the robinson family fund information package...the robinson family fund the sterling hall foundation...

The Robinson Family Fund Information Package

The Robinson Family Fund

Table of Contents

The Robinson Family Fund: A Vision 3

The Sterling Hall Foundation Financial Aid Guidelines 4

The Optimal Age for Awarding the RFF Scholarships 6

Research into the Optimal Age-Range for Awarding Scholarships 8

The Sterling Hall Citizenship and Stewardship Program 21

The Holland and Sterling Hall Scholarship Experience 23

Scholarship Recruitment and Selection 25

Placement Into Secondary School 27

Role of the Sterling Institute 28

Reporting Commitment To Lead Donors 29

Naming Opportunity For Major Contributors 30

The Robinson Family Fund: A Vision

Since Ian Robinson’s arrival in 1995, The Sterling Hall School has evolved into a highly respected leader in boys’ education and a desirable destination for both talented educators and dynamic students.

With Ian’s strong sense of character and under his direction, The Sterling Hall School has become a school known for its balance in academics and character development, graduating critical thinkers, self-directed learners and successful contributors. Ian has also fostered an incredibly strong sense of community enjoyed by parents, students, faculty and staff. These characteristics are deeply woven into the fabric of SHS. Ian has led the School through two very successful building campaigns providing state-of-the-art facilities to enrich the learning environment for our boys.

He is extremely proud of what SHS represents – an opportunity for young boys to learn about themselves and others in a supportive and yet challenging atmosphere. As Ian prepares to leave the School, his wish is to establish an enduring gift in the form of an endowment that will allow the School to pursue the vision of making SHS the best elementary boys’ school in the country.

This is a wonderful opportunity for the School to continue to build on the legacy that he has created by introducing the Robinson Family Fund in his honour.

Financial Aid

There is no question that there are many students who clearly qualify for a Sterling education on academic, character and talent criteria. However, too many of them do not apply because their parents cannot afford to do so. As a consequence, SHS never meets these families. Just as these youngsters would gain enormously from the SHS experience, so too would the lives of other students at our School be enriched by the presence of these boys. We try to be realistic in our Service Learning programs and in making our students aware of how fortunate they are not just to live in Canada, but to be able to attend an Independent School. However, they are still protected on all sides and their good fortune can lead to greater returns if in their education they are able to benefit through interactions with others who are less fortunate than themselves.

Through this Fund, the School will be able to attract and assist boys from diverse backgrounds. It would offer a twin-pronged approach that could help either through a full scholarship, or through sufficient financial aid to encourage some of these "missing" families to apply, be considered and benefit from the Sterling experience. Determinations on how funds will be dispersed will be based on Financial Aid Guidelines that The SHS Foundation Board adopted in July, 2011. The Foundation will also administer all aspects of the Robinson Family Fund as per the Foundation’s investment criteria. Go to top


The Sterling Hall Foundation Financial Aid Guidelines

Background

As Ian retires, his wish is to build an endowment that will help make an SHS education attainable for boys who need financial assistance. Tapping into the goodwill and appreciation of Ian’s contributions to Sterling Hall by launching a Financial Aid Program and by building a stronger endowment, is viewed as an excellent opportunity to build this program. The creation of a financial aid program is in line with the current strategic plan that calls for a more diverse community reflective of our broader society. The Holland Scholarship demonstrates the many benefits for not only the scholarship recipients, but also for the entire student body and the community in general. The goal is to create guidelines for financial aid that are flexible and able to evolve over time.

Proposed Policy Statement

The Sterling Hall School is committed to enrolling a well qualified and diverse student body, and makes every effort for motivated, mission appropriate students to have the opportunity of an SHS education. Financial aid is based on demonstrated need as determined by the Financial Aid Committee, which relies primarily on the analysis provided by a third party organization to determine eligibility.

