowan says that parents and educators need to make sure that they are fully informed of what technology is used for and why, “What’s happening is that [technology] is kind of the flavour of the month, schools are going crazy with it, and it’s not evidence based. The bottom line is that there is no evidence to show that it does anything other than entertain children and there’s no long term research that’s been done, yet we’re making these massive changes in our kids education without knowing the outcome.� Aspinall does not share Rowan’s concerns and thinks that adding technology in the classroom is a no-brainer. He says that for him, what he really likes is its ability to help students who might not do very well in a traditional school environment. “I had a student who was non-verbal and autistic, he didn’t speak at all, so he did very poorly in the traditional school model, he didn’t write tests, he just didn’t care. Then his parents said you’re the tech-savvy teacher, is there some way we can help him? After a chat about the boys interest, we introduced him to Minecraft and without using his voice he was able to demonstrate figures in a growing pattern sequence.� Aspinall says technology allows all kids to participate in school and gives them the chance of an education that is tailored to their specific needs and passions instead of a one-size-fits-all model. “I think traditionally, we had students who were unable to be successful through the testing environment, and schools gave them this label. But now we’ve got technologies in place that enable all kids to be successful— if a kid struggles with reading a device can read to them; if a kid struggles with writing they can speak their thoughts to a computer. Technology has provided the equity so we can actually get all kids to voice what they are thinking through methods beyond paper and pencil.� For Rowan the fact that everyone these days has jumped on the technology wagon is worrisome because, “whenever a child’s engaged with a device there are four critical factors for learning that are missing: the device makes the child sedentary, when research shows you’ve really got to be moving to learn; they’re missing a human connection; nature is missing—it’s actually the green aspect of nature that’s attention restorative and promotes learning better than any other intervention out there and yet we keep kids in at recess and they go on their devices. The final missing piece is touch: because of all these devices, kids are touch deprived, they don’t do rough and tumble play, teachers can’t even touch kids on the shoulders any more, and touch is powerful—it lowers the arousal states that kids are in—and we’ve completely limited this.� Ultimately, the debate surrounding technology in schools is as complicated as computer code itself. But as Canadian parents, with no rules in place to govern what technology is taught in our children’s classrooms, we need to step up and ask questions, to make sure that technology is enhancing our kids education. Perhaps there is one thing we can all agree on—standing up for our children’s rights is timeless.
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bcparent.ca • education issue 2015 7
Help your child do well in school By Sandra Gordon rom crawling, walking and babbling to the angst and rebellion of the tween and teen years, children constantly go through a predictable set of developmental stages physically, intellectually, emotionally and socially. “Along the way, any of these areas can be ahead or behind the others in their timing, then switch, which can be confusing for parents,” says Vivian Seltzer, Ph.D., professor of human development and behaviour at the University of Pennsylvania in Philadelphia. You can start out with a precocious learner who is seemingly ahead of everyone else, for example, only to find out two years later that his classmates have caught up and they’re speeding ahead. Not to worry. It’s all just part of growing up. Still, “knowing where your child is at developmentally can help you understand and support him,” Dr. Seltzer says. Most kids don’t need a lot of assistance navigating the landscape, especially the older they get. But if you’re aware of where they’re at, you’ll know when to step in if you need to. Use our guide to help your child make the most of every age and stage, from kindergarten through high school.
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8 bcparent.ca • education issue 2015
Elementary School: Milestone Mania What’s happening now: From Kindergarten through fifth grade, kids make major strides, from initially learning how to transition to school and being comfortable with a classroom routine to learning how to read
and democracy,” says Rebecca Branstetter, an educational and clinical psychologist. By the 5th grade, kids are also beginning to set goals, work independently, function better in groups, make more complex decisions and become organized with their school and homework. Success Rx
Knowing where your child is at developmentally can help you understand and support him.
(kindergarten and 1st grade) to reading to learn (the 3rd grade and beyond) in all subject areas. Emotionally, they begin to develop their academic self-esteem based on feedback from you and their teachers. By the 4th and 5th grade, they’re moving from concrete to abstract thinking. “When concrete thinkers see the Statue of Liberty, they see it as a lady with a torch. An abstract thinker also sees it as a symbol of freedom
Extend learning beyond school. Reinforce what your child is learning in school with activities at home. For example, let your second grader count change at the checkout and measure the ingredients while you’re baking cookies together (fractions). Have her tell time. Talk about numbers while you’re driving, such as how fast you’re going, the distance you’ll travel, and how long it will take to get there. Play board games together involving money, time, logic or vocabulary such as the family edition of Monopoly, Scrabble or Apples to Apples. On the weekends, take family outings to museums and zoos to visit exhibits that coincide with school subjects. “If your child is learning about Egypt, take a trip to a local museum with an Egyptian exhibit,” says Branstetter. “It reinforces curiosity, sends the subtle message that school is important and shows your child that school and home are connected.” Develop a homework habit. Make doing homework automatic by coming up with a routine that fits your child’s personality. Some kids like doing homework right after school. Others need to burn off steam by playing for half an hour first (set a timer) before getting down to business. Whatever you choose, stick to the schedule you establish for your kids as much as possible. To minimize distractions, keep the TV off during homework time. For younger kids, begin each homework session by asking your child to explain what she’s supposed to do then gauge if she can do it alone or if she needs your help. If you’re not around when your child does his homework, let him know you’ll look at it when you get home and be sure to follow through. “Praise him
when he completes his homework by emphasizing the process, such as “You worked really hard to learn your math facts” rather than the product “Good job on learning your math facts.” “Praising the process teaches persistence, which is a skill kids need for school success,” Branstetter says. Pre-teen: Hormone Havoc What’s happening now: In grades 6 through 8, kids are starting to go through puberty and the physical changes can make them feel like they’re not in control of their bodies. “It’s a complicated time physically, socially and emotionally,” says Vicki Panaccione, Ph.D., a licensed psychologist and founder of the Better Parenting Institute. During this difficult age and stage, their sense of self is also developing. “There’s a lot of exclusion in pre-teens,” says Panaccione. Cliques can provide a safe haven as kids try to figure themselves out. Success Rx Expect turmoil. The mood swings and over-
reactions, such as total hysteria over whether a boy or girl looked at them or not in the hallway, are a normal part of this phase of development. “Don’t take it personally. Just understand that your child is going through a lot,” says Panaccione. Be supportive but don’t minimize the problem or try to fix it either. “Pre-teens don’t want you to solve anything,” Panaccione says.
