South East Cornerstone Public School Division No. 209

Volume 3, issue 3

And From This Corner November 2011

Students’ best friend

“Counselling can sometimes be a scary thing,” Kish pointed out. But using Clara and pet-assisted counselling is a way to make students feel comfortable. This type also makes counselling in general visible in the school and gets the message out that if students need to talk to someone, Kish (and Clara when she is around) is there. (Continued on page 2)

Talking to a school counsellor can be an intimidating and scary experience for some students, but at the Weyburn Comprehensive School (WCS), a friendly, furry little friend can put most youth (and adults) at ease. For more than a year now, seven-year-old Clara has been a fixture in the hallways at the Comp and in the office of counsellor Rana Kish. Clara is a Boston terrier with a gleaming black and white fur coat, white “socks” for feet and no tail to speak of. Owned by teachers Darren and Jodi Abel, Clara assists Kish every Thurs-day with Kish’s caseload. “I have students who come in who are not even on my case-load,” just to see and visit with Clara, Kish said. Clara is “in the green tier (for Response to Intervention) and is for every student. She comes once a week. It’s a treat to have her here. She is very well-behaved. Staff love her, everyone loves her. She makes everyone happy.” With Clara at Kish’s side as a mini co-worker, the school counsellor’s job goes from being regular counselling sessions to pet-assisted counselling.

In Flanders Fields

In Flanders fields the poppies blow Between the crosses, row on row,

That mark our place: and in the sky The larks still bravely singing fly

Scarce heard amid the guns below.

We are the dead: Short days ago, We lived, felt dawn, saw sunset glow,

Loved and were loved: and now we lie

In Flanders fields!

Take up our quarrel with the foe To you, from failing hands, we throw

The torch: be yours to hold it high If ye break faith with us who die,

We shall not sleep, though poppies grow

In Flanders fields

Lieutenant-Colonel John McCrae

Composed on May 3, 1915 during the Second Battle of Ypres (Belgium).

Published Dec. 8, 1915.

November 11—Never Forget!

www.cornerstonesd.ca

Clara

P A G E 2 A N D F R O M T H I S C O R N E R

not as extreme given the right environment. After some time, the Abels and Kish realized Clara might be able to help out at the Weyburn Comp. “The first day Clara was with me, a student who refused counsel-ling in the past stopped by to see Clara,” Kish said, and that student “is now willing to come in for counselling when Clara is with me. “Clara clearly breaks down barriers and helps students feel more at ease. This particular student came in for counselling and allowed Clara to sit with her. This student has had a history of anger and aggression, but not with Clara. In fact, Clara fell asleep on this student while we talked and I could see the unconditional acceptance this student felt from (her).” Kish has shared Clara’s story with students in the school, which she believes has helped those students connect with the Boston terrier. “Clara is non-judgemental, intelligent and intuitive. I’ve seen her assess the energy students give and she will adjust her level of affection. She will usually only approach a person if they allow it and request it.” On one occasion, Clara brought a teenage boy with a history of anger

(Continued from page 1) The Boston terrier is also good for “breaking the ice” with a student. Clara has plenty of train-ing, including advanced tricks and obedience. Both are put to good use when starting out with a new student. Due to her advanced training, Clara can walk the halls with Kish without a leash. Some of her walks include trips to the Functionally Integrated Program room and the Sunrise Early Learning & Teen Parent Support Centre located at the school. Clara’s story and background is a heartbreaking one. The seven-year-old girl was taken in by the Boston Terrier Rescue Canada (BTRC) a few years ago. Clara had a long and complicated history of abuse at the hands of men in her life. The rescue organization heard Clara had a “myriad of prob-lems” which, if some of them couldn’t be fixed, meant she would be immediately euthanized. However, the BTRC turned to one of its foster homes in Saskatchewan, the Abels, and asked them if they would take on the supposedly “emotionally and behaviourally disabled” dog. A quick and resounding “yes!” came from the two teachers, who eventually adopted the terrier and realized Clara’s issues were

and aggression to his knees in front of his peers, Kish recalled. The boy’s softer side shone through to accept the dog’s kisses and affection. His peers commented but it didn’t faze him. “If a staff member would have shown him any affection (or) kindness, (the boy) likely would have brushed it off, but with Clara, he accepted it and gave affection back.” Teachers have told Kish of how they have seen the benefits of pet-assisted counselling, especial-ly with certain students who ap-pear to respond very positively when interacting with Clara. “Clara has had an impact on me as well,” Kish added. “She is able to assess things that I cannot, but after reading Clara’s behaviour, I am able to get a better picture of the student’s needs. She is clearly one of the best co-workers I could ask for … when I team up with Clara, we can be exceptional.”