Proposed Criteria

• Quality Student• Able to cope with SHS’s academic program• Willing to make a positive contribution to the school community• Aid would be offered to students in Grade 5 and higher• Partial and Full Aid is available, based on the need

Criteria Rationale

• Grade 5 is being selected as the first year of eligibility for a variety of reasons. A significant factor is financial, but it is also strategic. It is also easier to assess the candid -ate’s eligibility based on the above criteria at the Grade 5 level. Committing to four years of aid as the program kicks off is seen as more attainable goal than offering aid to all grade levels right from the start. The possibility of offering financial aid at all grade levels could become a goal in the future.

• Financial Aid will be needs-based for good candidates who cannot afford the full tu -ition. Aid will not be used to lure a candidate to SHS away from a competitor school for a family who is financially able to afford SHS.

• The current suggestion is to have 50% of financial aid recipients on full scholarship and the other 50% receive between 40% and 75% of tuition.

Proposed Selection Process

The Financial Aid Committee includes representation from academics, admissions, finance, a homeroom teacher and the VP of Operations. Decisions may be made with the use of third party screening.

Managing the Fund

The Financial Aid endowment funds will be managed by the Sterling Hall School Foundation Board using the Foundation’s predetermined investment criteria. Funds will be raised by the Advancement Department on behalf of the Sterling Hall School Foundation. The Foundation will dictate how much money is allocated towards financial aid and how the funds will flow between the Foundation and the School.

How will Funds be Raised?

The Advancement Committee and the Board have launched an endowment fundraising campaign to honour Ian’s retirement by establishing the Robinson Family Fund.

Suggested Long Term Goal

The long-term goal is to provide financial assistance to 6 - 10% of the Grade 5 - 8 student body. This equals 9 – 14 students based on full capacity.

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The Optimal Age-Range for Awarding theRobinson Family Fund Scholarships (RFF)

At the moment, SHS offers two Grade 7 and two Grade 8 boys full scholarships each year.

The Robinson Family Fund will allow the School to extend this scholarship program to include additional annual scholarships for boys in Grade 5 and Grade 6.

The Benefits of a Scholarship Program for Boys from Grade 5 through

Grade 81

The Grade 5 – 8 period (ages 10 – 14) is an intense period of cognitive, social and emotional development for children and therefore a very beneficial time for SHS to offer the Robinson Family Fund Scholarships.

Recent child development research shows that the growth of children’s social values and interpersonal skills takes place most intensely between the ages of 3 – 5, and then again between 12 – 15 years. It is during these periods that children learn how to navigate relationships, know the difference between right and wrong, self-regulate their reactions to others and to situations around them and reflect upon the consequences of their behaviour.

The years from 12 – 15 also happen to be the most vulnerable period for children to participate in negative behaviours. Often, this is a time in their lives in which peer relationships and culture play a very large role in orienting their internal compass towards what is right and what is wrong. Children begin to look to their friends, rather than to their parents, for direction. However, this age group needs role models who represent positive attitudes and approaches to life that will empower them and help offer positive alternatives to their peer culture.

SHS is in a unique position to positively influence the development of these students. SHS has the reputation of being a caring and supportive community, and much of this stems from students’ exposure to excellent role modelling by the adults with whom they come into contact. Our Stewardship and Citizenship curriculum influences the way in which the scholarship student perceives his world and the role that he can play in it. It builds character and consciousness in our students by fostering a sense of interconnectedness 1 Please see the following research report by SHS Researcher Matthew Ferguson: The Optimal Age-Range for Awarding Scholarships at SHS: Is there a critical period for the development of student values and character?

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and engaging boys in the world around them. It encourages our students to think about more than their individual lot in life. It is also boy-driven, which means that students conceive, implement and evaluate initiatives of their own choosing. This develops communication, research and problem-solving skills and encourages creativity and thinking “outside the box.”

Offered to boys for up to four years between the ages of 10 – 14, the Robinson Family Fund scholarships would have a very big impact on the life of a boy. The benefits of this are palpable, and include increased cognitive and social and emotional flexibility. The Robinson Family Fund would offer these boys a very pronounced enhancement in educational opportunity within their early formative years. It is an opportunity unlike what any other independent elementary schools are currently able to offer.