Instead, use phrases like: “I’m sorry you feel that way” or “Gosh, that must have been embarrassing for you,” rather than “Just ignore it” or “Just get over it. It’s not a big deal.” It is a big deal to your child. Placating doesn’t help and can be harmful. “They can push your child away because she’ll feel like you just don’t get it,” Panaccione says. Don’t be too concerned if your child starts to hang with the wrong crowd. “As
kids develop and decide who they want to be, they need to decide who they don’t want to be,” says Seltzer. They may try on various groups, including one that’s not your favorite, to see what feels right. All kids have friends their parents don’t like. But
kids are good self-barometers. “Don’t buttin unless you think their friends are dangerous,” Seltzer cautions. Empathize academically. Once your preteens reach middle school or highschool, the workload gets more difficult because kids have to meet the demands of up to seven different teachers instead of just one. “It’s a big challenge. The best thing you can do is allow your child to vent,” Panaccione says. If your child complains that one of his teachers gives too much homework, for example, you might say, “Well, what do you think you might need to do, given that he gives lots of homework?” rather than “He’s only trying to teach you.” The idea is to help your child solve the problem, find his own way and keep the lines of communication open so your child will continue to feel comfortable talking to you about even bigger problems that might come along later. High School: The Who-Am-I? Years What’s happening now: In high school, children forge their identity academically, socially, morally, sexually and spiritually while trying to figure out who they are apart from you. “High schoolers question everything and may even rebel against your opinions and beliefs,” says Panaccione. Success Rx Keep talking. Allow
your child to question your opinions and values and express himself. Ask questions such as, “Oh, why do you think so?” rather than lecturing or yelling. “It’s a great time to find out who your kids really are,” Panaccione says. bcparent.ca • education issue 2015 9
ing. If you’re concerned your child may be suffering from depression or another mental health disorder, seek professional help. “Your child’s primary care provider or the school guidance counselor is a good resource for a referral to qualified child/teen psychologists in your area,” Panaccione says. Help your child deal with college/university pressure. By grade 11, college pressure
Note dramatic changes. It’s normal for high schoolers to be just as moody as preteens. But if your teen shows a drastic change in personality, behaviour, a significant drop in grades, study habits or attitude, or a dramatic shift in appearance, dress or grooming, or interests, goals or activities, know that something’s up. “Talk
to your teen about your concerns,” says Panaccione. Start by saying something like: “I’m concerned that you’re spending time in bed when you used to be out with your friends.” Then listen to what your child has to say. If the behaviours are a sign of rebelling against a lack of freedom or privilege, be open to discussing and compromis-
comes on strong. But start talking college now only if your child is ready to. “Some kids are focused. But most have no idea what they want to do or major in,” Panaccione says. To reduce anxiety, Panaccione tells her high school patients that they don’t have to know what they want to do going into college. That’s where they’ll figure it out, which is something you could say at home, too. Also, listen to your child’s wishes for college rather than pushing your agenda. “To be successful, kids should end up going to a college that’s right for them,” she says. Sandra Gordon is an award-winning freelance writer who delivers expert advice and the latest developments in health, nutrition, parenting and consumer issues.
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778-840-2659 (Laurie) www.monkeyseemonkeydo.ca 10 bcparent.ca • education issue 2015
Fall Picture Books for Cozy Read-alouds By Jan Pierce
T
hey say a child should have heard five hundred read-aloud books before entering Kindergarten. It’s from hearing, looking and following along as an adult reads that a child learns the basics of books. They see that words move from top to bottom and left to right. They see those squiggles on the page translate into words and that the words have meanings. They begin to pick up the rhythms of words and the fact that letters make up the words. They learn words can convey emotions and that stories can be funny, sad or exciting. Reading aloud to young children is a must. And once they start school, there’s no reason to stop read-aloud times. Nothing encourages growth in reading skills more than interacting with books from a wide variety of genres. Picture books for young children are typically about 32 pages long. There are few if any chapters, and the pictures carry much of the meaning. Because of this, you will usually find rich, colourful pictures which can be scanned and examined by reader and child for even more enjoyment as the book is read. Typical fall topics for picture books are the outdoors; leaves, pumpkins, apples, changes in weather and gathering in the harvest. You can expect to see illustrations that are both beautiful and informative. Below are some excellent examples of fall picture books your children from babes up to age five will love. Some of these books are part of a series on the seasons and most are from well-known children’s authors and illustrators. They are a lovely way to spend an afternoon with your child.
