Section One: General Information

School History

Montrose School opened in September of 1954 to serve the growing River Heights community.  Approximately 475 students attended that year with class sizes averaging 30+ students.  Mr. V. Dotten was the first principal of the school.  The original building survived 46 years.  In the spring of 2000 students traded their old school for a brand new one designed by MCM Architects Inc.  Montrose has been a model for other school’s architecture; it is still recognized for its stunning beauty and functionality.

Montrose has been the home to creative and innovative education for close to three decades, housing the Alternative and now the Multi-age programming.  The school has always enjoyed the support of a nurturing and active community of parents and volunteers.

School Overview and Contact Information

Montrose School is an active, vibrant learning community.  We are unique in our philosophy and structure in that all grade one to six classrooms are Multi-age settings.  Students stay in the same class for two years and receive an excellent education from dedicated teachers who use strategies consistent with the school’s multi-age model and the provincial curriculum.

Montrose - Grades: N-6 
Principal: Robert Stefaniuk
691 Montrose Street
Winnipeg, MB R3M 3M4
Phone:  204-488-8112
Fax: 204-488-9895
Email: montrose@wsd1.org
Website: https://www.winnipegsd.ca/schools/Montrose/Pages/default.aspx​

Mission Statement

We create a safe, nurturing learning community where every child is engaged and inspired to reach her/his potential. Our goal is for each student to emerge as a socially capable, creative and literate citizen with a passion for learning.

Our Vision

Inspiring a passion for learning; a future of possibilities.

Beliefs & Practices

In our learning communities inclusive practices are embedded - we acknowledge, value and support individual diversity.

We believe in a multi-age philosophy; that children learn best when given the opportunity to work and learn collaboratively with each other allowing for a wider breadth of experiences, abilities and perspectives to be brought into the classroom.

• Being with the same teacher for two years allows more time to build, create, foster and strengthen meaningful, trusting relationships with students and their families.
• A strong sense of community enables students to take risks with their learning and acquire knowledge to become critical thinkers, problem solvers and facilitators of their own learning. Focusing on, celebrating and sharing student strengths and successes builds confidence and helps to further learning.
• Knowing each student individually as a learner allows for differentiation of instruction based on student need rather than student grade level; planning is intentionally diverse and involves practices that meet the needs of individual learners.
• Learning takes place in an atmosphere of collaboration. An enhanced sense of cooperation exists as students with different experiences, ages and abilities come together.

We believe in an inquiry approach to teaching and learning.  Students' voices, ideas and questions are instrumental in the planning of instruction.

• Students' natural curiosity and the questions they pose drive the learning process forward.
• Teachers help students critically think and problem solve about the world around them.
• Students' engagement and motivation are heightened as they are empowered to make choices and decisions for their learning.
• Students' learning focuses on the process ("how we find answers to our questions") and the acquisition of knowledge.

We believe that learning should be authentic and meaningful to our students' lives.

• We capitalize upon current events, authors, and rich opportunities in our local community to build curriculum with our students.
• We envision and plan for a variety of experiences beyond the classroom walls that enrich our everyday curriculum. Field trips, yoga, dance, visual arts, technology, philanthropy and special guests build upon the learning in the classroom, therefore deepening our students' understandings of a topic.
• We use assessment as an ongoing practice, building upon the strengths and needs of our students.
• We encourage students to reflect upon their learning, build criteria together and conference with our staff and with one another.
• As their teachers, we have high expectations; we observe, listen, and reflect and respond to their diverse learning needs in our planning.
  

Multi-age Brochure

 Our Multi-age Classrooms

• All classrooms in Grades 1-6 will be intentionally grouped across two grade levels and will form a single learning community where diversity is valued.  There will be three classrooms of grades 1/2, three classrooms of grades 3/4, three classrooms of grades 5/6.  
• Students remain with the same teacher for two years allowing the teachers to get to know his/her students and family intimately. Concerns associated with a yearly transition from one grade to another are diminished as older students, who are familiar with the classroom norms, take on a mentoring / leadership role with the newcomers.  This means less adjustments from year to year.  Having the same teacher for more than one year allows for a continuum of learning and contributes to the creation of a supportive learning community.   
• As the student-teacher-parent relationship develops over a longer period of time, students receive greater support for their success in school.
• Learning will take place in an atmosphere of collaboration rather than competition.
• An enhanced sense of community and cooperation exists when children with different experiences, ages and abilities learn together.  Older children gain confidence and self esteem by helping others.  Younger students benefit from collaborating with older children.   
• Students will be exposed to expanded curriculum.
• Children will see themselves as part of a continuum, recognizing their own growth.
• Students will experience a variety of social and educational roles with increased opportunities to lead and to follow, to collaborate and to make stable peer relationships.  
• All classroom teachers will have an opportunity to work collaboratively on a team.
• All classroom teachers will manage two grades of curriculum over a span of two years.