Boston terrier makes counselling easier

Clara spends some time with Owen during one of her walks.

P A G E 3 A N D F R O M T H I S C O R N E R

saw Stewart record the number of minutes of physical activity 106 students. That number was then submitted. At the end of the six-week challenge, Maryfield School

Representatives from Weston Bakeries presented Maryfield School with a cheque for $10,000 on Oct. 7, after the K-12 school won the Weston Cares Fitness Challenge last spring. Jason Yeo (in blue) from Regina and Ken Goodwin from Winnipeg presented Sandra Stewart with the cheque. Stewart was the teacher who initiated the entry into the Wonder Cares Fitness Challenge national competition. After the presentation, Weston officials and Stewart cut a special cake made for the occasion, while every student and staff member received a loaf of Wonder bread to take home. Maryfield School took part in the national competition for six weeks last May and June, which

had logged an incredible 274,300 minutes of physical activity. In the 2011 competition, 407,963 Canadian students from 2,500 schools took part in the event.

Maryfield receives cheque for new playground

P A G E 4 V O L U M E 3 , I S S U E 3

The sounds of music have been resonating throughout the halls at Carievale School for the past few weeks, as a new music program was recently introduced to the K-8 facility. The program is being completely funded by the Carievale School Com-munity Council (SCC). Local musician Don Britt is in charge of the program, which sees him at the school every Thursday morning, providing students with an opportunity to experience music. At this early point, Britt will be conducting choral lessons to those students who may be interested. The Carievale SCC

New music program kicks off in Carievale

- Seniors’ Week in Sask. - Terry Fox School Run - World Teachers’ Day - Students to receive free computers - CTV’s Hometown Tour in Oxbow

Here are a few of the stories you may have missed if you haven’t visited the new website lately:

- Director’s Blog: Staying safe using social media - Director’s Blog: 10 predictions regarding tech in education - Hillcrest Breakfast Club

- Weldon School’s $150,000 Aviva Challenge - Estevan Comp receives $10K for Challenge Day - Dramatic play at Estevan Comp - RespectED program useful in schools

What’s new on the website?

A trio of Carievale School students gather in front of one of the pianos that will be used in the new music program.

followed guidelines set out by the division to help students grow-up happy, healthy, caring and responsible. These guidelines are also known as the 40 Developmental Assets. The key to these developmental assets is finding a common language or “spark” within the children so as to motivate them to engage in healthy development at home, at school and within the community. The “spark” is often discovered through arts and music. With the co-operation of the division, the Carieva-le SCC was given the go-ahead to initiate a new program. A new light-weight electric piano was

piano was bought to allow classes to be mo-bile, while funding will still be needed to |continue the program into the future. The SCC hopes to some-day be able to integrate musical instruments into the choral program.

The music/choral program was funded for this year through the sale of the Carievale School Cook-book, with over 300 books being sold. There are still books left if anyone wishes to help support the Carievale music program.

P A G E 5 A N D F R O M T H I S C O R N E R

ing environ-ment more inviting to nature - Vermicom-posting using red wriggler worms. The worms compost all plant matter that regular com-posting does. The worms can be used for gardening purposes or as extra worms for fishing. Vermicomposting provides an excellent alternative to a backyard bin. The worms can be used in your home, office, classroom or wherever you like. Environmental education is a term that is often used to imply education within the school sys-tem, from primary to post-secondary. However, it is sometimes used more broadly to include all efforts to educate the public and other audiences, through printed materi-als, websites and media campaigns as examples. Related disciplines include outdoor education and ex-periential education. Environmental education focuses on such things as: Awareness and sensitivity

about the environment and en-vironmental challenges

Environmental education, or sustainable education, refers to organized efforts to teach about how natural environments function and, particularly, how human beings can manage their behaviour and ecosystems in order to live sustainably. Many schools are already educating and training students to be environmentally friendly, with such things as recycling programs for paper, bottles and cans. Here are a couple schools with various programs:

Maryfield School: - Year-round composting, which is used by volunteers in flower beds students plant in the spring - Students collect paper and recycle it several times a week - Potentially reusing paper in students’ printers, although that is being developed this year - Undertaking two yearly bottle drives to encourage recycling Recycling bottles from class-rooms and hallways Manor School: - Recycling on a daily basis (whole school), including paper, juice boxes, etc. - Turning off the lights when not in the room (K-1-2) - Planting flowers and making bird houses to make the surround-

Knowledge and understanding about the environment and its challenges

Attitude concern for the envi-ronment and help to maintain its quality

Skills to mitigate the environ-mental problems

Participation for exercising existing knowledge and envi-ronmental related programs

Some members of the Board of Education for South East Corner-stone Public School Division re-cently attended a conference which dealt with sustainable edu-cation/environmental education, and believe this is an important initiative that needs to be taught to students. With climate change taking place all around us, it is important stu-dents understand how they can reduce their impact and make changes to help keep planet Earth a safe, clean place.

