The source file is in the Intranet. Any change made to this page will be overwritten by the update from Intranet.
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. under the careful watch of the principal, Ms. V. Eliasson. The school community, led by Ms M. Popien, designed and created beautiful English style gardens with grants and donations in excess of $100,000. Montrose has been a model for other school’s architecture; it is still recognized for its stunning beauty, functionality and award winning gardens.
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
Montrose School strives to foster a stimulating and challenging multi-age environment where students, teachers, and parents work together to create optimal academic, social and emotional growth that will motivate students to life-long learning and achievement in our ever-changing world.
Best teaching practices, as described in provincial curricula, will be implemented to promote a positive learning environment that is child-centered, activity/inquiry-based, thematic and integrated.
Child – Centered Learning is characterized by:
- Using the Department of Education curriculum and learning outcomes as a framework, children and teachers make meaningful choices about the direction and scope of their learning and pursue topics of interest.
- Programs are based on individual progress rather than age groups.
- Opportunities to learn are provided that accomodate different learning styles and rates, multiple intelligences, experiences, and interests.
- Independent and interdependent thinking skills are developed.
- A desire for lifelong learning is fostered.
- The role of the teacher as a facilitator of larning rather than the source of knowledge is emphasized
- Children develop an understanding of themselves as learners.
Activity / Inquiry – Based Learning
- Programming reflects an understanding that children learn through active involvement; children learn by doing.
- Learning activities are cooperative and interactive; learning is a social endeavour.
- Children are provided with opportunities to apply their learning to real situations and issues.
- Children are provided with opportunities to pursue questions of importance and interest to them.
Thematic and Integrated Learning
- Curriculum is integrated throughout broad themes which allow children to make meaningful connections.
- Thematic studies allow students to explore the many facets of a topic from various perspectives.
- Parents are respected as the child’s first teachers. One of the most significant determinants of a child’s educational success is the ongoing positive partnership between home and school.
- Parents act as role models for lifelong learning by participating in school social, academic, and family activities with children.
- Parental involvement enhances all aspects of programming.
- Parents work with children, teachers, and other parents to support and contribute to classroom and school programs.
Multi-age educational practices are grounded in a philosophy that holds that every child can learn and has the right to do so at their own pace, that learning is a continuum rather than a series of steps, that diversity is not only a reality but is something to be embraced, and that a classroom is a family of learners.
- 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.
8:00 am to 12:00 noon
12:00 noon to 1:00 pm (Student secretaries will answer phone and take messages)
1:00 pm to 4:00 pm
Nursery and Kindergarten
9:00 am to 11:30 am
1:00 pm to 3:30 pm
9:00 am to 12:00 pm
1:00 pm to 3:30 pm
Entrance Nursery to Grade 6 — 8:55 am
Opening Announcements — 9:00 am
Active Recess Grade 1-6 — 10:30 – 10:45 am
Dismissal Nursery/Kindergarten — 11:30 am
Dismissal Grade 1 to 6 — 12:00 pm
Entrance Nursery to Grade 6 — 1:00 pm
Active Recess Grades 1-6 — 2:10 – 2:25 pm
Dismissal Nursery to Grade 6 — 3:30 pm
The Montrose School catchment identifies families who have first priority for registration. The catchment area is from CNR, north on Nathaniel (west side), on Corydon (south side), south on Ash (but not including Ash) to (south side), south on Campbell (east side) to Wilkes (Division boundary), east on Wilkes to Waverley, north on Waverley (west side), along CNR to Nathaniel.
Population: 317 students
AM and PM Nursery classes – Average size 18 students
AM and PM Kindergarten classes – Average size 16 students
Three classes of Grades 1/2 – Average size 26 students per class
Three classes of Grades 3/4 – Average size 25 students per class
Three classes of Grades 5/6 – Average size 25 students per class
Winnipeg School Division Autism Center – 6 students
The school year is determined by The Winnipeg School Division based upon criteria established by the Provincial Government. The school year begins on the first day of September after the Labour Day long weekend and runs through to the end of June (193 days). The school calendar is based upon a six day cycle.
Families can register at anytime for the current (2014 / 2015) school year. Registration forms are available in the school office.
All Montrose catchment area applications are accepted. Non-catchment and non-division registrations will be reviewed by the school’s administration to determine if space is available.
Four year old children (born in 2011) living within The Winnipeg School Division boundaries are eligible for the Nursery program beginning in September 2015. Nursery registration is limited to 23 students per classroom. Five year old children (born in 2010) are eligible for Kindergarten beginning in September 2015. 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.