Fall: The Season Fall by Maria Ruis It’s Fall by Linda Glaser The Autumn Equinox by Ellen Jackson Leaves Autumn Leaves by Ken Robbins Red Leaf, Yellow Leaf by Lois Ehlert Why Do Leaves Change Colour? by Betsy Maestro Leaf Man by Lois Ehlert
When you find your young reader captivated by a certain fall book, take the time to extend the reading fun. Go for a nature walk to find the objects you just read about. Do a science or art lesson related to the theme of the book. Collect objects such as leaves to bring home to study and enjoy. Talk about shapes, sizes and colour. Practice math skills by sorting for those qualities or practice counting skills. When a character captures your child’s imagination, take the time to create new stories about him. Use stuffed animals to act out story lines. Draw pictures of the character and display them around your study area. Let your child’s reaction to the book be your guide for spending more time on the subject matter. When the learning is child-led you’ll be surprised by the motivation for independent learning. These and many other beautiful fall books wait for you at your local library or bookstore. Don’t miss the opportunity to enjoy cozy fall reading times with your young children. Just before naps or at bedtime are often the best times. You’ll be building strong pre-reading and reading skills and a love for books that will benefit your children for a lifetime. Jan Pierce, M.Ed., is a retired school teacher and reading specialist. She is the author of Homegrown Readers: Simple Ways to Help Your Child Learn to Read, available online at Barnes and Noble and Amazon. Find her at www.janpierce.net.
Pumpkins The Pumpkin Patch by Elizabeth Berg Too Many Pumpkins by Linda White Pumpkin Jack by Will Hubbell Pumpkin Moonshine by Tasha Tudor Miscellaneous Fall Themes Hello Harvest Moon by Ralph Fletcher Scarecrow by Cynthia Rylant The Apple Pie Tree by Zoe Hall Waltz of the Scarecrow by Constance W. George
Picking Apples and Pumpkins by Amy Hutchings The Little Scarecrow Boy by M.W. Brown The Seasons of Arnold’s Apple Tree by Gail Gibbons bcparent.ca • education issue 2015 11
Why Parents Choose Private School By David Hertzberg
very family has a different reason for considering a private school education, but nearly all agree that private schools provide their children with: • Smaller classes and more structure • Preparation for post-secondary studies • A shared philosophy and approach to education • Enriched and focused academic setting • More emphasis on specialties like art, music, athletics and extracurricular activities • Many chances for parents to get involved and more accountability to parents Students who attend private schools can be more academically challenged, exposed to clearer value systems, given greater access
E
to teachers, and may simply feel safer. Some features parents look for when they turn to the private system include: a specific educational approach, such as Montessori or Waldorf; a particular religious or cultural setting; a strong academic setting or a program for children who are gifted; the ability to accommodate special needs; the flexibility to accommodate special scheduling required by art, music or sport training.
Why? is based on a survey of 919 Ontario households with children attending private schools. The study found that the top 5 reasons parents chose private school were: • Disappointment with the public or separate schools • Smaller class sizes • Dedicated teachers • Emphasis on academic quality • Safety
Who chooses private school education?
Families who choose the private education system tend to be concerned with the development and all-round character building of their children. Studies show that families of all sizes and ethnic backgrounds have turned to the private system. Although the notion remains that private school families are very wealthy, studies show that children from both ends of the income distribution attend private schools; 29% of children who attend private schools are from families with incomes below $50,000, while 26% are from families with at least twice as much income. In May 2007, The Fraser Institute conducted a study into the reasons parents choose private schools. The report, Ontario’s Private Schools: Who Chooses Them and
12 bcparent.ca • education issue 2015
Where to learn about private schools?
If you’re a parent considering private school, the November Our Kids Private School Expo in Vancouver is a great opportunity to learn about the curriculum and how your child could benefit. Families can meet with top schools and attend information seminars with education consultants, admission experts and financial planners. For everything you need to know about private schools (K to Gr.12) visit www.ourkids.net or RSVP for tickets to attend the expo at www.ourkids.net/expo. Our Kids Canada’s Private School Guide (www.ourkids.net).
e L français
F, au CS s
c’est bien plu qu’une langue ! csf.bc.ca
INSCRIVEZ VOTRE ENFANT DANS UNE DES ÉCOLES PUBLIQUES DU CSF ! Pour plus de renseignements, communiquez avec la direction de l’école la plus près de chez vous.