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Research Topic:

The Optimal Age-Range for Awarding Scholarships at SHS

Is there a critical period for the development of student values and character?

Prepared for:Ian Robinson - Principal of The Sterling Hall School

John Stevens - Chairman of The Sterling Hall School Board of Governors

The Sterling Hall School99 Cartwright Avenue,

Toronto, Ontario,M6A 1V4

Submitted by:Matthew Ferguson - Educational Researcher

Monday, August 22nd, 2011

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EXECUTIVE SUMMARY

On Monday August 15th 2011, I was asked by Principal Ian Robinson to investigate the optimal age in which awarding a scholarship to a young boy would have the greatest positive effect on him, in particular, his understanding of good values and character. At the moment, SHS offers one grade 7 and grade 8 boy full scholarship to the school each year. The idea currently being proposed involves extending this scholarship program to include additional annual scholarships for a boy in grade 5 and a boy in grade 6. It is important to note that these scholarships are continuous. Apart from an unforeseen change in the scholarship recipients circumstances, a boy awarded scholarship in grade 7, would return to SHS with scholarship the following year for grade 8. An extension would result in some boys receiving up to 4-years of scholarship at SHS, a very pronounced enhancement in educational opportunity within their early formative years.

The question investigated in the following research paper is whether or not the grade 5-8 period in formative development is the most beneficial time to offer scholarship, as to foster the greatest positive effect on the development of student values and character. The research shows that there is no critical period for this social and emotional development, instead there are sensitive periods (further explained in this paper). The development of executive function was found to be positively correlated with social values and interpersonal skills. The most sensitive period for the development of executive functioning skills is between the ages of 3-5, with a second less acute sensitive period between the ages of 12-15.

Considering that The Sterling Hall School offers programming from K-8, the first sensitive period is not an option. Therefore, the second sensitive period from age 12-15 presents itself as the most receptive age-range. Offering a scholarship to boys from grade 5-8 (10-14 yrs) would precede and carry on into the second sensitive period of executive function development. Moreover, it would be a proactive approach because this is the typical age of onset for delinquent behaviour. Especially for boys of lower economic status, who tend to have poor executive function skills, which this research suggests, are critical to the development of positive character traits and moral values.

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This research report has been divided into the following five sections:

1. Is there a critical period for the development of values and character?2. When is the most “sensitive period” for social and emotional development?3. What is the most “sensitive period” for promoting the development of good values

and character, but also preventing delinquent behaviour and criminality?

4. Executive functioning skills are critical for social and emotional development

5. What is the optimal age-range for awarding scholarship at SHS (K-8) in order to maximize the development of positive values and character?

1. Is there a critical period for the development of values and character?

Excerpts from the transcript of an interview with Jack P. Shonkoff - March 15 th 2005. - Chair of the National Scientific Council on the Developing Child

- Julius B. Richmond FAMRI Professor of Child Health and Development and founding director of

the university-wide Center on the Developing Child at Harvard University.

“When you see new competencies emerge it means something has changed in the brain; they're directly related to each other. There are some phenomena that occur in a tightly controlled time frame that we would call a critical period; which means, by definition, there are certain experiences that have to be there in order for the brain to develop in a normal way, and if those experiences aren't there and the critical period ends, it's too late”.

“One of the most commonly cited (critical period) is certain aspects of visual development. In fact, a Nobel Prize was awarded to the scientist who first understood that the part of the brain that's involved in vision - not the eyes, but the part of the brain that interprets what the eyes bring in, has to have exposure to visual experiences in order for the architecture of the brain to develop appropriately. That is why now when babies have cataracts, they're removed very early because it's interfering with the messages going to the visual centers in the brain. It's why children who have a crossed eye wear a patch because we want to influence how the brain is developing to process vision”.

