3,661,000 kg of Cardboard

Recycled in 2007
129,000 kg of Milk Cartons
Recycled in 2007
4,263,000 kg of Mixed Paper
Recycled in 2007
771,000 kg of Mixed Plastics
Recycled in 2007
3,013,690 units of Pop Bottles/Cans
Recycled in 2007
1,400,000 kg of Metals
(tin cans, fridges, stoves)
Recycled in 2007
18,000 kg of Sneakers
recycled in 2007
98,000 kg of Electronics
(e-waste) Recycled in 2007
240,000 kg of Tires
Recycled in 2007
300,946 units of House Hold Hazardous
Waste (HHW) Recycled in 2007
The Westmorland Albert Solid Waste Corporation would like to con-
gratulate District 2 for joining the Wet / Dry program. They
will be responsible for the diversion of many recyclables from
the landfll. Keep up the good work District 2.
SPRING 2008 3
Contents
26
4 Messages from Karen Branscombe and Minister Kelly Lamrock
5 From the editor
6 - 7 Five skills to succeed at post-secondary education
8 Physical activity – Benefts for life
9 I’m a big kid now!
10 - 11 Business of learning
12 Should my child repeat a grade?
13 Kid’s corner
14 - 15 Write on!
16 - 18 Into Africa
19 - Saying ‘Hi’ to high school
20 The Allisonian advantage: Experiencing the future
21 Money is just math
22 Look who’s from D2: Sidney Crosby!
23 Student writing
25 Opportunity knocks!
26 Kids art corner
27 Hurry up! The ‘Walking School Bus’ is coming!
28 The gentleman educator
29 Student writing
31 As a volunteer – Are you the giver or the receiver?

9 6
10
12
8
16
22
21
SPRING 2008 4
Messages
I
am very pleased to
introduce you to our
second edition of ACHIEVE.
The frst publication was
well received by our community,
parents, and students. The
importance of communicating
with you in many different ways
is a goal of mine and I hope you
will fnd this edition informative
and interesting.
School District 2 is very
fortunate to have many
partners who are working with
us to support student learning.
Parents, community leaders,
staff and educators who we have
grown to rely on for their expertise, have all become involved in the teaching
and learning process. Featured in this edition of ACHIEVE is a prominent,
international speaker and educator, Anthony Muhammad. Dr. Muhammad has
worked with staff in our district and will once again be with us in April.
He is known throughout North America as a leading educator, working with
schools to foster change and in developing best practices to improve student
achievement. He writes about the schools of the future and the business
of education being focused on student learning. He suggests parents and
community members continue to advocate for their children and at the same
time, partner and celebrate with us to enhance the work that is being done by
educators.
Making connections with youth is a critical factor in the level of success of
our students. Providing that on going support as parents, teachers, staff and
community leaders – reaching out to one young person - that might be all it
takes to truly make a difference. That is what a true partnership with a student
is all about. Each and everyday we have these partnerships happening in our
schools and I am thankful to all of you for them.
One young man who understands the value of adult support and partnerships
is Sidney Crosby. Throughout his young life, he received the support and
encouragement that he needed to reach his dream. Sidney is our featured
District 2 alumni in this edition and I am excited he agreed to write for us! He
spent some time with us as he wanted dearly to graduate from high school. We
were able to provide courses that he could do while still playing junior hockey
and he is the proud recipient of a graduation diploma from Harrison Trimble
High School.
Thank you to Anthony and Sidney for reminding us to celebrate and honour
success.
Karen Branscombe
Superintendent School District 2
Karen Branscombe
W
hat impressed
me most while
reading the
frst edition of
ACHIEVE is that students,
teachers, staff, parents and
the general public are provided
with an excellent mixture of
information, features, articles
and interviews.
As part of our action
plan to be self-suffcient,
the Government of New
Brunswick has committed
to build the best education
system in Canada. To help realize this vision, eight commitments and over
140 specifc actions have been identifed in our education plan: “When
kids come frst”.
Since the release of When kids come frst in June of 2007, I have had
countless discussions with parents, educators – and most importantly
students – about our government’s education plan and I am convinced that
we share a common goal to become a leader in education.
We have already moved on a number of the commitments outlined in When
kids come frst, among them; establishing the Innovative Learning Fund
and implementing the community schools concept.
I am pleased to say that School District 2 is already benefting from both of
these initiatives. Forest Glen School and Beaverbrook School have been
designated community schools and teachers have received $148,670 for
68 Innovative Learning Fund projects.
An exciting and challenging agenda has been set for New Brunswick’s
education system. Together, I believe we can realize an excellent education
for every kid in our school system – an education system that is the best in
the country. Keep up the good work School District 2 and best of luck with
future editions of ACHIEVE!
Kelly Lamrock
Minister of Education
Welcome from Superintendent Karen Branscombe
Minister Kelly Lamrock
Congratulations School District 2 on the
successful launch of ACHIEVE!
SPRING 2008 5
P
utting together a magazine is a unique
challenge and not one I could have
envisioned a year ago. Adding the
communications portfolio to my role
as Director of Finance and Administration in
July 2007 has opened my eyes to a good many
challenges and opportunities when it comes to
communications. I love this quote from English
Author, Ashleigh Brilliant: “Inform all the troops
that communications have completely broken
down.” It reminds me that when it comes to
communications we can never do enough
to keep people informed. When people are
informed they are connected to their workplace,
community or school.
This edition has come together with a theme
of how critical external involvement in the
education system is. The synergy that happens when teachers, parents, business and
community come together is incredible. This magazine is a prime example of this synergy
with advertising and stories from all of these groups with the common goal to improve
achievement for our students.
Thank you for making our second edition of Achieve another success!
Aubrey Kirkpatrick,
Editor & Director of Finance,
Administration and Communication
aubrey.kirkpatrick@gnb.ca
Achieve!
From the Editor
Aubrey Kirkpatrick
Volume 2, Number 1
Achieve is published
twice a year by District 2
1077 St George Street
Moncton, N.B., E1E 4C9
(506) 856-3222
Circulation 20,000
Aubrey Kirkpatrick: Director of Finance,
Administration and Communications
School District 2
Achieve Publisher:
School District 2
Karen Branscombe
Superintendent
Senior Editor
Achieve Content:
Aubrey Kirkpatrick
(506) 856-3616
Editor - in - Chief
Senior Management Team
Editorial Advisory Board
Achieve production:
Urban Publications
939 Main Street
Moncton, N.B.
E1C 8P3
Production Co-ordinator/Designer
Jacques Gaudet
Sales
Pamela Robicheau
(506) 383-2577
pamr@urbanpublications.com
Information provided in this publication is meant
to stimulate interest for quality education. Consult the School
District or your local School Administrator to delve further into
topics of interest. The opinions and views expressed in Achieve
are not necessarily those of School District 2 or the District
Education Council. Reproduction in whole or in part without writ-
ten permission is prohibited.
Story ideas and letters to the editor can be submitted to
Aubrey Kirkpatrick
Editor – in – Chief
Achieve
1077 St George Blvd
Moncton N.B.
E1E 4C9
E-mail: aubrey.kirkpatrick@ gnb.ca
Visit School District 2 online at:
www.district2.nbed.nb.ca
SPRING 2008 6
Five skills to succeed at
post-secondary education
By Mora MacDonald, M.Ed. (Counselling)
SPRING 2008 7
G
oing to university or college will bring many changes in your life. In
fact, there have already been many. Moving from elementary school
to middle school was huge and so was the move to high school. I
am sure that you have experienced many changes in your personal
life and your social life. But, change doesn’t have to be feared; it can be
considered an opportunity. Here are fve skills that can help you make the
most of your university opportunities.
1. Leave high school in high school
High school can be full of cliques, gossip, and trying to ft in. After graduation,
leave these ways behind. I would suggest they only hold you back from learning
about yourself, others, and the world. University is a time to be open to different
ideas, different people, and different ways of living. Remember your high school
days fondly, but if you approach university as a time to grow and learn, your
university days could be the best days of your life.
2. Know how to take notes
In high school you may have had teachers who provided you with overheads
or photocopies from which you copied your notes. Most universities are still
very traditional learning institutions. Most professors still lecture only and will
expect you to listen and write down what you believe to be the important points
to remember. Yes, they will provide some overheads and photocopies, but they
will be provided to support the lecture. They will not be the lecture. Remember,
some professors are not trained as teachers. They are called professors
because they are expected to “profess.”
3. Manage your time
I guarantee you will be successful if you treat university like a full-time job. This
means eight hours a day of work (classes, labs, reading, research, reviewing,
and writing), eight hours a day of sleep (you will need it), and eight hours a day
for everything else (social life, sports, eating, a part-time job, facebook/Xbox/
Guitar Hero, or other pursuits). Of course, there is fexibility. For example, if you
visit your family and don’t do any school work over the weekend, then when you
get back to university you should work at least 16 more hours at school. If you
stick to this, you will discover how well it works as a guide when deciding how
to spend your time.
4. Manage your money
Before you arrive, make sure you have enough money or have a solid plan of
how you will get the money you need to pay for university, living expenses, and
the rest of your life. Once you arrive, spend your money carefully. Many good
students’ transcripts have been ruined because they have spent too much time
worrying about money and/or working too many hours on something other
than school work.
5. Manage yourself
While you are in school, your parents have a great deal of input and
control over your decisions. At university you will be on your own. You will
be considered an adult. This means that for whatever you choose to do
— stay out all night, sleep through classes and fail your courses, eat only
Mac&Cheese, or choose a questionable major — it will be you who will
accept the consequences. The university will be communicating with you.
Not your parents. Not your best friend. You. You need to speak for yourself.
Listen to the voice that tells you what is best for you in the long term. When
you need advice, support or help, seek it out. You don’t need to have all the
answers. After all you are the student, the one who is learning.
These fve skills are more than just strategies to help you move smoothly into
university. You will be able to use many of them in other areas of your life, too.
Remember that all skills are learned and they only get stronger with practice.
If skills are practiced enough, they become habits. Why wait until you get to
university to start practicing them? Start working on these skills today and you
will be confdent that your habits will bring you success at university.
Mora is currently experiencing her own transition. After working as Academic and
Career Counsellor at Mount Allison University for five years, she is now a school
counsellor at Riverview High School.
SPRING 2008 8
D
eveloping a healthy and happy family can be a challenging task in
today’s fast-paced society. It is not however, as hard as we imagine
it to be. It can all begin with being physically active on a daily basis.
Creating physical activity opportunities for you and your family is
a great way to not only build family traditions; it will lead to life long health
benefts. As the saying goes “a family that plays together, stays together!”
So why start getting active? You will look and feel better in almost no time
and more importantly you will be preventing many health risks and diseases.
A powerful statistic to contemplate is: “being physically inactive has the same
impact on your health as smoking a pack of cigarettes each day?” - Dr. Nick
Busing, College of Family Physicians of Canada.
(1)