Apprendre à réussir.
independent school listings
Student Gender
Grades
Class size
Enrollment Day/Boarding/Total
Bodwell High School and Bodwell Academy 955 Harbourside Drive, North Vancouver, BC 604-924-5056; www.bodwell.edu/highschool/
co-ed
8–12
17
200/160/360
Brockton School 3467 Duval Rd., North Vancouver, BC 604-929-9201; www.brocktonschool.com
co-ed
K–12
20
150
Brentwood College School 2735 Mt. Baker Road, Mill Bay, BC 250-743-5521; www.brentwood.bc.ca
co-ed
9–12
17
76/392/468
Children’s Hearing & Speech Centre of BC 3575 Kaslo St., Vancouver, BC 604-437-0255; www.childrenshearing.ca
co-ed
PS–2
6–8
28
rate varies per program
Choice School 20451 Westminster Hwy, Richmond, BC www.choiceschool.org
co-ed
K–7
16
n/a
12,995
Collingwood School 70 Morven Drive, West Vancouver, BC 604-925-3331; www.collingwood.org
co-ed
JK–12
15–20
1265
9,000–22,000
8-20
n/a
8,340–18,720
18–20
870
18,960
School Name
CEFA Early Learning co-ed JK & cefababy Burnaby (2 locations, 1 opening soon), Coquitlam, Langley (2 locations), New Westminster, North Vancouver, Richmond (2 locations), Surrey (3 locations, 1 opening soon), Vancouver (1 location, 1 opening soon) 604-708-2332; www.cefa.ca Crofton House 3200 West 41st Ave., Vancouver, BC 604-263-3255; www.croftonhouse.ca
14 bcparent.ca • education issue 2015
girls
JK–12
Cost per Year 8,200 (local) 11,200 (international) 14,140–15,685
22,500 (day) 42,000 (boarding)
independent school listings
Marpole Bilingual Montessori (Est. 1985)
A RICHLY RICHL LY WOVEN WOVEN LE LEARNING ARNING EXPERIENCE EXPERIENCE
A ACCEPTING CCEPTING KINDER KINDERGARTEN GARTEN APPLIC APPLICATIONS AT TIONS ON OCT 15 A AT T 8 AM. W West est Vancouver Vancouver Schools ((WVS) WVS) off offers ers qualit qualityy academic programs, programs, and innovative innovative programs programs of choic choice, e, attr attracting acting a dynamic student population from across the Lower Lower Mainland. Mainland. Self-Regulation, Self-Regulation, Inquir Inquiryy and Digital Liter Literacy acy pr prepare epare students for for a lifetime lifetime of success success and achie achievement. vement. A wide rrange ange of personalized le arning options ar ailable learning aree av available throughout the district tto o meet your child’ arly application is child’ss needs. E Early rrecommended ecommended to to secur space in the program program of your choic e. securee space choice. Applications open tto o ALL Kindergar ten students ffor or 20162017 school Kindergarten 2016-2017 yyear, ear, inside and outside the district. In catchment applications, Grade Grade 112. 1-12. L earn more at: Learn w ww.westvancouverschools.ca www.westvancouverschools.ca
CELEBRATING OVER 50 YEARS OF EXCELLENCE
Pre-School, Junior Kindergarten & Kindergarten Celebrating Over 25 years of Montessori Teaching in the Community OUR ENRICHED MONTESSORI CURRICULUM INCLUDES:
The Phonetic approach to Reading & Writing, Mathematics, Geography, Science, Music, Art, French, Yoga and a variety of Cultural subjects. Children are required to wear school uniforms. GI VE
YO U
LAN RC ND HILD O C E THE GIFT OF A S
E AG U G
The ability to learn languages is highest between birth and age 6. Our French-English preschool program maximizes a child’s natural curiosity and ability to learn a second language during this important window of opportunity. • Established in 1962 • Caring, experienced & highly qualified bilingual teachers • Bright, extra-spacious classrooms • Private indoor & outdoor play areas • Introduction to French, reading, math, science and nature, music, crafts • Educational field trips Accepting Wait List Applications for SY 2015 and beyond
•
1296 W 67TH AVENUE VANCOUVER, BC V6P 2T2 FOR AN APPOINTMENT PLEASE CALL
604-266-1091 EMAIL: bilingualmontessori@hotmail.com www.marpolebilingualmontessori.com TEL:
VANCOUVER BILINGUAL PRESCHOOL 949 West 49th Avenue (at Oak St.) Vancouver, BC V5Z 2T1 Phone/Fax: 604.261.1221 vancouverbilingual@yahoo.ca
We offer 2-1/2 hour and 3-1/2 hour programs for 2-1/2 to 5 year olds as well as an Extended day program for 5 year olds. Private English Tutoring, Phonics & Conversational Tutoring and French Tutoring are also offered.