“So we do know that there are some functions that emerge, in terms of brain development, in critical periods. And the well described ones are in the sensory area, vision and hearing, to some extent. But there has never been demonstrated in humans, a critical period for anything related to cognition, emotional development or social development”.

“We have, instead, what we might call "sensitive periods". In critical periods, again, there is a certain period of time in the sequence of brain development where particular kinds of experiences are very important, and if you have those experiences in the right way you

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http://www.developingchild.harvard.edu/http://www.famri.org/core/index.phphttp://www.surgeongeneral.gov/library/history/biorichmond.htmhttp://www.developingchild.net/

develop the normal architecture and if you don’t have those experiences your brain can’t develop normally. In a sensitive period, there isn't a time when the window closes and it's too late. W hen you pass the sensitive period, it's harder for these things to develop in an adaptive way, or they may develop in a way that is not as effcient, and you will have to try to overcome this later. Unlike a critical period where it's too late, missing a sensitive period means that it just gets harder as you get older, harder to get it right”.

“The best way to think about this is to say that prevention is better than treatment of, earlier is better than later, it's never too late in most cases to get kids back on track. And all of this, basically, is because there is this capacity of the nervous system to adapt, for the brain to be plastic. This is greatest when the brain is immature and young, and less as the brain gets older”.

- End of Interview –

It is well established across the fields of Neuroscience and Child Development that the most prolific neurological developmet of synapses occurs during the first 5 years of childhood (Working Paper 5, 2007). As indicated in Figure 1 below, there is a fixed critical period for the development of the sensory modalities such as seeing and hearing, as well as the receptive and productive language areas involved in understanding and producing speech. As mentioned by Jack Shonkoff, although the formation of cognitive synapses peaks at age 2, the functioning of these areas is plastic, it does not in fact have a critical period for development.

Figure 1 - The above figure was taken from a Working Paper entitled The Timing and Quality of Early Experiences Combine to Shape Brain Architecture. The National Scientific Council on the Developing Child, housed at the Center on the Developing Child at Harvard University, published this paper in December 2007.

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Jack does state, however, that there is a “sensitive period” for cognitive, emotional and social development, implying that the earlier you can begin instilling good values and character traits in children, the better (Jack Shokoff, 2005). It is important to realize that although the development of the synapses for higher cognitive function decreases from age 2 to 16 on this graph, as a person ages these areas of higher cognitive function continue to differentiate and become modified by experience. This property of neuroplasticity is exactly what permits cognitive, emotional and social maturation to occur throughout adult life.

SHS Relevance - There is no critical period for the development of good values and character. Firm and scientifically well-established critical periods only apply to the development of sensory modalities like seeing and hearing, etc. Instead, human beings have what is called a “sensitive period” for the development of cognitive, emotional and social capacities. “Earlier is better than later, but it’s never too late in most cases to get kid’s back on track”.

2. When is the most “sensitive period” for social and emotional development?

Mounting evidence is revealing the roles played by community, school, and family contexts, as well as socioeconomic status, in the development of executive function skills. Children from lower (versus higher) socioeconomic backgrounds show poorer performance on tests of working memory, cognitive fexibility, and inhibition (Kishiyama et al 2009, Li-Grining 2007, Noble et al 2007, Noble et al 2005, Mezzacappa 2004) as well as electrophysiological evidence of altered prefrontal functioning between ages 7 to 12 (Kishiyama et al. 2009).

Figure 2 - The frontal lobe, more specifically the pre-frontal cortex as mentioned above, is the primary area of the brain responsible for executive function.

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One reason that social class may be related to the development of executive function skills is that young children with greater access to resources experience environments that are more likely to contain features that protect and foster the development of these skills (e.g., scaffolding, responsive caregiving, order and predictability, and freedom from sustained threats.) This underscores the importance of efforts to improve children’s early environments and experiences, especially those of lower economic status, as a strategy for increasing the likelihood of positive developmental outcomes later in their lives (Working Paper 11, 2011).