By being physically active you gain physical, social and emotional benefts.
Specifcally, you will notice
(2)
:
• Better health & ftness
• Better self-esteem
• Reduced body fat
• Stronger muscles and bones
• Feel more energetic
• Improved relaxation and reduced stress
As for youth there are further benefts from physical activity that are wide and far-
reaching. These benefts directly impact on a student’s achievement at school.
Research has indicated that:
1. Regular physical activity enhances academic performance. Physical activity
has a positive affect upon children’s academic achievement, academic
readiness, and perceptual skills.
(3)
2. Regular physical activity improves children’s mental health and contributes
to their growth and development. Adolescents who engage regularly in physical
activity demonstrate lower anxiety and depression.
(7)
3. Participation in regular physical activity has a positive impact on behaviour
and healthy lifestyles in youth. Female high school students, who are physically
active, are less likely to smoke, use marijuana, or engage in sexual risk
behaviours when compared to inactive peers.
(5)
4. It is important to educate, encourage and motivate children to participate
in regular physical activity because the habits they establish in childhood carry
over to adulthood.
(6)
The facts are in. Let’s get moving and begin the journey to healthy, active and
happy families.
(1)
in-motion Saskatoon Health Region www.in-motion.ca
(2)
in-motion Saskatoon Health Region www.in-motion.ca
(3)
Sibley, B.A. and Etnier, J. (2003). The relationship between physical activity
and cognition in children: a meta-analysis. Pediatric Exercise Science, 15(3), pp.
243-56.
(4)
Kirkcaldy, B.D., Shephard, R.J., and Siefen, R.G. (2002). The relationship between
physical activity and self-image and problem behaviour among adolescents.
Social Psychiatry and Psychiatric Epidemiology, 37(11), pp. 544-50.
(5)
Kulig, K., Brener, N.D., and McManus, T. (2003). Sexual activity and substance
use among adolescents by category of physical activity plus team sports
participation. Archives of Pediatrics and Adolescent Medicine, 157(9), pp. 905-12.
(6)
Janz, K.F., Dawson, J.D., and Mahoney, L.T. (2000). Tracking physical fitness and
physical activity from childhood to adolescence: the Muscatine Study. Medicine
and Science in Sports and Exercise, 32(7), pp. 1250-7.
By Aubrey Kirkpatrick, Director of Finance,
Administration and Communications
Physical activity -
Benefits for life!
SPRING 2008 9
C
an you believe it? Your child is four years old and
soon will be going off to school! It is a time full of
excitement, wonder and of course fear. Are they
ready? Will they make friends? Will they like their
teachers? This is a big step for children and for parents
alike. As a school teacher and administrator, I have heard
many young students walk through the door and say “I’m a
big kid now!” The children understand that this is a milestone
and as parents, we know our babies are no longer babies but kids
who go to school.
You are your child’s frst and most important teacher. According to
Fraser Mustard and Margaret McCain in the Ontario Early Years
Report (1999), children begin learning right away and the frst
six years of a child’s life are the most infuential time in brain
development, learning, behaviour and health.
In my position as Transition to School Coordinator the two most
frequently asked questions I get are “How can I get my child
ready for school?” and “Is my child ready for school?” These
are diffcult questions, because the answers can be as diverse
as each child is unique. Learning is in everything we do from
talking, reading and playing with our children. Children learn by
seeing, touching, hearing, talking about, sharing and exploring
the world around them. Learning is different for every child.
“Children are made readers on the laps of their parents,”
(Emilie Buchwald). One of the most important things we can do
is read with our children. Talk about the book and predict what
the book might be about by looking at the front cover. Explore
the pictures by asking ‘What can you fnd?’ Each book is an
adventure to a new world. Make reading a priority in your home
and let your child see you reading whether it be a book,
magazine or newspaper.
The world of play offers so many learning opportunities
for young and old alike. Playing games teaches turn
taking, following rules, winning and losing, various
numeracy and literacy skills and just plain old fun
with friends and family. Building with blocks or Lego
allows for creativity and for the imagination to go wild.
Concepts such as more or less, bigger and smaller, taller
and shorter are being developed all in the structure of fun.
Opportunities to create artistic masterpieces using items
found around your home such as the paper towel rolls,
cardboard boxes and crayons and voila - you have a rocket
ship to the moon. An activity which allows a chance to
talk about colours, numbers, patterns and best yet, a
chance to be an astronaut exploring outer space. A
good idea when introducing scissors is to practice with
playdough frst.
Playing with puzzles, beads, balls, puppets or playdough to name just a few
activities, allows a child to explore their world and learn many new things.
Look around your home to see what shapes you can fnd, what colours, how
many circles you can fnd; even count the forks when setting the table. Put
rice on a plate and practice letters, numbers and your child’s name. Have
children practice putting on and taking off their shoes and coats. Your
home is your child’s frst classroom. Everywhere you go is an opportunity
to learn and talk about what you see.
Learning is in everything we do. School is just the next step along the way
on a journey which began much earlier. We are excited to welcome you to
School District 2 and to partner with you in the education of your child. As
Dr. Seuss once said “Oh the place we will go!”
By Learning Specialist Karla Webster
I’m a big kid now!
SPRING 2008 10
T
he recent past has taught us that the world is changing at a frenetic pace,
and the trend does not appear to be changing any time soon. Technology
has made the world small, and competition for scarce resources has
become even more heated as telecommunications has made international
markets available to anyone with an Internet connection. As the world changes at
such a rapid and exciting pace, shouldn’t our educational system be as quick and
nimble? We must prepare our children for this new world.
In a post-industrial society, students need an education
that allows them to compete on a world stage and
they need skills that allow them to think, network, and
create. Where can they get these skills? They can get
these skills in the public school of tomorrow. In order to
meet this challenge our public school system must be led
by educators who have accepted the challenge of learning
for all students, instead of the past paradigm of learning
by chance as witnessed in gaps in student learning and
performance
Michael Fullan writes in his book, The Moral Imperative of
School Leadership, that “schools are the main institutions
for fostering social cohesion in an increasingly diverse
society, publicly funded schools must serve all children, not
simply those with the loudest or most powerful advocates” (2003). Nations
like India and China are extending educational opportunities to their masses
and they are experiencing tremendous economic growth. The superpowers
of the future will be required to follow this same formula in order to remain
on the world stage.
This awesome responsibility places on the shoulders of educators a requirement
to focus on the acquisition of important skills for their students. Communities
cannot afford to have partially educated citizens in the 21st century. These
requirements will demand changes in educational traditions and practices.
The professional educator of the new century must embrace practices much
different than those of the past:
1. Educators of the future must be students of their craft, thirsting for
knowledge to improve their professional practice and consistently involved in
the process of professional development.
2. Educators of the future must break the chains of the industrial era that made
allowances for an acceptable rate of student failure and attrition, and focus
t hei r energy on a tenacious appetite for high achievement for all students.
3. Educators of the future must stay connected to the needs of the
world around them. They realize their work affects the future of their
community.
4. The educator of the future realizes that student background is
not the most signifcant factor in determining achievement.
5. The educator of the future realizes that they need to work
collaboratively with their colleagues to pool their expertise in
order to meet the diverse needs of all students.
The business of education for this century must be focused
on the student outcome of learning. The excuses of the past
for student failure are no longer relevant. The research of
prominent educational scholars has proven that all children can
learn under the right circumstances. Because of this great responsibility and
the challenge that educators accept, they are the heroes of a nation. They
are a true group of patriots who shape the minds and spirits of our future
through their hard work and dedication. Parents and community members
must continue to advocate for their children, and push their public schools to