www.vancouverbilingual.com
bcparent.ca • education issue 2015 15
independent school listings Grades
Class size
Enrollment Day/Boarding/Total
Cost per Year
Cousteau, The French International School of Vancouver co-ed 3637 Fromme Rd., North Vancouver, BC 604-924-2457; www.cousteauschool.org
PS–9
14
200
9,400–12,250
Fraser Academy 2294 W. 10th Ave., Vancouver BC 604-736-5575; www.fraseracademy.ca
co-ed
1–12
10
330
24,500–29,750
Fraser Valley Elementary School 20317 67 Ave., Langley, BC 604-533-5469; www.fves.bc.ca
co-ed
K–1
18
48
approx 23,980 (tax receipts issued)
Kenneth Gordon Maplewood School 420 Seymour River Place, North Vancouver, BC 604 985-5224; www.kgms.ca
co-ed
1–11
15–18
170
20,950
Le Conseil Scolaire Francophone de la C-B (SD No. 93, publicly funded French-language program) 100–13511 Commerce Parkway Richmond, BC; www.csf.bc.ca
co-ed
K–12
Varies
n/a
n/a
K-9
4–14
97
16,000
School Name
Student Gender
Madrona School Society co-ed 2040 West 10th Ave (Junior and Senior School) #215 2678 Broadway St. W (Primary Annex) Vancouver, BC 604-499-7303; www.madronaschool.com Marpole Bilingual Montessori School 1296 West 67th Ave, Vancouver, BC 604-266-1091; www.marpolebilingualmontessori.com
co-ed
PS–K
20
80
n/a
Meadow Montessori Elementary & Preschool 11391 Dartford Street Maple Ridge, BC 604-465-3492; www.meadowmontessori.ca
co-ed
PS–6
20
39
2,550–5,500
Meadowridge School 12224 240th Street, Maple Ridge, BC 604-467-4444; www.meadowridge.bc.ca
co-ed
JK–12
20
528
17,500
Mulgrave School 2330 Cypress Bowl Lane, West Vancouver, BC 604-922-3223; www.mulgrave.com
co-ed
PreK–12
20
850
20,000 on average
North Star Montessori 1325 East Keith Road, North Vancouver, BC 604-980-1205; www.northstarmontessori.ca
co-ed
PS–7
varies
80
n/a
Pacific Rim Montessori Academy Vancouver, Richmond BC 604-726-8428; www.pacificrimmontessori.com
co-ed
PS–7
20
n/a
4,500–7,500
Pacific Spirit School 4196 W. 4th Ave., Vancouver, BC 604-222-1900; www.pacificspiritschool.org
co-ed
K–8
14
n/a
6,000
Pythagoras Academy 8671 Odlin Crescent, Richmond BC 604-370-0199; www.pythagorasacademy.ca
co-ed
JK-7
16
276
approx 15,000
Richmond Jewish Day School 8760 No. 5 Rd., Richmond, BC 604-275-3393; www.rjds.ca
co-ed
K–7
15–20
80
Contact us for cost
St. George’s School 4175 West 29th Ave., Vancouver, BC 604-221-3890 / 604-224-1304 www.stgeorges.bc.ca
boys
1–12
20
1040/120/1160
St. John’s School 2215 W. 10th Ave, Vancouver, BC V6K 2J1 604-732-4434 / 604-629-2458 www.stjohns.bc.ca
co-ed
JK–12
14–22
554
14,950–19,775
St. John’s International School 300–1885 W. Broadway, Vancouver, BC 604-683-4572; www.stjohnsis.com
co-ed
10–12 with ELL program
15
100
13,500–14,400 (3 terms)
16 bcparent.ca • education issue 2015
18,995 (BC: Day-Junior) 21,355 (BC: Day-Senior) 43,000 (BC: Boarding) 55,500 (Intl.: Boarding)
independent school listings
Love of learning
starts here
Elementary Open House Sun Nov 8, 12:00 - 4:00 pm
Thurs Nov 12, 7:00 - 9:00 pm
at The Westin Bayshore
at Westside Montessori Academy
Westside Montessori Academy 3075 Slocan Street (on 12th Ave at the Italian Cultural Centre) (604) 434-9611 westsidemontessoriacademy.ca bcparent.ca • education issue 2015 17
independent school listings School Name St. Margaret’s School 1080 Lucas Ave., Victoria, BC 250-479-7171; www.stmarg.ca St. Michaels University School 3400 Richmond Road, Victoria, BC 250-370-6170: www.smus.ca
Student Gender
Grades
Class size
Enrollment Day/Boarding/Total
girls
ECE–12
15
237/103/340
Please contact Admissions Office
co-ed
K–12 (day) 8–12 (boarding) 8–10 (ELL)
18
716/257/973
16,610–20,635 (day) 45,375 (BC: boarding)
K–12
N/A
n/a
SelfDesign Learning Community co-ed School District 008-Kootenay Lake PO Box 74560, Kitsilano RPO, Vancouver, BC 1 (877) 353-3374 (1-87-SELFDESIGN); www.selfdesign.org
Cost per Year
1,500–2,500
Shawnigan Lake School 1975 Renfrew Rd., Shawnigan Lake, BC 250-743-5516; www.shawnigan.ca
co-ed
8–12 8–12 ELL
16
53/440/493
23,800 (day) 44,200 (boarding) (BC Students)
Southpointe Academy 1900 - 56th Street, Tsawwassen, BC 604-948-8826; www.southpointe.ca
co-ed
PS–12
16-25
536
11,700–13,300 (plus ancillary fees)
Stratford Hall 3000 Commercial Drive, Vancouver, BC 604-436-0608; www.stratfordhall.ca
co-ed
K–12
16–22
514
17,090–19,602 (inc: ancillary fees)
Traditional Learning Academy 1189 Rochester Ave., Coquitlam, BC 604-931-7265: www.traditionallearning.com
co-ed
K–12
14
176
1,750–3,350
Urban Academy 101 Third Street, New Westminster, BC 604-524-2211; www.urbanacademy.ca
co-ed
JK–12
10–18
180
8,100–12,300
Vancouver College 5400 Cartier Street, Vancouver, BC 604-261-4285; www.vc.bc.ca
boys
K–12
20–32
1,065
6,300
Now is the Time to Enroll! Excep onal Academic Achievement x Small Class Sizes x Arts-Infused Curriculum Engaging Inquiry Based Learning x
x
Open Houses Oct. 31, 10:00am - Jr. & Sr. Kindergarten Nov. 07, 10:00am - Grade 6 & Grade 8
101 Third St., New Westminster www.urbanacademy.ca 18 bcparent.ca • education issue 2015
We educate girls for life