The three primary executive function skills: working memory, inhibitory control and cognitive flexibility, are highly interrelated. For example it takes working memory to hold two rules in mind and inhibitory control to ignore one of the rules in order to flexibly switch between rules as they change (Working Paper 11, 2011). In children 10-12 years old, cognitive fexibility is used to adapt to changing rules, even along multiple dimensions (okay to shout on the playground, not okay in the school, okay sometimes in theater rehearsal (Best & Miller 2010, Diamond 1991a, 1991b, 2002, 2006). In adults, working memory is used to remember multiple tasks, rules and strategies that vary by situation. Moreover, inhibitory control in adults affects the consistency of self-control and situation appropriate responses in certain social circumstances or interactions. All of the above examples for both children and adults support the notion that executive function has an important role in the development of socially appropriate values and character traits. SHS Relevance - Children of lower economic status score lower on tests of executive function and show measurable signs of altered prefrontal functioning between ages 7 to 12. In children 10-12 years old, cognitive fexibility is used to adapt to changing rules, even along multiple dimensions. Limited ability in this area of executive function could result in social inflexibility and poor social sensibility. Deprivation of social and emotional development during these “sensitive periods” can cause socially inappropriate behaviour to carry on into in adulthood.

3. What is the most sensitive period for promoting the development of good values and character, but also preventing delinquent behaviour and criminality?

Certainly, many sources of official criminal data - predominantly cautions and convictions - have consistently shown there to be a sharp incline in offending behaviour during early adolescence (from around the age of criminal responsibility), peaking during the mid-late teenage years and then declining, steeply at first (to the mid 20s) and, thereafter, more steadily (Farrington, 1986).

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Figure 3 - The above figure clearly illustrates the age-crime curve, a phenomena that begins just before the teenage years at age 10-11 and peaks around age 15-17.

To illustrate the existence and form of the age-crime curve, Figure 3 above reveals the most recently published data on the number of cautions issued in England and Wales during 2002 by age band (Home Office, 2003). The overall pattern is unambiguous. The high prevalence of delinquent behaviour in the teenage years is well documented. The phenomenon that is the age-crime curve, which tends to peak in the mid to late teens, is widely agreed to across both jurisdictional and temporal boundaries (McVie, 2005).

SHS Relevance - Criminal data clearly illustrates a sharp incline in offending behaviour during early adolescence that peaks in the mid-late teenage years. Whether it is the surging hormones of puberty or increased peer pressure associated with the early teenage years, at age 10 to 11 criminal and anti-social behaviour begins to be expressed until it reaches its peak at age 15-17.

4. Executive functioning skills are critical for social and emotional development

Executive function skills are considered to be a common denominator for both learning and social interaction. Young children who have problems staying focused and resisting urges to respond impulsively - two core executive function skills - not only have trouble in school but also have trouble following directions generally and are at elevated risk of displaying aggressive and confrontational behaviour with adults and other children (Eisenberg et al 1994, Hill et al 2006, Kochanska et al 1997).

Executive functions like completing tasks, solving problems, organizing information, and making (and revising, if necessary) deliberate plans, are important facilitators for interpersonal

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interactions and behaviour. Indeed, some researchers have hypothesized that the complexity of human social relationships, rather than the need to do higher math, is why the human prefrontal cortex is so large and our executive function abilities are so advanced (Barkley 2001, Dunbar & Shultz 2007).

Children who lag behind in their emerging executive function capacities relative to their age mates find themselves at a disadvantage, because they cannot keep up with the complexity of the play and, therefore, get frustrated, act out, and may cause other children to not want to play with them (Diamantopoulou et al, 2007). Thus, the skills that help children master many academic tasks are the same as those that help them get along with their peers and be viewed as good classroom citizens.

SHS Relevance - Executive function is critical for interpersonal relationships which are a key measure of character and indicative of a student’s sense of social values. This research suggests that the developmental progression of executive function skills is positively correlated with the development of character traits and moral values.