Office Hours​

School Hours

8:45 am  Access to playground.  Staff supervision present.
3:30 pm  End of school day.  Students expected to leave school grounds immediately.

Note:  Students and families are welcome to stay and play after school provided students are directly supervised by an adult.  School recess equipment is not available for play.  Bike riding, skate boarding, and roller blading on the hard top can begin at 4:15 pm.  The Daycare Program will have first access to the playground.

Montrose Catchment

School Makeup

 School Year​

Registration Process

All Montrose catchment area registrations are accepted.  Non-catchment and non-division (Schools of Choice) applications will be reviewed by the school’s administration in late May to determine if space and programming is available.

Four year old children (born in 2013), living within The Winnipeg School Division boundaries are eligible for the Nursery program beginning in September 2017.  Nursery registration is limited to 23 students per classroom. Five year old children (born in 2012), are eligible for Kindergarten beginning in September 2017. Children outside of Winnipeg School Division boundaries may attend the Nursery program if space is available and applicable registration costs are paid (approximately $4000 per 10 month year).

Nursery children attending Montrose are automatically registered for Kindergarten the following year.  Kindergarten students are automatically registered for grade 1 for the following year.

All Montrose students are automatically registered for the following year unless families inform the school that the children will not be returning.

Advanced Registration for 2018/2019

The first priority is to accommodate students from the Montrose catchment area.  All non-catchment applications will be placed on a wait list. “School of Choice” forms must accompany applications from non-Winnipeg School Division families. These forms are available in the school office. Again, proof of age, address and a current report card need to be provided with the School of Choice application.  Please contact the school’s administrator for more information.  Parents with children on the wait list will be notified of the registration status on or before May 31st.

Please register as soon as possible to assist us with our planning. Registrations will be accepted during regular office hours (8:00 am - 12:00 pm and 1:00 pm - 4:00 pm).

Classroom Creation Criteria​

Nursery students will automatically be registered for Kindergarten, however the same time slot is not guaranteed.  Our Kindergarten students will be introduced to full days of school in the multi-age, inquiry-based programming in grade one.  The grade twos and fours will be on the move to new classrooms. 

The following criteria are considered when creating the classroom communities at Montrose. 

• Classroom learning environment - multi-aged groupings of mixed abilities
• Individual academic development / learning styles
• Mixing of classrooms (i.e. children from one classroom will be placed into three different classrooms)
• Girl/boy balance
• Equal sized classes
• Social dynamics (including friendships, maturity, behaviour)
• Parent information

Additional criteria will also apply to Nursery and Kindergarten students

• Ages (birth month)
  
• Day Care / Non Day Care balance
  
• Catchment area families will receive preference for AM/PM.

The classroom teachers know the children intimately and have school based knowledge about the above criteria and so it only makes sense that they are part of a process in which the classrooms are created.

Families may feel that their child has specific learning needs of which the school is unaware.  If that is the case then please inform the school administration of any learning issues in writing before May 31st.  The information that is shared will be considered in the context of the above criteria. It is important to keep the focus of the written information on your child’s needs, so that other students are not displaced unintentionally.  

We are fortunate to have very skilled teachers in every classroom.  While flattering, requests for specific teachers will not be considered.  We are colleagues and know each other’s teaching style very well.  We will make every effort to match your child’s learning styles with our teaching styles.  The final decision on placement will be made by the principal at Montrose based on what is in the best interest of all of the students. 

The classroom placement information will be part of the final report card which is sent home during the last week of school.  All students are provided the opportunity to meet their new teacher during the last week of each school year.

Parent Information Evenings​

The Nursery/Kindergarten session for the 2018/2019 school year will be held on Tuesday, March 6, 2018 at 6:00 PM.

The Grade One orientation meeting will be held on Monday, May 28, 2018 at 6:00 PM.

Montrose School Staff 2017 2018

Staff List 2017 2018.pdf

​​Calendars for 2017 2018

Montrose School Calendar 2017 2018.pdf

WSD School Calendar 2017 2018.pdf

Recess​

Recess Breaks

Recess Grades 1-6                  10:30 – 10:45 am
Recess Grades 1-6                  2:15 – 2:30 pm

Recess Supervision

There are a minimum of two adults supervising outdoor morning and afternoon recesses.  During the lunch hour six lunch staff are present on the playground.