higher levels of performance. But, as we demand excellence from our school
system, do not forget to thank them and show your respect and admiration
for the job that they do, and the responsibility that they have accepted.
The school of tomorrow is much different than the school of yesterday, and
anyone who accepts this challenge and is passionate about children and
the impact of their work, deserves our greatest appreciation. Thank you
educators of tomorrow!
Works Cited: Fullan, Michael (2003), The Moral Imperative of School
Leadership, Corwin Press, Thousand Oaks, California.
By Anthony Muhammad, Ph.D, President, New Frontier 21
The
business
of learning
SPRING 2008 11
A
nthony Muhammad is the
founder and president
of New Frontier 21, an
organization dedicated
to providing educators in urban
and rural schools with the kind
of professional development
necessary to become high
performing schools. He is a
graduate of Michigan State
University where he earned his
bachelor’s (1991), master’s
(1999), and doctorate (2007)
degrees.
He is the former principal of Levey
Middle School and Southfeld
High School in Southfeld, Michigan. Anthony has been a classroom teacher,
assistant principal, and principal. He also co-founded a nationally recognized
charter school, the Sankofa Shule Public School Academy in 1995. The
progress realized at Sankofa Shule was documented in articles written in the
U.S. News and World Report and the Wall Street Journal. In 1999, Sankofa
Shule’s students scored higher than all students in the county in the areas of
math (94.5 per cent) and writing (92.9 per cent).
At the time of his arrival at Levey Middle School, the school had a history of poor
scores on state academic assessments, combined with over 3,000 disciplinary
referrals and suspensions the previous year. He used the Professional Learning
Communities at Work school improvement model as the structure for his
school’s transformation.
Anthony’s innovative approach to leadership resulted in measurable gains
in student achievement, both in academic performance and in decreased
disciplinary referrals. Levey Middle School is now recognized as a National
Exemplary School by the U.S. Department of Education and Mr. Muhammad
was honoured with the state’s top award for middle school principals.
In addition to his educational experience, Anthony has done extensive research
on the subject of effective urban education, and is a sought-after speaker and
consultant both in North America and the United Kingdom. In July of 2004,
he presented at the Oxford Round Table educational conference at Oxford
University. He has also authored and co-authored several articles published in
national educational magazines.
For booking information, e-mail speaker@newfrontier21.com
President, New Frontier 21
Anthony Muhammad, Ph.D
The
business
of learning
SPRING 2008 12
S
pring is the time of year when teachers and parents begin to evaluate
student progress in terms of making decisions regarding the next
school year. Sometimes retention, or “repeating a grade”, is suggested
for students who are not meeting grade level expectations.
Students can struggle for a variety of reasons, such as consistent diffculty with
homework or tests, behaviour issues, being socially or developmentally younger
than their classmates, having missed a good deal of school due to illness,
or even moving frequently. Whatever the reason, if your child is struggling
and retention is being considered, it is important to make sure you know the
options available and be actively involved in decision making. Following are a
few factors and suggestions to consider as you work with your child’s teacher to
help your child succeed in school and feel good about him or herself.
Understanding the risks related to retention
Although retention is a fairly common practice, it is not shown to be effective at
improving student success over time and, in fact, can cause negative outcomes
for the child, such as lowered self-esteem and motivation, and increased
behaviour problems, risk behaviours, and drop-out rates.
Know when retention may be helpful
Retention is most likely to help children who are not too far behind academically
and / or socially, who generally feel good about themselves and have strong
social skills, and whose academic diffculties are mostly due to not having the
opportunity to learn the material, such as frequent moves or a long illness, as
opposed to a ‘perceived ability’ to learn.
Be familiar with your child’s assignments and support their efforts
Know the work your child is being asked to do, what they enjoy, and with what
they have diffculty. Help them with homework if necessary, but note tasks or
topics that, even with extra help, your child continues to struggle. Talk to your
child’s teacher.
Work with your child’s teacher to identify and address problems early
Discuss concerns as they arise. This is true for academic, behavioural, and
social diffculties. Find out what help the teacher is providing in class and what
you can do at home. Keep in touch about which strategies are working and
which are not.
Get more help if necessary
If initial efforts do not seem to be helping your child do better, there are many
school professionals (such as the school psychologist, guidance counsellor or
resource teacher) who can evaluate how your child learns best and recommend
appropriate strategies for academics and in terms of behaviour and social
development.
Ensure that instruction and support are tailored to your child’s needs
This is true even if you and relevant school personnel determine that
retention is a good choice for your child. Students who are struggling
under any circumstances should be provided an academic and social
curriculum(e.g. academic instruction centred on personal strengths and
weaknesses, tutoring, self-esteem groups, social skill groups) to best meet
their developmental needs.
Remember, retention may appear to be a simple answer to ongoing diffculties in
school, but there is no evidence that it is effective in most cases. Rather, there
are many alternatives to helping children do better that should be considered
frst. By asking questions and working with school personnel, you can help your
child succeed and support their self-esteem.
School District 2 has a policy, Policy Statement 340 that you can fnd on our
website. This policy - ‘Student Placement and Promotion’ guides our practice. All
schools in District 2 can provide literature and information on retention as well.
- Adapted from “Grade Retention and Promotion” Children’s Needs III, NASP,
2006
Know the facts and alternatives to helping your child succeed.
By Allen Marr, Psychologist, Learning Specialist
Should my child repeat a grade?
SPRING 2008 13
854-9978
Ask for Ross McKay or Stephen Young
(The training is completely free)
LAIDLAW EDUCATION SERVICES is now a part of FIRST
STUDENT CANADA, providing safe, reliable CHARTER
& SCHOOL BUS Transportation.
We’re always interested in hiring more caring School
Bus Drivers, so if you or someone you know would
enjoy driving & helping children please call:
Moncton Ad_Color.indd 1 2/13/08 10:25:01 AM
Learning Never Should!
899-Achieve
It’s never too late to think about summer!
Do you know that over the summer children can lose a
significant amount of what they learned in the school year?
Scholar’s Choice can help with these two workbook series:
• Summer Bridge Activities
• Scholar’s Choice very own Check & Double Check
Raise Dollars for your School!
Even better get your whole school involved. Scholar’s Choice
offer these two series as fundraisers for your school. Full details
are available on our website at www.scholarschoice.ca.
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or call 1-800-265-1095 for details.
How can students improve their writing?
Writing that exhibits sentence fuency usually has sentences of different
lengths. Here is an idea to improve sentence fuency:
- Draw a rectangle around each sentence in a piece of writing. If the
rectangles are all around the same size, see if you can combine (or split)
some of the sentences to create more variety.
More interactive writing activities for students can be found at the
following links:
www.readwritethink.org/materials/flip http://www.writingfix.com/
Kids’
c o r n e r
I tried to catch my dog as he ran really fast down the street.
SAMPLE
My dog ran down the street. I tried to catch him. He is really fast.
• Family, marital & individual counselling • Counselling matrimonial, familiale et individuel
• Family life education • Éducation à la vie familiale
• Family violence counselling • Counselling pour la violence familiale
• Employee assistance service • Programmes d’aide aux employé(e)s
• Corporate wellness training • Formation mieux-être au travail
• Credit counselling • Conseillers de crédit
• Meditation • Méditation
www.fsmoncton.com
Tel: 857-3258 120 High Street, Moncton
NB, E1C 6B5
A United Way member agency /
Une agence membre de Centreaide
“It takes everyone of us to build a quality place to live;
you too can make a difference start young by
volunteering in your community”
The Volunteer Centre of Southeastern New Brunswick Inc.
refers volunteers to over 150 community agencies.
Volunteer on-line at
www.volunteergreatermoncton.com
or for personal volunteer matching contact 869-6905.
SPRING 2008 14
W
hat do we write?
Close your eyes and try to remember the last fve things that
you have written. What were they? Your list may resemble
something like this:
A birthday card
Next week