Montrose students are automatically registered for the following year unless families inform the school that the children will not be returning.
Advanced Registration for 2015/2016
Advanced registration for the next school year for Nursery, Kindergarten, and grades one to six classes begins February 3, 2015. Proof of age (Birth Certificate, Manitoba Medical card) and residency (Utility Bill for the current month, Rental Agreement) is required for students who are new to Montrose. The school will also require a copy of the most current report card for students registering in grades one to grade six.
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 registrations from non-Winnipeg School Division families. These forms are available in the school office. Again, proof of age, address (medical card) 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 15th.
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
Change is an inevitable part of life. Change provides new opportunities for growth, development and friendships. Our experience tells us that children can adapt to new situations. For most, there is an excitement about being part of a new classroom. There are a few for whom change creates anxiety. We will work with families to help anyone who needs assistance with the change process.
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-aged 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 15th. 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
Each spring the school hosts two information evenings – one for families who are new to early childhood education (Nursery and Kindergarten) and one for families with children moving into grade one. The evening provides an overview of programming and tours of the classrooms.
The Nursery/Kindergarten session for the 2014/2015 school year will be held on Wednesday, March 11, 2014 at 6:00 PM.
MONTROSE SCHOOL STAFF 2014 - 2015
WSD 2014-2015 6 Day calendar.pdf
Montrose school Calendar 2014-2015(coming soon)
Montrose Common Garden
Our school gardens are referred to as Montrose Common Gardens. This area, combined with the park north of the school grounds, is cared for by volunteers. This small, dedicated group of people works hard to provide the students of the school with an outdoor classroom and the community with an inviting green space. The volunteers have a love for gardening, a devotion to children, and a desire to create a sense of pride in the community.
Montrose Common Gardens and the adjacent City Park have generated a lot of excitement in the community, the city and internationally. The gardens have won the Winnipeg in Bloom contest each year it has entered. In the summer of 2005 the gardens were a featured part of the North American tour of the Lilly Society. The gardens have also been seen on Prairie Public Television in a locally produced documentary.
A lot of research, planning and time has gone into the gardens which have matured very nicely. The plant species have been carefully chosen to attract butterflies, birds and people. Our gardens also contain a variety of hardy, prairie plants that provide a beautiful setting for relaxing. Some plants are rare and are much coveted in the gardening community. External, start-up funds have been received from a variety of sources. Between the grants and the estimated labour costs of the volunteers, well over $100,000 has been invested in Montrose Common.
Please follow the link to find out more about the gardens and how you can assist with the ongoing care of the Common.
Montrose students are provided a morning and afternoon recess break as well as a lunch hour break. Students are encouraged to be active and many choose to participate in low-organized games on the hard top such as four square, tetherball, hop scotch, skipping and basketball. A wheel chair accessible play structure, a grass hill and open field also provides plenty of opportunity for activity.
Active Recess Breaks
Active Recess Grades 1-6 10:30 – 10:45 am
Active Recess Grades 1-6 2:10 – 2:25 pm
Active 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.
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 if they have the permission of the 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. Montrose students are expected to stay off the ice during recesses and while travelling to and from school.
Cold Weather Procedures
When the temperature reaches -30° Celsius or colder all students who cross the streets with the patrols will meet in the library. At 3:20 PM, patrol captains will notify the students on the crossing list that the cold weather-crossing procedures are in effect and register those who will need assistance crossing. Once it has been determined that all students requiring assistance have checked in at the library the patrols will lead them to the crosswalk at Grant and Elm or the corner of Fleet & Elm. Patrols will return to the school immediately after the abbreviated shift and proceed to the daycare or home.
-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
Learning in our Multi-age classrooms requires personal, purposeful (authentic) involvement with the content in the Manitoba Curriculum. Knowledge must be constructed within a climate of inquiry, and for real learning to occur, some of that work must be done in contact with the subject of study. Off-site programs and activities should not be seen as supplementary to the curriculum. They are at the heart of the educational process. Well planned and conducted off-site activities contribute to numerous objectives:
- 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.
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. Parents generally receive information about field trips in two ways – a letter outlining the details of the trip 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.
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.
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.
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.
Birthday Book Club
The birthday book club invites parents to make a $5.00 or $10.00 donation to the library during the month of their child’s birthday. Information is sent home with each student as his or her birthday month approaches. The child is able to choose a book from a newly purchased selection. A bookplate with her/his name is placed inside the chosen book and the child’s name and book title are entered in the library’s special birthday bookbinders.