Sustainable education taking root in schools

A student shows just what a red wriggler worm looks like.

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$1,189 will be go-ing to the Terry Fox Foundation. During the first week of October, the Saskatchewan Roughriders and the Saskatchewan Can-cer Agency teamed up to launch the “Touchdown For Dreams” campaign. This program makes lifelong goals attainable to cancer-stricken Saskatchewan women. Megan spoke during the kickoff event on Oct. 5 in Regina for Touchdown For Dreams. Megan is one of the first women to benefit from the program, which saw her attend a Garth Brooks concert in Las Vegas on Oct. 22. To read more about the launch of the program and about Megan, go here and here to read the stories.

* * *

When Gladmar Regional School raised more than $4,000 from its recent Terry Fox School Run recently, the funds raised were in honour of a former stu-dent now suffering from cancer. The school raised a total of $4,138.50 from its Terry Fox School Run, all in honour of former student Megan Fonstad, who is currently battling cancer. Megan is also a teacher in Oxbow, but has taken a leave so she can concentrate on getting well. Megan came out to Gladmar on Sept. 20 to visit with the staff and students and talk about her courageous fight with cancer. The school was so moved by her visit that they held up a picture of Megan just before leaving for their run, so they could be reminded of who they were running for. On Sept. 29, just before the school held its run, Megan’s niece and nephew kicked two footballs into the air to mark the official kick-off to the run. From those funds raised, $2,929 will be going to the Allan Blair Cancer Centre at the Pasqua Hospital in Regina and

A few other Terry Fox Run totals from across the school division include: McNaughton: $5,100 Ogema: $3,000 Maryfield: $2,021.83 Manor: $6,000 MacLeod: $3,700 Carlyle Elementary: $9,284.45 Arcola: 3,322.25

Gladmar uses Terry Fox Run to raise funds for former student and current

school division teacher affected by cancer

Megan Fonstad (in hat) with her two daughters and mom during a visit to Gladmar School.

Megan shares a laugh with Roughrider Barrin Simpson during the launch of the “Touchdown for Dreams” campaign in Regina recently.

Megan was also able to meet Andy Fantuz, Wes Cates and Riders president Jim Hopson.

Incorporating technology into teaching is quickly becoming more than just a fad. Teachers are using SMART technology, blogs, Google docs, digital notebooks and a whole host of other tech tools to better educate students. Microsoft’s OneNote program is

The article and YouTube video can be found here. Other topics in that article in-clude: Does tech belong in class-rooms; old meets new in teach-ing styles; OneNote on a Tablet PC; whether tech should be a time saver or time creator; instead of explaining twice, hit record; and benefiting students.

also being used more and more in schools. At least one teacher in South East Cornerstone Public School Division, Karen Kennedy-Allin in Weyburn, uses One-Note on a regular basis. Microsoft itself talked to a Boston-area teacher about his use of OneNote in his classroom and how students benefit.

Using OneNote to help with teaching

It is difficult for a child to listen to your message if when he sees what you practice there is a contradic-tion. Make sure these messages and actions align in positive ways. The next 30 per cent of achieve-ment is linked to community and family support. Factors influencing this aspect of achievement include the socio-economic status of the child including the family’s income, parent’s occupation, and parental education levels. Poverty has a negative effect on learning and may contribute to health problems, hunger, transience, and absenteeism. Quality of parent-ing, especially in the early years, helps a child’s ability to learn. Children of all ages can be negatively affected by neglect or abuse. Having significant relation-ships with competent, attentive adults such as parents, extended family, coaches, and teachers support children. Access to early childhood

(The following is from MacLeod Elementary’s monthly newsletter. Principal Devona Putland attended a Saskatchewan School Boards As-sociation meeting recently and this short write-up is from one of the agenda items from that meeting).