s grocery list
An offce e-mail
A to-do list
A reminder of an appointment
We are all writers, who write daily for a variety of audiences and for
different purposes. Students are also asked to write daily, and through
this writing they learn the many different forms of text (lists, stories,
letters…), grammar rules, vocabulary, sentence structure, spelling, and
how to organize their ideas. These are big tasks for students. It takes
years of work to get all of these elements working smoothly in order to
best communicate a message to others.
How do teachers help students to write?
As teachers, we assist students by teaching what we call ‘The Six Traits
of Writing’ and by guiding students through the writing process itself. We
share examples of good writing and discuss with students what makes
them good pieces. The six traits of writing are outlined in Figure A. Perhaps
the next time you read your child’s writing you could look for these traits
and talk to your child about their use in good writing.
How will I know my child is progressing with their writing?
There are standards or guidelines based on the six traits, which teachers
use to assess student work. The standards refect the traits of writing and
indicate the degree to which each should be present in a piece of student
work, depending on grade level. Figure B is an example of an appropriate
piece of writing at the Grade 2 level. Figure C explains why this piece of
writing would be considered appropriate, based on the standards.
How can I help my children with their writing?
1. Read aloud to your child everyday.
2. Talk to him about writing in everyday life, by writing notes or shopping
lists and asking your child to do the same, for example. This will help
strengthen the connection between reading and writing.
3. Ask her to draw a picture, or fnd one in a magazine or art book, that
expresses her thoughts. Then have her write about the picture.
4. Avoid perfect-speller paralysis. It’s the process of writing that’s
important, most teachers will agree, and fear of misspelling should never
get in the way. Keep in mind that by fourth or ffth grade, teachers will start
to expect proper spelling.
By Katherine Arsenault, Learning Specialist
Write on!
SPRING 2008 15
5. Help him choose writing topics that hold inherent interest for him.
6. Try having her write on the computer once in a while if handwriting is a
struggle.
7. Encourage your child to think about how his story will end in order to avoid
getting stuck mid-story.
8. Try not to influence her ideas by directing her toward something you “know”
will work — tempting as it may be. Let creativity and imagination rule.
(Source: http://www.digitalbcs.com/wallington/?m=200609)
Great writers are not born. Many great authors rewrite their works hundreds
of times to clarify their message for their audience. All children can learn to
express themselves in this way when the skill of writing is modeled, practiced
and refned. We encourage you to “Write On” with your child!
Traits of writing
Content/Ideas: The ideas and content contain the
central message or the main theme. Together with the
details, the ideas and content enrich and develop the
theme.
Organization: Organization is the internal structure
of a piece of writing, or the form it takes. (i.e. a logical
beginning, middle, and ending)
Voice: The voice is the heart and soul, the magic,
the wit, along with the feeling and conviction of the
individual writer coming out through the words. (This is
assessed after Grade 2)
Word Choice: Word choice is the use of rich,
colorful, precise language that enhances meaning for
the reader.
Sentence Fluency: Sentence fuency is the fow
of the language, the sound of word patterns, where
sentences are strong and varied.
Conventions: Conventions are the mechanical
correctness of the piece. They include spelling,
grammar and usage, paragraphing, and the use of
capitals and punctuation.
Dear Parents,
As partners in education, we wish to share the following information about
writing with you. Writing is a process of thinking and rethinking, writing
and rewriting. The traits listed below are part of the writing process, which
give students and teachers a common language to talk about and assess
writing. All of these traits of writing should be present in a piece of student
work to varying degrees depending on grade level.
Rationale for Appropriate Achievement
My favorite dessert
Content
• Chooses to write about the topic of a favourite dessert and how to make it;
communicates message through written words
• Focuses on two key ideas (ie., how to make an apple pie and why it is a
favourite dessert)
• Includes details to expand the key idea of how to make a pie (e.g. roll the
dough, put the ingreedynt’s, put the top on pie, pinch the side’s, put it in the oven)
Organization
• Decides upon a purpose (i.e., to recount a personal experience and explain
how to make an apple pie; uses a procedural form within a recount context)
• Presents steps to make an apple pie in a sequence that is easily followed
• Links ideas with connecting words such as first, once, after
• Shows some awareness of forms (e.g., personal recount and explanation)
• Opening provides a background orientation to assist the reader (e.g., If we get
apple pie me and my mom make it.); the concluding statement is a comment
that refects the author’s feelings (e.g., It tastes so fantastic.)
• Includes details to explain in the steps to making an apple pie (e.g., …roll the
dough…, … put the top on…, put it in the ofven…) and appreciates the need
for attention to sequence
Word Choice
• Makes many ordinary word choices, possibly some repetition (e.g., put)
• Includes a few strong descriptive word choices (e.g., favorite, pinch, raw)
Voice
• Begins to show some awareness of audience according to purpose (e.g., …I
think maybe to keep the heat in., …you can get sick…)
• Demonstrates some basica knowledge of subject (e.g., …we pinch the side’s
of the pie).
• Shows a glimpse of personal style (e.g., It tastes So fantastic.)
Sentence structure
• Uses mostly simple sentence structure; most sentences are complete
• Includes a few longer sentences and/or sentences which begin in different
ways (e.g., You put it in the ofven…because you can…eat the dough raw.)
Conventions
• Uses correct end punctuation
• Uses capital letters for frst word in sentences, and pronoun “I”
• Spells many high frequency words correctly; attempt to spell longer, more
complex words using phonetic approximations (e.g., ingreedynt’s, ofven)
• Uses many basic pronouns and verbs correctly; may make some errors (e.g.,
…me and my mom make it.)
Appropriate Achievement
My Favorite Dessert
My most favorite dessert is apple pie. I don’t eat it alot. If We get
apple pie me and my mom make it. First we roll the dough then we put
the ingreedynts in. Once we put the ingreedynt’s in then we put the top
on the pie. After that we pinch the side’s of the pie. I think maybe to
keep the heat in. We put it in the ofven. You put it in the ofven to heat
it up because you can get sick if you eat the dough raw. After it’s done
we eat it. It tastes So fantastic.
Figure C
Figure B
Figure A
SPRING 2008 16
SPRING 2008 17
W
hen School District 2’s Geoff Douglas, Acting IS Manager met
fellow photographer Maurice Henri and heard about the ‘Cameras
for Healing’ project he was immediately convinced that he could
help, and a passion was born for helping those who are in need.
The following story is how Geoff and the School District is now “Into Africa”.
SIERRA LEONE IS EMERGING FROM ONE OF THE MOST VICIOUS AND LONG-
LASTING CIVIL WARS IN THE HISTORY OF WEST AFRICA. BETWEEN 1991 AND
2002, OVER 50,000 CHILDREN AND YOUNG PEOPLE WERE TRAUMATIZED BY
THEIR ACTIVITIES AS COMBATANTS IN THE HOSTILITIES. THESE YOUNG MEN
AND WOMEN ARE NOW FILLING THE RANKS OF THE UNEMPLOYED OR ARE
MARGINALIZED INTO THE SEX INDUSTRY. THEN, THERE ARE THEIR VICTIMS.
ALL OF THEM—SOLDIERS AND VICTIMS—STRUGGLE WITH THE EVERYDAY
HARDSHIPS OF SUPPORTING THEMSELVES.
In March 2005, Maurice Henri, a local Moncton photographer, was invited
by internationally renowned photographer Freeman Patterson to take part
in a two week photo journey with 10 additional established North American
photographers.
After the two week landscape photography journey, Henri decided to stay for an
additional two weeks concentrating on landscape photography. Henri wanted to
experience local life and meet the people of the villages.
Before heading into the mountains to the village of Nourivier, he stopped
in the town of Springbok to pick up some fruit to give to the children in the
destination village. Upon arriving in Nourivier, the vehicle was swarmed by the
children of the village as a white person coming into this area usually means
gifts for them.
Upon exiting the vehicle to unload his precious cargo, Maurice reached into the
vehicle blindly and pulled out the frst item, which was an orange. He turned
and passed this piece of fruit to the frst person in front of him who happened
to be an eight-year-old girl. She immediately took the orange and without losing
eye contact with Henri, she brought the orange to her nose and started to smell
the orange with her eyes closed. She then caressed the orange with her cheek
and hugged the orange as if it was a child’s frst teddy bear. Quicker than the
moment lasted, she turned into the crowd of children and disappeared. Henri’s
interpreter proceeded to show him around the village.
About two hours later, Henri requested to meet one of the elders of the village
where he was introduced to Ouma Lys, who was an 85-year-old woman who had
adopted 18 orphaned children. After spending some time with her, Ouma Lys
invited Henri to come inside her small house where she and the 18 children
lived. Once inside the house, Henri entered a doorway into a living room where
he saw the same little girl with the orange in the corner of the room cherishing
the fruit. As their eyes met, the smile on the girl’s face was precious and
something that Henri will always remember.
Henri motioned to the girl to eat the orange so she could have some nourishment
as it was not known the last time she had eaten anything. She continued to hug
the orange without any worries about eating it. Upon leaving the house, Henri
By Geoff Douglas
Into Africa
Continued on page 18
SPRING 2008 18
asked his translator why the little girl would not think of eating her new orange.
His interpreter explained that the little girl had not eaten the orange yet as she
felt she was the “chosen one” to receive the fruit before anyone else. She felt
validated and special to be the frst one, and she wanted the feeling to last. So
she continued to cherish the orange without eating it. That evening, the little girl
slept with the orange just so she could wake up the next morning and continue
to feel the way she had the day before. Later that morning, the girl ate the
orange and enjoyed the full experience of the fruit. It was that moment Henri’s
life was changed and he knew he had to do something for the girl.
Back in Canada, Henri decided his photography was the best way to make a
difference. With a colleague in Toronto, they held a single evening event called
“The Children of Nourivier.” That evening, they were able to sell the collections
of their work for a total of $250,000 which was donated to the Steven Lewis
Foundation to help with battle of AIDS in Africa and assisted to launch the
Grandmothers to Grandmothers project. While in Toronto, Henri made some
important contacts and took one of his works which he sold to an individual
for $10,000. One hundred per cent of that money was donated to help build
a school for the “Children of Nourivier” therefore helping the little girl with the
orange. Since then, Henri has helped build two schools in South Africa and
another is in the works.
After the immense success of the projects in South Africa and the work he does