croftonhouse.ca/welcome
independent school listings Student Gender
Grades
Class size
Enrollment Day/Boarding/Total
Vancouver Montessori School 8650 Barnard Street, Vancouver, BC 604-261-0315; www.vancouvermontessorischool.com
co-ed
PS–7
20
225
Vancouver Hebrew Academy 1545 W. 62nd Ave, Vancouver, BC 604-266-1245; www.vhebrewacademy.com
co ed
PS–7
12
Vancouver Talmud Torah 998 West 26th Ave., Vancouver, BC 604-736-7307; www.talmudtorah.com
co-ed
PS–7
18–22
485
8,000–10,000 (subsidies available)
Vancouver Waldorf School 2725 St. Christophers Road, N. Vancouver, BC 604-985-7435; www.vws.ca
co-ed
PS–12
16 (PS)
300
$3,530 (2 day am PS) $8,000 (3 day PS with aftecare) $8,650 (am); $13,040 (full day) $11,170
West Point Grey Academy 4125 West 8th Avenue Vancouver, BC 604-222-8750; www.wpga.ca
co-ed
JK–12
22
940
16,400–19,900
Westside Montessori Academy 3075 Slocan St., Vancouver, BC 604-434-9611; www.westsidemontessoriacademy.ca
co-ed
PS–7
Up to 22 (elem) 25 (pre)
100
4,950 (preschool) 8,925 (K–7)
Westside Montessori School (WMS) 4157 Oak Street, Vancouver, BC V6H 2N1 604-731-6594; www.westsidemontessori.ca
co-ed
PS–K
20
80
6,000 (preschool) 7,500 (kindergarten) 13,500 (ext. day kindergarten)
girls
JK–12
16–20
656
18,200–18,900
School Name
York House School 4176 Alexandra St., Vancouver, BC 3274 East Boulevard, Vancouver, BC 604-736-6551; www.yorkhouse.ca
Cost per Year 5,900–8,700
5,400 (Preschool) 11,100 (K–7)
19 (KG) 16-26 (1-12)
Note: Information provided is accurate at time of printing. Categories such as class size and cost are in many cases averages. Contact each school to confirm information.
bcparent.ca • education issue 2015 19
When things don’t go as planned Dr Beth Taylor MD FRCSC hen we were young, with unstable jobs and relationships, we were afraid to get pregnant. We just weren’t ready. We took the pill and used condoms. Now, in our 30s and 40s things are pretty different: we are off the pill, have pretty stable lives and are ready for a first or second pregnancy. So, we start trying to get pregnant. Most of us will fall pregnant in the first few months of trying. Those who do get pregnant usually go on to have a healthy baby after about 9 months. For some, though, the pregnancy won’t make it beyond the first few weeks. The pregnancy ends in miscarriage. This is a devastating outcome. It raises a lot of fears about whether you’ll always miscarry, whether you’ll need treatment to hold on to the pregnancy, whether you’ll ever have a child. The fact is that 8–20% of pregnancies end in miscarriage and the chance of mis-
W
carriage increases with the woman’s age. Miscarriage can be caused by a number of factors including: • An abnormal uterus • Excessive alcohol, tobacco or other drugs like cocaine • Low folic acid intake • High fever early in pregnancy • Certain diseases (e.g. blood clotting disorders) However, the vast majority of the time the cause of miscarriage is because there is something wrong with the fetus; either the chromosomes are abnormal (e.g. extra or a missing chromosome) or there is something structurally wrong with the fetus. In both cases the fetus isn’t healthy enough to survive so it stops growing and is miscarried. So, most of the time it is not in a woman’s control whether she miscarries or not. Women must not blame themselves —miscarriages happen.
20 bcparent.ca • education issue 2015
The good news is that if you miscarry once you aren’t more likely to miscarry again. It’s only after you have had 2 miscarriages in a row that we start to worry that the woman might have a problem So, if you’ve had one miscarriage you shouldn’t worry—cry, feel sorry for yourself, be sad, but don’t blame yourself. Once the miscarriage is over, try again soon— within 2–3 months is fine. If you’ve had 3 or more miscarriages, talk to your doctor. They will often do some testing to look for any problems you might have that could be causing miscarriage. BC Women’s Hospital has a recurrent miscarriage program you can be referred to if you are needing specialist care. Fertility clinics can help too, particularly if it is hard to get pregnant in the first place or if you need advanced treatments like in vitro fertilization (IVF) to help speed the process of conceiving. With IVF we can
now test the embryo before it is put into the woman to be sure the chromosome problems that can cause miscarriage aren’t present. This test, which is in addition to IVF is called Comprehensive Chromosomal Screening (CCS). IVF with CCS allows couples to create embryos and test them before pregnancy to decrease the chance of miscarriage and increase the chance you’ll have a healthy baby. The message is to try not to worry if you have one or even two miscarriages. If you have more than two miscarriages, seek help from your doctor. There are new options to help you. See below for more information on CCS. A New Treatment for Repeated Miscarriage & Failed IVF: Comprehensive Chromosome Screening (CCS) What is CCS?