According to a recent study conducted by the Saskatchewan Ministry of Education (2009 Provincial Panel on Student Achievement) schools can only influence about 20 per cent of student achievement. The remainder of the influence lies outside of school with family and community. This is why, we at the school, need you the family, to support your child’s learning. According to the study, 50 per cent of achievement is attributed to attitude. Factors influencing this are the child’s cognitive ability, temperament, attention span, interests and expectations the student has for themself.

intervention programs, access to recreation programs, summer learn-ing programs, adequate housing, safe and secure neighborhoods, and expectations from family and neighbours, all contribute to a child’s achievement. The next 20 per cent of a child’s achievement is influenced by effec-tive school practices such as schools having shared leadership, shared vision and goals, a concen-tration on teaching and learning, use of positive reinforcement, and the monitoring of student progress. Environments where students have both rights and responsibilities, and where students feel safe and orderly assist with maximizing achieve-ment. Purposeful teaching, home and school partnerships, adequate learning time, and high expectations for all students also help student achievement. If your child is achieving, it is prob-able that “we” are doing something right. If not, “we” need to look at ways to maximize that achieve-ment.

P A G E 7

20—30—50: Why the community is needed

V O L U M E 3 , I S S U E 3

80A-18th Street Northeast Weyburn, Sask.

S4H 2W4

Phone: (306) 848-0080 Fax: (306) 848-4747

E-mail: contactus [at] cornerstonesd [dot] ca

SOUTH EAST CORNERSTONE PUBLIC SCHOOL DIVISION NO. 209

South East Cornerstone Public School Division No. 209 serves

over 8,000 students in 38 schools across southeast

Saskatchewan. Stretching from Ogema in the west, to

Maryfield in the east, to Estevan in the south, to Rocanville in

the north, SECPSD covers nearly 31,000 square kilometres.

With a mission of providing passionate and committed

leadership and a vision to ensure success for all students,

South East Cornerstone Public School Division is a leader in

instructing students and showcasing and utilizing technology

to enhance education in all schools.

After eight years of dealing with elite hockey players as the president of the SJHL, Laury Ryan is back in school instructing young students as a principal and teacher. Ryan, the new principal of Pangman School, was the president of the Sas-katchewan Junior Hockey League from 2003-11. In that position he disciplined hockey players and coaches, took care of the business aspect of the league, set up meetings and co-ordinated the mar-keting, communications and officiating. “I was never bored, let’s put it that way,” he said recently. “It was all-encompassing and it was 24/7. Eventually you got a little burnt out with the schedule. “Usually I got Christmas off but that was about it,” he laughed. In the sum-mers he would deal with the marketing and business of the league, in preparation for the next season. “Last summer (2011) was the first time I was able to sit back and put my feet up. I missed it. My wife is also a teach-er. (Summer) was our time and we kind of forgot how that was our time. (But 2011) was a great summer for us.” Before becoming president of the 12-team league, Ryan was in education. After earning his teaching degree in 1985, he was an educator and adminis-trator for more than 15 years, mainly in

like that part, of getting back here. I really enjoy the younger groups. If I’m having a bad day, I go visit with the younger grades,” which brightens his day.

“The biggest adjustment I’m having trouble with is (being called) ‘Mr. Ryan,’” he added with a roar of a laugh. “At Notre Dame it was a first-name basis. I’ve never been in a teaching scenario where it’s Mr. Ryan. So I’m struggling with that a bit.” A question Ryan had in

coming back to teach was, what are the kids of today like and how do they re-spond. “I was very pleasantly surprised how respectful they are, how … we can talk to them in a common sense way, a light bulb goes on and they get it. I have been here about (two months) but there have been no big issues … they’ve been really good.” One of Ryan’s main goals as Pangman’s principal is to help people feel good about being at the school and making sure they are taken care of. “There is an old axiom: ‘People may not remember what you achieved, but they will always remember how you made them feel.’ I am really trying to live that out” here in Pangman.

Wilcox at Notre Dame College, where he co-ordinated the hockey program. In that time, he also coached Junior A hockey, was a governor of the league and was president of the Saskatchewan Midget AAA Hockey League. After learning then-SJHL president Wayne Kartush was retiring, Ryan applied, as he was looking for change at that time. Now that he’s back in educa-tion, the Pangman principal explained one of the biggest similarities between the two positions is leadership. The biggest change, however, is trying to catch up in the education sector in terms of trends and key areas, such as assessment. Another area is learning all the acronyms. “I am so sick of acronyms. Everybody sits there and it’s like their talking Chi-nese … I’m trying to figure out what’s this and what’s that. Give me a break, talk English to me,” the Pangman principal said with a laugh. One of the most enjoyable aspects of being a principal so far is interacting with the students and staff. In compari-son, as the SJHL president, most con-versations took place by phone and he was by himself. “I look forward to getting here every day, looking after the kids and staff. I

From SJHL prez to Pangman principal