with local children in Moncton area schools, Henri decided to create a program
called Cameras for Healing. The concept of Cameras for Healing was to use
visual art (photography) and psychology as a tool to emotionally heal, empower
and help build a culture of peace. Henri began researching personal trauma
and the effects it has on people and then researched where in the world this
had been felt recently. The most recent experiences were found to be in West
Africa in the country of Sierra Leone where a brutal civil war had just ended in
2002. By discussing this with a psychologist, Henri knew the project could help
out the former victims and child soldiers of the war. This was the frst confict
that introduced the world to the plight of child soldiers.
Cameras for Healing was born, and with a team of three students and a
psychologist, they headed for the country of Sierra Leone in November 2006
with cameras in tow to apply the concept.
Working with the victims, including child soldiers and their victims together in
the same room, Henri and the team proceeded to teach basic photography
principles to the participants. Armed with small point and shoot cameras,
daily assignments were given to the participants with instructions to create
images of subjects that inspired them. At the end of the week-long workshop,
participants were asked to record a day in their life to express their feelings and
what inspires them as a person without using words.
Throughout the program, the participants showed great improvement personally
and emotionally and at the end, former child soldiers and their victims were
hugging and forgiving each other for things that had happened in the past.
Another goal of the program was to empower the participants and give them the
chance to begin their lives again and perhaps start their own business, which
some of them did.
Cameras for Healing is a minimum fve-year initiative with one year already
complete. In the frst year, Henri personally funded the complete project at a
cost of approximately $30,000. For the following years of the project, Project
Director Maurice Henri will be returning with Assistant Director Geoff Douglas
who is also the acting IS Manager of School District 2.
Geoff has offered all functional surplus computer equipment from School
District 2 to be sent to Africa to be used in schools and community centres.
To ensure no environmental harm will come to the countries in Africa, the
Cameras For Healing project will remove all unusable computers to be recycled
in other situated centres outside Africa. The project relies solely on donations
received from corporations and individuals that have been inspired by past
presentations.
If you wish to read more about the project or contact the team to
make a donation, please visit the Cameras For Healing website http://
www.camerasforhealing.com or to see an interview on CBC visit
www.cbc.ca/sunday/2006/11/111206_5.html.
Continued from page 17
Photo by Maurice Henri
SPRING 2008 19
By Trish Daley, Teacher, Liz Nowlan and Ken Menchions, Learning Specialists
Saying “Hi” to high school
I
f you’re facing the transition to high school, you probably have mixed
emotions. Feeling excitement is perfectly natural but it may also be a little
scary being the youngest in the building again. A little preparation can
go a long way towards making this transition a smooth one.
Tip for Students:
While you are probably already used to changing classrooms, the
size of your new school and the short breaks between classes may
present a challenge. It will be normal to feel lost at frst, but help is
only a question away. Time management skills can help not only with
getting to class on time, but also with meeting deadlines. If you
choose to add extra-curricular activities and a part-time job into
the mix, time will become even more precious.
Tip for Parents:
Be sure to attend Meet the Teacher Night to fnd out what
your child’s schedule looks like and introduce yourself to
the teachers. You will discover communication avenues
and expectations that your child may have forgotten to tell
you about.
Tip for Students:
In middle school, you’ve probably come to appreciate your
agenda. Since high school schedules typically involve moving
independently from class to class, agendas become indispensable.
As far as other supplies go, if you arrive the frst day armed
with a binder, pen and paper, you can soon fnd out what each
teacher expects. After that, organization and being prepared
can make learning (and life in general) easier.
Tip for Parents:
Your child will have more time and independence during noon
hour. Encourage them to stay on campus and get involved with extra-
curricular activities. If you have any uneasiness during the frst weeks
of high school, do not hesitate to contact the teachers and or guidance
counsellor. Follow your instincts because you know your child best!
Tip for Students:
One of the biggest challenges (and opportunities) in any new school can
be the number of new people you will meet. Getting to know your teachers
early in the year will help you if any diffculties arise. In rough times, school
counsellors can provide expert advice. Getting involved in extra-curricular
activities will provide chances to form new friendships with others who share
your interests.
Tip for Parents:
You can request a meeting early in the year to ensure that new teachers
are aware of any past concerns. These teachers don’t yet know your child and
they will appreciate your input before diffculties arise.
If you are making the move to high school this year, remember that thousands
of District 2 students have successfully made the same transition. With a little
help from teachers and parents, and with the right mind-set, high school can
be a tremendous experience. Keep a look out for parent evenings and other
transition events that your high school may host in the coming months.
SPRING 2008 20
By Angela Ranson, Teacher, Tantramar High School
The Allisonian advantage: Experiencing the future
O
ver 30 students at Mount Allison University have experienced
something unique. They saw into the future.
These students were actually Grade 12 students from Tantramar
Regional High, and they were participating in a program that is a joint venture
between Mount Allison University and TRHS. It’s the Tantramar Advantage Program,
an advance-placement program that has been in existence since the 2000-2001
school year. It started as the germ of an idea through Principal Don McCormack.
“We wanted to bridge the gap between secondary and post-secondary
education,” he said. “With this program, students can try out the post-
secondary world and still have the safety net of their comfortable, well-known
high school world.” Grade 12 students who have a high academic standing
and can gain recommendations from their teachers, are chosen to take a
university class in their second semester of their Grade 12 year. It’s a chance to
experience university before they arrive there, and therefore better understand
the behavioural expectations and academic requirements.
The results of this program have been very positive. In the eight years of its
existence, the average mark attained by TRHS student is an A-. They have
taken a variety of courses. As Mr. McCormack notes, “In the past eight years,
we’ve dabbled in almost every undergraduate arts course that doesn’t have a
pre-requisite.”
The program does cost the students the price of a Mt. Allison course, but if
the student later attends Mount Allison, this cost is reimbursed. There are also
scholarships available for students who cannot afford the price of the program.
After all, the goal is academic achievement, not fnancial gain. According to
Heather Patterson, the university has two main reasons for becoming involved
in the program. It wants to give the students a chance to experience life at
university before they actually become part of it, and also it looks on the
program as a service to the community and the students.
“Exceptional students take part in this program and they are truly a credit to
Tantramar,” Mrs. Patterson says. She says she enjoys “having the opportunity
to meet these students. It is great to see their enthusiasm for learning.”
The program brings together the present and the future in a way that is very
instructive. Wray Perkin, currently taking ‘Classics 1631’ through the Tantramar
Advantage Program, is very pleased he has the opportunity to participate.
“It’s a great way to start off university with three credits already in your name,”
he says. “Also, it’s really interesting.”
Best of all, it has long-lasting effects. Samantha Joel graduated from TRHS two
years ago. She says that taking part in the program was the best thing she’d
ever done. It gave her a chance to study something that was an interest of hers,
allowed her to understand what university was all about before arriving there,
and even helped her with university assessment.
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SPRING 2008 21
By Jennifer Marr, Advanced Savings Credit Union
Money is just math!
R
egardless of how they earn their money, children need to learn how to
make wise decisions about what they are going to do with it. Here are
a few things that you as parents can do to help your children learn how
to wisely mange their money.
1. Include your children in budget discussions. Children are never too young to
learn about money and one of the best ways to teach them is through example.
This doesn’t mean that you should worry them about bills, but they do need
to understand, on a basic level, your family’s values with regards to spending,
saving, and giving to charity.
2. Teach your children the importance of saving for future purchases. Children
need to understand that they can’t always have what they want right away.
Saving so they can purchase some of the things they want can bring a sense of
ownership and pride in their purchase.
3. Take your children to open a savings account at a credit union or bank.
Once they have an account, you can teach your children how to keep track of
their deposits and withdraws. This will help them establish good money habits
that they will use for the rest of their lives.
4. Teach your children the importance of giving to charity. Children need to
see the value of helping others. Work with your child to decide which charity
they would like to support and encourage them to set aside a certain portion of
their earnings to give to their special charity.
5. Allow your children to make their own spending decisions. Talk to your
children about the pros and cons of purchases they are considering. Show
them how to compare prices but allow them to make the fnal decision about
their purchases. Whether their decisions are good or bad, children will learn
from their spending choices.
No matter how you look at it, money is just math. By teaching your children how
to spend, save, and invest their money, you are also helping them to develop
decision-making and math skills that they can use for a lifetime.
SPRING 2008 22
S
idney Crosby of the Pittsburgh Penguins is arguably the best player in
the NHL. Did you know that Sidney graduated from Harrison Trimble
High School in Moncton? We are very excited to have Sidney participate
in our Look Who’s From D2 feature.
Sidney worked hard to graduate as an elite athlete, with a combination of
class work with private tutors in Rimouski, correspondence courses with NBCC
and with the help of many teachers at HTHS that had a major impact on his
graduating from Trimble. Teachers helped when he was in Moncton with tutor
sessions and sent work to him so he could work with tutors in Rimouski (and
then would send back the work)... He was fortunate to have a principal that
was willing to think “outside the box” to help a kid graduate and move on to
another part of his life.