In order to accurately determine the optimal time to award scholarship we must consider the developmental progression of executive functioning skills. The research reviewed in this report suggests a positive correlation between the development of executive functioning skills and the development of positive character traits and moral values. This evidence must be considered when deciding exactly when to offer scholarship in order to optimize the positive outcome.

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Figure 4 - There is a dramatic sensitive period for the development of executive function skills between the ages of 3-5, followed by a steady development from age 6-12. A brief burst occurs between ages 12-15 that precede maximum developmental proficiency in early adulthood.

SHS Relevance - The Sterling Hall School offers programming from JK-8, therefore, our boys have already passed this dramatic sensitive period between 3-5 years of age. The next sensitive period for the development of executive functioning skills occurs from 12-15 years of age. Offering the scholarship from ages 10-14 would slightly precede and follow through into this second sensitive period, which is so significant to social, emotional and moral development.

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Research Summary - Important Facts to Consider

1. Is there a critical period for the development of values and character?

SHS Relevance - There is no critical period for the development of good values and character. Firm and scientifically well-established critical periods only apply to the development of sensory modalities like seeing and hearing, etc. Instead, human beings have what is called a “sensitive period” for the development of cognitive, emotional and social capacities. “Earlier is better than later, but it’s never too late in most cases to get kid’s back on track”.

2. When is the most “sensitive period” for social and emotional development?

SHS Relevance - Children of lower economic status score lower on tests of executive function and show measurable signs of altered prefrontal functioning between ages 7 to 12. In children 10-12 years old, cognitive fexibility is used to adapt to changing rules, even along multiple dimensions. Limited ability in this area of executive function could result in social inflexibility and poor social sensibility. Deprivation of social and emotional development during these “sensitive periods” can cause socially inappropriate behaviour to carry on into in adulthood.

3. What is the most “sensitive period” for promoting the development of good values and character, but also preventing delinquent behaviour and criminality?

SHS Relevance - Criminal data clearly illustrates a sharp incline in offending behaviour during early adolescence that peaks in the mid-late teenage years. Whether it is the surging hormones of puberty or increased peer pressure associated with the early teenage years, at age 10 to 11 criminal and anti-social behaviour begins to be expressed until it reaches its peak at age 15-17.

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4. Executive functioning skills are critical for social and emotional development.

SHS Relevance - Executive function is critical for interpersonal relationships which are a key measure of character and indicative of a student’s sense of social values. This research suggests that the developmental progression of executive function skills is positively correlated with the development of character traits and moral values.


SHS Relevance - The Sterling Hall School offers programming from JK-8, therefore, our boys have already passed this dramatic sensitive period between 3-5 years of age. The

next sensitive period for the development of executive functioning skills occurs from 12-15 years of age. Offering the scholarship from ages 10-14 would slightly precede and

follow through into this second sensitive period, which is so significant to social, emotional and moral development.

References

Barkley, R.A. (2001). The executive functions and self regulation: An evolutionary neuropsychological perspective. Neuropsychology Review, 11(1), 1-29.

Best, J.R. & Miller, P.H. (2010). A developmental perspective on executive function. Child Development, 81(6), 1641-1660.

Diamantopoulou, S., Rydell, A.M., Thorell, L.B., & Bohlin, G. (2007). Impact of executive functioning and symptoms of attention deficit hyperactivity disorder on children’s peer relations and school performance. Developmental Neuropsychology, 32(1), 521-542.

Diamond, A. (1991a). Frontal lobe involvement in cognitive changes during the first year of life. In K.R. Gibson & A.C. Petersen (Eds.), Brain maturation and cognitive development: Comparative and cross-cultural perspectives (pp. 127-180). New York: Aldine de Gruyter.

Diamond, A. (1991b). Neuropsychological insights into the meaning of object concept development. In S. Carey & R. Gelman (Eds.), The epigenesis of mind: Essays on biology and cognition (pp. 67-110). Hillsdale, NJ: Lawrence Erlbaum Associates.