Comprehensive chromosome screening is a technique that can determine if an embryo contains a normal number of chromosomes. Healthy embryos should have 23 pairs of chromosomes.
embryo selection is “like judging a book by its cover.” CCS gives us far greater insight about the health of the embryo. A normal number of chromosomes are a fundamental requirement for a healthy embryo, and only CCS can give us that information. CCS lets us verify that embryos that appear normal are in fact chromosomally normal.
WINNER: Marketplace Excellence Award 2015 2nd Place: People’s Pick Award 2015 Trust • Performance • Integrity Awarded by Better Business Bureau serving Mainland BC
What are the advantages of CCS?
Compared to transferring embryos with the traditional grading method, selecting embryos that have been identified as normal with CCS has several advantages such as: • Increased pregnancy rates to 70% or more. • Miscarriages rated reduced to 5–7%. • Minimized risks for chromosomal anomalies such as Down syndrome. • Chromosomally normal embryos can remain frozen for future use. Dr. Beth Taylor is co-director of Olive Fertility Centre (olivefertility.com) and Clinical Associate Professor at UBC. Dr. Taylor coordinates the UBC Obstetric & Gynecology residency program “Reproductive Endocrinology & Infertility” rotation. She is an active staff member at BC Women’s Hospital and Vancouver General Hospital and performs surgery at both of these centres.
IN-HOME TUTORING
What if an embryo has an abmormal number of chromosomes?
Too few or too many of any particular chromosome indicates an unhealthy embryo that will: 1. Fail to implant, 2. Cause a miscarriage or 3. Lead to children affected by conditions such as Down syndrome. The probabilities of all these outcomes increase with maternal age. Who can benefit from CCS?
Any patient going through IVF may consider CCS, but it can be particularly helpful if: • You are older than 35. • You have experienced miscarriage. • You have previously failed IVF. How is CCS diferent from traditional IVF?
Typically, embryos are graded by their appearance. Certain microscopic features help us decide if the embryo is likely to be viable. Unfortunately, most embryos that appear normal are in fact genetically abnormal, but there is no way of determining this simply based on how they look. Traditional bcparent.ca • education issue 2015 21
Murder by Mexican food
When indulging in Mexican food, it is critical to know one’s limits… t a recent dinner with girlfriends I learned a shocking truth: 90% of them fantasize about murdering their husbands. I’m not talking about passive, “what if he fell off the ladder” daydreams in which I occasionally indulge. I’m talking full-on deliberate master planning of the demise and dispatch of the spousal body. Maybe because most of the women I know are the primary food and personal grooming product providers for their husbands, most of the strategies involve some sort of poisoning. Most imaginative method: arsenic injected into a tube of toothpaste. Before that night with the girls, and aside from my idle musings on what my life might look like sans spouse, I’d never given actual murder much thought. After that night, I started to wonder, was I being irresponsible not to have a plan? Everybody else had one. What was wrong with me? What if I suddenly met a hot pool boy, or a lonely underwear model? Didn’t I owe it to myself to plan for any and all contingencies? Having an exit strategy is always com-
A
By Lela Davidson
forting and comfort makes me happy. Since we all know that when mama’s not happy, ain’t nobody happy, I quickly reasoned that when mama has a murder plan, she could get downright delirious. That’s called selfless mothering. So I set out to formulate a plan. I did not want to copy any of my friends’ plans because that’s not ethical. Plus, they would know the details of my plan and you never know when a friendship can sour. Here in the suburbs, one silent-auction-gone-wrong can result in a grudge that can last for generations. I had to be original. I pondered for days. At the grocery store and in carpool line I would try to dream up ways to off my faithful husband. Nothing came. It might have helped if I were angry or if he had done something awful. But he wouldn’t. Still, I needed a plan. This wasn’t personal; it was practical. I had nearly given up on my ability to accomplish this simple task when it hit me over chips and salsa at our favorite Mexican restaurant. My husband reached into the basket for the last of
22 bcparent.ca • education issue 2015
the chip shards, while simultaneously declaring, “All right, that’s it, no more chips!” The kids and I rolled our eyes knowing two things. One, there would be more chips and he would eat them. We all would. And two, only my husband would later complain that “something didn’t agree” with him. Perhaps it was the trough of fried corn meal, dear. When indulging in Mexican food, it is critical to know one’s limits. This knowledge is honed over a lifetime of enchiladas and chimichangas. Just as a young person learns their tolerance to alcohol by trial and error, so too must the Mexican food aficionado learn the appropriate balance between too much and not enough. My husband has not mastered this critical life skill. He habitually orders the Grande, the Gordo, the Mucho Dos Fried Platter. And he eats it—all of it. With chips and beer. The last time we ate Mexican he swore he felt his heart quivering around in his chest. My husband’s failure to moderate his intake is the reason we have never eaten Mexican food for lunch. It is why we only go out for Mexican food once or twice a month, even though it is our favorite food. It is why he does not eat for twenty hours after any documented Mexican Food Incident (MFI). His lack of restraint is also the way I will kill him one day, if he crosses me. Or if that pool boy opportunity pans out. All I have to do is ply my husband with chips and guacamole and fajitas smothered in queso. I’ll start slow so he doesn’t realize what I’m up to. Once a week. Twice. Thrice. Until one day he keels over in pain as his insides explode, piñata-like, all over the fake terra cotta floor in a final, fatal MFI. In his final moments, I will offer comfort. He will pull me in close, stroke my face, and utter his last words. “That’s it,” he’ll squeak out. “No more chips.” Lela Davidson is the author of Blacklisted from the PTA, and Who Peed on My Yoga Mat? This is an excerpt from Lela Davidson’s forthcoming essay collection, Faking Balance: Adventures in Work and Life, to be published in September 2015. Lela's thoughts on marriage, motherhood, and life-after-40 have appeared in hundreds of magazines, websites, and anthologies.