Achieve: What schools did you attend?
Sidney Crosby: I attended Colonial John Elementary School, Colby Village
Elementary School, Astral Drive Junior High, Shattuck Saint Mary’s High
School and Harrison Trimble High School.

A: What kind of a student were you?
SC: I was a decent student. I remember how much emphasis my parents put
on school and they made me realize how important it is to work hard in school
from a very young age.

A: What was your favourite subject?...Least favourite?
SC: My favourite subjects were history and math and then the least favourite
would have to be science.

A: What advice would you give teens going through school today?
SC: I would say frst of all that school is so important; not just what you learn
but the way in which you study, prepare and manage your time. Those are
the skills you will need all throughout life no matter what your career ends up
being… Also to enjoy it! As hard as it is to believe the social aspect of school
when you look back is something many people miss including me.

A: How did school infuence your career choice?
SC: School I guess did not really infuence my choice, but like I said before
the experiences I had in school dealing with time management, organization
and responsibility along with little things you may have learned along the way
help to prepare you for life in general.

A: What do you love about your career choice?
SC: The thing I love about my career choice is that it’s something I really do
love to do everyday and have the opportunity to meet new people and be part
of a team.

A: If you were not doing this what other career would you be doing?
SC: I think something like a freman or police offcer. I think something that
would be an active job as well as having a job that brings something new each
day.

A: Which teacher had the greatest infuence on you?
SC: I don’t know if there is one. I had many great teachers and tried to take
something away from all of them. I think this is something that can make you
better as a person as well as allow you to grow and learn.