Diamond, A. (2002). Normal development of prefrontal cortex from birth to young

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adulthood: Cognitive functions, anatomy, and biochemistry. In D.T. Stuss & R.T. Knight (Eds.), Principles of frontal lobe function (pp. 466-503). New York: Oxford University Press.

Diamond, A. (2006). The early development of executive functions. In E. Bialystok & F. Craik (Eds.), Lifespan cognition: Mechanisms of change (pp. 70-95). New York: Oxford University Press.

Dunbar, R.I.M, & Shultz, S. (2007). Evolution in the social brain. Science, 317(5843), 1344-1347.

Eisenberg, N., Fabes, R.A., Nyman, M., Bernzweig, J., & Pinuelas, A. (1994). The relations of emotionality and regulation to children’s anger-related reactions. Child Development, 65(1), 109-128.

Farrington, D.P (1986) ‘Age and crime’ in Tonry, M. and Morris, N. (Eds) Crime and justice: An annual review of research Vol 7, pp189-250

Hill, A.L. Degnan, K.A. Calkins, S.D. & Keane, S.P. (2006). Profiles of externalizing behavior problems for boys and girls across preschool: The roles of emotion regulation and inattention. Developmental Psychology, 42(5), 913-928.

Home Office (2003) Criminal Statistics, England and Wales, 2002The Stationery Office (see http://www.homeoffice.gov.uk/rds/crimstats02.html)

Kishiyama, M.M., Boyce, W.T., Jimenez, A.M, Perry, L.M., & Knight, R.T. (2009). Socioeconomic disparities affect prefrontal function in children. Journal of Cognitive Neuroscience, 21(6), 1106-1115.

Kochanska, G., Murray, K., & Coy, K. C. (1997). Inhibitory control as a contributor to conscience in childhood: From toddler to early school age. Child Development, 68(2), 263-277.

Li-Grining, C.P. (2007). Effortful control among low income preschoolers in three cities: Stability, change, and individual differences. Developmental Psychology, 43(1), 208-221.

McVie, Susan (2005) 'Patterns of deviance underlying the age-crime curve: the long term evidence' Volume 7, British Society of Criminology E-Journal

Mezzacappa, E. (2004). Alerting, orienting, and executive attention: Developmental properties and socio-demographic correlates in an epidemiological sample of young, urban children. Child Development, 75(5), 1373-1386.

Noble, K.G., McCandliss, B.D. & Farah, M.J. (2007). Socioeconomic gradients predict individual differences in neurocognitive abilities. Developmental Science, 10(4), 464-480.

Noble, K.G., Norman, M.F. & Farah, M.J. (2005). Neurocognitive correlates of socioeconomic

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http://www.britsoccrim.org/conferences.htmhttp://www.homeoffice.gov.uk/rds/crimstats02.html

status in kindergarten children. Developmental Science, 8(1), 74-87.

Shonkoff, Jack (2005) Transcript of his interview with Children of the Code - Social Education Organization - March 15th 2005. http://www.childrenofthecode.org/interviews/shonkoff.htm#Developmental_Slopes:_

Working Paper 11 (2011). Building the Brain’s “Air Traffic Control” System: How Early Experiences Shape the Development of Executive Function. Center on the Developing Child at Harvard University, February 2011. http://developingchild.harvard.edu/resources/reports_and_working_papers/working_papers/

Working Paper 5 (2007). The Timing and Quality of Early Experiences Combine to Shape Brain Architecture. National Scientific Council on the Developing Child, Center on the Developing Child at Harvard University, December 2007. http://developingchild.harvard.edu/resources/reports_and_working_papers/working_papers/

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The Sterling Hall Citizenship and Stewardship Program

The Sterling Hall School has a long history of providing boys with strong Character Education, Community Service and Leadership opportunities. The SHS Citizenship and Stewardship Program was developed in 2005 as part of our commitment to creating a nurturing environment for our Students.  We are proud to note that the program was featured as a Best Practice by the Conference of Independent Schools (CIS).