Playground Norms

Recess is meant to be a low-organized time for active play.  There are rules for the games that are played which are designed to maximize participation by all.  The students who play the games are introduced to the rules, often referred to as “Carrie’s Rules,” as they play.  Minor turn-taking disputes are resolved by the students themselves; however adult assistance is available to assist when students are unable to resolve issues. 

The school’s recess equipment is reserved for use during school hours.  It is stored in large buckets near the doors where students have free access on their way out to play.  The students are expected to return equipment after using it. 

The children have access to the “far park” to use the swings, climber and sand box only when accompanied by a recess supervisor.  The swings are the outer boundary of the recess space.  The far park is not available for use during the lunch hours or during the months when there is snow on the ground. 

Students who are directly supervised by a parent or child care provider are permitted to stay after school.  The students must have their own equipment, as the school’s equipment is not available at that time. 

During the winter months, a skating rink is created at the end of the school grounds.  Montrose students are expected to stay off the ice during recesses and while travelling to and from school.

Cold Weather Entry and Exit Procedures​

Entry

Students are permitted to enter the building when temperature (including wind chill) is -26 degrees Celsius or colder.  Students are expected to remove winter clothing at the lockers and proceed to the library with their backpacks.  At 8:55 AM the students will be dismissed to classrooms.

Exit

-17° to -25° C	· normal winter clothing generally adequate · pleasant conditions for most outdoors activities
-26° to - 27° C	· warm winter clothing recommended · most outdoors activities unpleasant without facial protection · early entry permitted · shortened recess
-28° and colder	· warm winter clothing essential · outdoor activities not recommended ·  indoor recess
-30° to -35° C	· patrol on duty in two shifts in the morning · cold weather exit procedures implemented after school
-36° C and colder	· patrols cancelled · crossing guard only at Grant & Elm 8:45 to 8:55 AM · cold weather exit procedures implemented after school
- 45° C and colder	· school buses cancelled
	· School closure determined by chief superintendent · broadcast by radio stations

Field Trips

• Stimulate interest and discussion.
  
• Offer opportunities for integrating school disciplines.
  
• Place academic material in a relevant setting.
  
• Provide ideas, proof, data, and conceptual illustration and generalization.
  
• Inspire a sense of wonder.
  
• Introduce positive role models to children.
  
• Foster positive relationships between the school and community.
  
• Facilitate application of previously learned skills and acquisition of new ones.
  
• Provide physical activity and experiential-based learning.
  
• Provide opportunities for demonstrating responsible citizenship.
  
• Develop positive attitudes in children.
  
• Promote regard for learning as enjoyable, continuous and lifelong.
  
• Develop social interaction skills in group situations. 
  

The staff of Montrose School recognizes the importance of the field trip experiences and understands the inherent risks involved when children leave the safety of the school setting.  Our goals are to provide safety to the best of our ability and to minimize the risk of injury to a level commensurate with that expected in the life of an active and adventurous youth.

Permission Slips

At the beginning of each school year we ask parents to complete a permission slip allowing their children to participate in off-site activities (excluding camping) inside of the perimeter highway.

When a classroom teacher decides to include a field trip as part of the child’s learning experience she/he notifies the school office.  Families generally receive information about field trips in two ways – an electronic notification outlining the details of the trip (email, Seesaw or Edu blog posting/announcement) and the school newsletter calendar.  Two to three days before the activity a summary of the pertinent information including purpose, who will be attending, site, date, departure and return times, mode of transportation, cost, lunch requirements, supervisors (including ratio of students to supervisors), behavioural expectations, and special instructions goes home with the students.  Parents can contact the teachers for additional information or to share physical or medical limitations that would prevent their child from participating fully in the outing.

Transportation Options

The options available to transport students on a field trip beyond the community are school bus, public transit, and personal vehicles. Factors that will be considered when determining the type of transportation are:

• Number of students.
  
• Distance to be traveled.
  
• Bus availability/schedule.
  
• Timelines
  
• Costs

The first choice in transporting students will be to use a school bus. A school or highway bus will be used in all cases where the destination is outside of the perimeter highway. 

On occasion and considering the identified factors, parents may be asked to use their personal vehicles to transport children to an off-site field trip or sporting event.  The Winnipeg School Division requires that all children use seat belts and that no child under the age of twelve travel in the front seat.  The option of using a booster seat is at the discretion of the parents.

Volunteer Drivers​

All volunteer drivers are required to complete the Winnipeg School Division Volunteer Orientation Program.  Volunteer drivers must provide the school office with a copy of the vehicle registration and a valid driver’s licence.  All drivers must also complete a Volunteer Driver Authorization Application​ prior to the trip.