A: What motivated you to achieve at school?
SC: I would say just wanting to graduate for sure and as well as the fact you
give yourself the best opportunity to get into a feld you would want to be a
part of… you give yourself a better chance by being good in school.
By Aubrey Kirkpatrick, Director of Finance, Administration and Communications
Look who’s from D2: Sidney Crosby!
SPRING 2008 23
A
long time ago, there was a time when penguins weren’t black and white.
They were just black. One very cold winter, the male penguins were sitting
on their eggs, and the female had just started their march to get fsh, like
usual.
A huge snowstorm, one like never before, came taking the penguins by surprise.
Everything was white. The sun was white, the trees were white, and the sky was
white. The world was covered in snow. It was terrible. The penguins were all white.
Soon the snow started to melt and the sky and the sun and the trees, and all the
other animals turned back to their normal colours.
It was just penguins that were still all white. Penguins are cold so the snow just
stayed there. Eventually the penguins learned that they could brush the snow off.
Soon they were back to normal. Their arms weren’t long enough to reach their
stomachs though. They were too short and stubby. The climate penguins
live in is so cold the snow just stayed there. Soon, after a couple months
the snow rubbed into their fur and stayed there.
So, from then on the penguins had white stomachs. Only very few penguins are
all black today. Many people have searched to fnd them. You can look too, but be
careful! They look just like dogs. In fact you might have already seen them, or have
one as a pet! Take a minute and check to see if your dog has a beak.
- Hannah Steeves