If you own, lease or otherwise occupy private property containing a glass-fronted gas burning fireplace, fireplace insert or heating stove, you should read this notice. Under a court-approved class action settlement certain manufacturers are offering, free of charge, barriers intended to prevent burns from the hot glass fronts. Further information is below. NOTICE* OF SETTLEMENT APPROVAL AND CLAIMS PROCEDURE OF A CLASS ACTION INVOLVING CERTAIN GAS BURNING FIREPLACES, FIREPLACE INSERTS AND STOVES TO: ALL PERSONS IN CANADA WHO OWN, LEASE OR OTHERWISE OCCUPY PRIVATE PROPERTY CONTAINING A FIREPLACE FROM ONE OF THE SETTLING DEFENDANTS DESCRIBED BELOW CERTIFICATION A lawsuit commenced in British Columbia has been certified as a class action against CANADIAN HEATING PRODUCTS INC., MILES INDUSTRIES LTD., MONESSEN HEARTH CANADA, INC., and MONESSEN HEARTH SYSTEMS COMPANY (doing business as VERMONT CASTINGS GROUP) (the “Settling Defendants”), by the Supreme Court of British Columbia (the “Court”). WHAT IS THE LAWSUIT? It is an action concerning the risk of burns from contacting the hot glass fronts of some gas burning fireplaces. WHAT IS THE SETTLEMENT? The British Columbia Supreme Court has approved a settlement under which the Settling Defendants have agreed to provide, free of charge, barrier screens or screen kits for certain of their Fireplaces to reduce the burn risk.
WHAT DOES COURT APPROVAL MEAN? Class Members are bound by the settlement. Notice of the proposed settlement was published in April and May, 2015. The settlement was approved by the Court on May 26, 2015. WHERE CAN I OBTAIN MORE INFORMATION, OR OBTAIN A FIREPLACE BARRIER OR SCREEN? Class Members should contact: Crawford Class Action Services (the “Administrator”) Suite 3-505, 133 Weber Street North Waterloo, ON N2J 3G9 Toll Free: 1-877-739-8933 Fax: 1-888-842-1332 Email: fireplaceclassaction@crawco.ca DO I NEED PARTICIPATE?
TO
PAY
ANYTHING
TO
No. You do not need to pay any money to participate in the settlement. Class members pay nothing. The lawyers appointed by the Court to represent the Class will be paid by the defendants under the settlement.
WHO IS INCLUDED IN THE SETTLEMENT?
WHO ARE THE LAWYERS FOR THE CLASS?
Class Members are all persons in British Columbia, plus all persons elsewhere in Canada who choose to “opt in”, who have one of the Settling Defendants’ gas fireplaces, inserts or stoves (“Fireplaces”) in their home that was installed between January 1, 2001 and December 31, 2014.
The following law firm represents the plaintiffs and the class, and will answer questions about the class action:
If you live in British Columbia and have such a Fireplace you are automatically included in the class action settlement. If you live elsewhere in Canada you may choose to opt into the settlement. You should immediately review the full legal notice in this matter to ensure that you understand your legal rights. Further details on the proposed settlement and on opting in are available via the telephone numbers and email & website addresses set out in this notice. Claim Forms and Opt in requests MUST BE SUBMITTED by June 6, 2016. If your communication is not received in time it may not be considered valid.
Farris, Vaughan, Wills & Murphy LLP, 25th Floor, 700 West Georgia Street, Vancouver B.C. V7Y1B3 Contact fireplaceclassaction@farris.com Or Mike Wagner @ 604-661-9388 or Robert Anderson, QC @ 604-661-9372 (*) This Notice is just a summary. For more detailed information, including a list of all defendants and the definitions used in this Notice, please go to www.fireplaceclassaction.com or contact the Administrator listed above, or contact the lawyers above.
Do Not Contact the Court about this Notice. For any questions, please contact the Administrator or the lawyers listed above
THIS NOTICE HAS BEEN AUTHORIZED BY THE BRITISH COLUMBIA SUPREME COURT
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