Student
w r i t i n g
By Hannah Steeves, Grade 8 student
How the penguin
got its tuxedo
I
f I was hunger, I would be everything and nothing, everywhere and nowhere. I would
be the voice inside your head never leaving until I was satisfed. I would be the
mouthwatering pain in your stomach, causing you to painstakingly stop your current
activity to appease me. I kill the poor and spare the rich, never glancing back.
I am educated in the richness of countries. My trips to Africa are far lengthier than
those to Canada or the U.S. Amongst humans the Africans are my most intimate
of friends. Each night I barrage them with my rage. I writhe in their stomachs and
weaken their limbs. However, there are some I know not. The rich
ignore me. At frst sign of hunger, while I make my way, slowly,
creeping, towards them, I am subdued. First a steak,
then some more, until fnally I back away and wait in
the shadows until someone else calls.
The strongest of the strong cannot avoid me. Neither
may the weak. I am all powerful, crippling the strong
of heart. Many have given in, and I have taken
my toll. Some may call me ephemeral, never truly
existing. But rather I am eternal, never truly dying.
You my dear reader may not know my true form, but
I guarantee you know someone who does. I am a
parasite feeding off the malnourished. Never ceasing,
never pausing in my eternal quest for death and despair.
- Lucas Jarche
If I were...
By Lucas Jarche, Grade 8 student
SPRING 2008 24
A Community School is a center of learning for the whole community.
The school mobilizes local resources and works to develop
partnerships to provide unique opportunities for not only
classroom learning, but after-school programming for
students, families, and the entire community.
Every school has the potential to become a Community School.
Local businesses can help, by teaming together with a dedicated
school staff and parent group and community volunteers as they
support student success.
Your company’s employees can make a difference at your local school by:
Coaching Sports Becoming an In-School Mentor
Being a Reading Buddy Serving Breakfast or Lunch to students
Sharing your own Work Skills Leading an After-School Club
Acting as a role model Sharing Healthy Life Choices
Share your love of Computers Tutor a child in Math
Sharing a special talent And much, much, more!
Volunteers are the backbone of any business-education partnership. Providing
extra “people support” to the students and staff is invaluable, whether the individual
works directly with the children or behind the scenes.
Employers contribute people resources by freeing up employees to volunteer for
up to 1 hour during their work week.
Safety – All adults who work in NB schools must have training in a provincial policy
regarding the safety of children. This includes volunteers, who must also have
a police background check.
FOR MORE INFORMATION ON HOW YOU CANBECOME A COMMUNITY SCHOOL
PARTNER, CONTACT CAROLE MURPHY, COMMUNITY SCHOOL COORDINATOR, 869-6004.
What is a Community School?
People Make the Difference!
How You Can Help!
SPRING 2008 25
I
n today’s competitive workplace every advantage counts. In New Brunswick,
bilingualism is defnitely an asset. Tim Kileel, a second-year administration
student at l’Universite de Moncton, knew this to be true when he was
choosing a post-secondary school. “I knew that I wanted to work in business,
and having both offcial languages is essential. It was a little bit of
a change going from high school French to university, but
you get used to it….Eventually you start thinking in
French when you are in class.”
According to Tim, choosing to study in
French at university required more effort
than studying in English, but is worth it in
the long run. His experience has been one
that includes professors and other students
being very supportive of his efforts. He is often
approached and congratulated by professors once
they realize he is Anglophone.
Isabelle Bujold leads the “Groupe-pont” program at U de M. She helps students
perfect their writing skills during their frst two years at the university. She says
that although Anglophone students are allowed to submit written assignments
in English for the frst two years of study, most do not choose to do so. They
work with her to correct grammar and the fner points of writing, and are quickly
able to keep up with their Francophone counterparts. Isabelle also provides
immersion students from time to time with tickets to Francophone cultural
events, like concerts and movies, so that they can truly immerse themselves in
both the language and the culture.
Lee Ann Miller is a second-year education
student who has worked closely with
Isabelle. She says adjusting to the
French program has not been that
diffcult. Like Tim, she has found
all the professors to be very
supportive of the Anglophone
students. In a group of
approximately 80 students, she
says about fve are Anglophones.
There is a mixture of both languages
in social gatherings on campus.
According to Lee Ann, Isabelle is “super sweet” and always helpful to the
Anglophone students. This year, Lee Ann is a tutor for other students. Studying
in a second language at university does work and can prepare our students for
whatever challenges they are prepared to face. Although it may not be for every
student, it is always good to keep your options open.
By Carole Murphy, Community Schools Coordinator
Opportunity knocks!
Moncton’s
Active & Safe
Routes to School Toolkit
Everything you need to start a walk/wheel to school
program in your community
• Step by step: How to start a walk & wheel
to school program
• School zone safety audit checklists
• Promotional materials
• Activities that link active & safe routes
to school to curriculum
• And more!!
This toolkit is currently being piloted at
Evergreen Park and Hillcrest Schools in
partnership with the City of Moncton. For
more information, please
contact Carole Murphy,
District Health Action
Committee Chair, at
856-3222 or the Recre-
ation, Parks, Tourism,
and Culture Dept. with
the City of Moncton
at 853-3516.
SPRING 2008 26
KIDS’art
CORNER
Melanie Roberts Grade 3 Student
Chloe Kirkpatrick Grade 5
Jillian Warman Grade 2
Kate Ollerhead Grade 5
Siobhan Murphy Grade 5
Camden Perry Grade 1
SPRING 2008 27
Donna: Hey Susan, have you heard … the Walking School Bus is coming
to Moncton!
Susan: Hi, Donna…No, what’s a Walking School Bus?
Donna: Don’t tell me you’ve never heard of it! You know there’s been a lot
of buzz lately about Active & Safe Routes to School; the walking school bus
is part of that. It’s a way for our children to walk safely to school, even if we
don’t have time to take them everyday. Basically, a volunteer leads a “walking
bus” to school, much like a school bus driver, stopping along the route to pick
up kids. Anyone can participate. I know a boy at another school who uses a
wheelchair and “wheels” with the rest of the group.
Susan: Sounds like a great idea! It’s tough for John and I to walk Katie to
school, when he works nights, because of our younger ones, so we really
only get to walk a couple times a week. So let me get this straight; instead
of sitting in a bus or car, the kids walk, picking up others along the way to
school.
Donna: Exactly! It’s a lot more fun for the kids and it’s safer because we
know that someone responsible is looking out for them! The kids will catch on
to this too! They’re always pushing us to
be more environmentally friendly, and
now instead of wheels, motors
and carbon fuel, we’re
using our feet, hearts,
and lungs - can’t
get better than
that!
Susan: And, they’ll get to know the neighbourhood better by applying what
they’ve learned about street and crosswalk safety in school. Not to mention
that our neighbourhoods are safer when more people are out and about in
them.
Donna: It’s simple, adults or even older students volunteer to lead each
“walking bus” and what’s even better is that the program includes an auditing
piece to determine the walkability of our neighbourhood; including a checklist
of things to look for, like sidewalks, crossing guards, speeding, etc... You
complete a form and send the results to different people, depending on
what the issues are. The idea is to ensure the area is safe for walking and
wheeling, and to know who to talk to if you do encounter any issues. We
should get a group together to help get this started!
Susan: I always feel like I’m strapped for time, but I’d love to help out on the
days I can! Let’s fnd out what days we can get volunteers for and have the
walking school buses run on those days. The important thing is to work with
what you have - after all, every little bit helps, right?
Donna: Right! And my friend mentioned that the City of Moncton is working
with Hillcrest and Evergreen Park Schools to introduce Active & Safe Routes
to School and the Walking School Bus– we can see how
they do it before we start our own!
Hurry! The ‘Walking School Bus’ is coming!
By Jennifer Dallaire, City of Moncton
For more information on these
programs, contact Jennifer
Dallaire with the City of Moncton,
at (506) 389-5936 or jennifer.
dallaire@moncton.ca or visit
www.goforgreen.ca/asrts.
SPRING 2008 28
J
ohn White, Director of Education for School District 2 is retiring in June
2008. Mr. White is a highly respected leader and educator in New
Brunswick having served in public education for 34 years. I had an
opportunity to sit down with John recently and asked him to reflect on
his career and the current state of today’s education system.
Aubrey Kirkpatrick: So retirement is on the horizon for you, why have you
chosen to go now?
John White: Throughout my career I never really thought about retirement.
Once I hit 30 years of service I realized that I was closing in on retirement.
Throughout my career I have made several transitions; teacher to
administrator, one administrative position to another at the school level
and then transition to district level administration. My philosophy has
always been that I wanted to make those transitions at a time when I was
happy with what I was doing in my present position and not having factors
involved forcing me to make a change.
AK: Having taught for so many years you must have seen it all. Tell me
about your best educational moment as a teacher.
JW: While I was principal of Edith Cavell School I felt that I enjoyed many
educational moments. They included such things as teaching diffcult
concepts in mathematics and seeming to struggle class period after
class period. Then all of a sudden “the lights come on” and the students
understood what I was trying to teach them.
AK: As Director of Education of the largest school district in NB for the past
fve years what improvement are you most proud of?
JW: School District 2 is a very dynamic organization with strong leadership at
all levels. Superintendent Karen Branscombe has a very progressive style of
leadership and is a leader in innovation and professional development. That
being said, we work in an environment where risk-taking is valued and current
practices are up-to-date with current educational research. It is exciting to
hear positive feedback from our colleagues throughout the province regarding
our district initiatives.
I have been really pleased with the improvements we have made over the
years in our hiring practices. We work very hard at ensuring that we have the
best people available in positions in our system. That applies to teachers
and administrators. I believe we have a transparency to our process that is
second to none. We work with school administrators to identify the specifc
nuances of positions available at schools and then Learning Specialists,
because of their curriculum expertise, closely scrutinize applications to be
certain we are interviewing only the most qualifed applicants.
AK: What is the most pressing issue facing education today? How will it affect
the students in District 2?
JW: I think one of the major issues for District 2 is to satisfy all the
stakeholders’ views and desires as to what they would like education to be.
Amid all those things people want education to be, it is necessary to keep
the focus on the “education”. Time has allowed “distractions”, although
having some importance in their own right, to interfere with our primary goal.
Sometimes we have even created our own share of distractions, although with
the best of intentions.
Currently the District is involved in very ambitious professional development
focusing on “Essential Learnings”; what are the critical outcomes at each
grade level that students have to know. While the product will be exciting
and important, the process of getting there is the type of professional growth
that our teachers have to continuously be exposed to. This is world class
professional development leadership at work.
AK: What do you plan to do after your retirement?
JW: I plan to take a break to gather my thoughts. My daughter is getting
married on August 30 so I will be able to help plan a wedding. I also want to
play lots of golf, I mean LOTS! I am not that good at it so I want to practice
LOTS. I really look forward to spending more time with my wife Susan, golfng
and dancing. I also enjoy cooking and I actually do look forward to doing the
lion’s share of that around the house. After a few months I will start to look at
opportunities to explore. There is a part of me that would like to try something
unlike what I have done all of my life. Who knows?
I will for certain miss the wonderful people I have worked with. The District
2 team is second to none in leadership ability in their various areas of
responsibility. They will always be great friends.
AK: As always it is a pleasure talking to you. Thank you John all the best in
retirement!
The gentleman educator
Interview by Aubrey Kirkpatrick, Director of Finance, Administration and Communications
John White, Director of Education
SPRING 2008 29
Student
w r i t i n g
People fying
Teammates passing
Players screaming!
Kids focusing
Opponents checking
Sticks slapping
Everyone cheering!
That’s what hockey’s all about!
The Team
By Ross McCormack, Grade 5 student
SPRING 2008 31
As a volunteer-Are you the giver or the receiver?
By Mary O’Donnell, DEC Chairperson
S
tatistics Canada says that 44 per cent of New Brunswickers give of
their time as volunteers. Without these volunteers how would our non-
proft organizations or our social programs, of which many of us are
recipients or benefciaries, exist?
Volunteerism is a very personal thing, and depending on the person the reasons
for being involved are different - or are they? Many people I know who volunteer
also have employment that gives them a great deal of satisfaction. So why do
people decide to volunteer?
Initially people volunteer as individuals because they are passionate about
a cause. However, as they get involved they fnd themselves part of a larger
group of people who discover common goals and recognize they can achieve
far greater things as a group than they could on their own.
Personally, volunteering has been a life-long experience, of which the infuence
of my parents and my teachers played a huge role. While in school and university
I was involved in raising funds for school based and community based projects.
By the time I became an adult, volunteering was fully ingrained in me. Over the
years I have become active in my church, my children’s sports activities, Rotary,
the School District, as well as other worthy causes.
One of my most rewarding volunteer roles has been my 12 years of
involvement with School District 2. My initial involvement started
when my children started school. I wanted to give of my time to
have some infuence in my children’s educational experience.
So I decided to run for what was then known as the School
Parents Advisory Council. As I sat with other parents, I
recognized we all shared a similar vision, and there began
my volunteer work with the School District.
A few years later I became a member of the District Education Council (DEC).
As members of the DEC, we are responsible for the development of policies that
infuence the academics and the operations of the School District. Our common
goal is to provide input and to infuence improvements in these areas. The
challenge is fnding meaningful ways of measuring results that are not easy to
measure. However, the sense of satisfaction and gratifcation can be measured
simply by talking to the students, the teachers and the administrators. In doing
so, we are reminded that results on paper are not the only form of measurement,
but also the results that people leave in our lives and we leave in theirs. Twelve
years later I realize my initial reasons for getting involved have changed, but the
gratifcation I have received in return has not.

Had it not been for the many people who volunteered for groups that I was
involved in as a child, I would not have had the opportunity to take part in
various activities. More importantly, I would not have recognized the importance
of volunteering and may never have known the satisfaction that one receives
in being a volunteer.

Without the volunteers in our school system, many in class activities or extra-
curricular activities would not exist. Our children would not have the opportunities
that are provided to them, nor would they see the value in volunteering as they
become adults.
A friend always used to say to me, “You get back ten times what you
give.” So, no matter how much time you might have to give, I would
encourage you to consider volunteering for the District, whether
it is to read, to coach, to tutor, or any other pleasure you can
bring to the students. You will quickly realize that instead of
being the giver, in fact you will become the receiver.