The Citizenship and Stewardship Program recognizes that Grades 5 – 8 (10 – 14 years) is an intense period of cognitive, social and emotional development for children. Recent child development research shows that the growth of children’s social values and interpersonal skills takes place most intensely between 3 – 5 years and then again between 12 – 15 years.

It is during these periods that children learn how to navigate relationships, understand the difference between right and wrong, self-regulate their reactions to others and situations around them, and reflect upon the consequences of their behaviour.

A vital component of the SHS curriculum, the Stewardship and Citizenship Program responds to and develops this emerging sense of self-awareness. The program builds character and consciousness in our students by fostering a sense of interconnectedness and engaging boys in the world around them.

SHS students drive the program themselves by conceiving, implementing and evaluating initiatives of their own choosing. This develops communication, research and problem-solving skills and encourages creativity and thinking “outside the box.” The chosen activity, which may take place within or beyond the classroom, is then integrated into the class curriculum by the boys’ teachers.

In the Community Service portion of the program, students will engage in “Service Learning” projects, led by “Agents of Change.” These projects raise awareness and involve them in solving some of the social problems that exist in our community and around the world. Because Community Service is part of the educational fabric of the School, our boys learn to identify need and figure out a way to help – without waiting to be asked. This is an important life skill and character building exercise that equips them not only for high school community service programs, but for their adult roles as good citizens.

The Citizenship and Stewardship Program also offers our boys many ways to take on a leadership role, starting from JK through to Grade 8. Mentoring with peers, helping the younger boys with sports, and acting as school Ambassadors and classroom greeters are just a few examples. In addition, elected Student Council representatives from every grade work with their classmates to choose “doable goals” for community service and school events.

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By the intermediate years, SHS students have been exposed to many aspects of character development and are internalizing the values of the Stewardship and Citizenship Program. For their final year at SHS, the boys focus on themselves as leaders and individuals who are in the midst of transitioning to high school. Every boy in Grade 8 has a position of responsibility as part of a team: Academics, Arts, Athletics, Citizenship, Environment and Communications, House Captaincy and of course, the Head Boy.

The Sterling Hall School is in a unique position to positively influence the development of its scholars. SHS has the reputation of being a caring and supportive community, and much of this stems from our students’ exposure to excellent role modeling by the adults with whom they come into contact with. Helping to develop the heart, mind and spirit of each boy is a crucial component of what we do at the School each and every day.

Like all SHS boys, as the scholars complete their final year at SHS, they will have had many experiences that affirm the positive role they can play in society and, in the process, are empowered to “be the change they wish to see in the world.”

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The Holland and Sterling Scholar Experience

General Background of Holland and Sterling Scholarship Students

In 2009, Bill and Susanne Holland established a scholarship at SHS out of gratitude for the outstanding quality of education that their son Nick experienced at our School. At the same time, SHS demonstrated its commitment to this new initiative by providing an additional scholarship called the Sterling Scholarship.

The Nick Holland and Sterling Scholars come from high-risk communities that pose unique challenges for them and their families. For example, in the Lawrence Heights neighbourhood there are 1,208 rent-geared-to-income housing units spread over 100 acres. There are approximately 3,500 tenants – almost 50% are under 16 years of age. Households are often headed by single mothers, and the average household income in this community is $15,000.

Challenges and Opportunities

Just as SHS offers new and exciting opportunities for our scholars, they too have brought a heightened sense of awareness to our school. Our Faculty and Staff have undergone days of training to prepare for the scholars. They have come to understand the new challenges the boys may face and have moved effectively to accommodate and integrate them into the school’s programs. These challenges and their resolution have been a non-event for their fellow students. Such is the beauty of implementing a financial aid program into a younger age cohort.

A Sterling education provides a nurturing environment and delivers programs for the development of character and social skills. These scholarships will allow them to benefit from all that SHS has to offer, thereby transforming their prospects for success and societal contribution.

Holland and Sterling Scholar Student Profiles

Grade 8 Holland Scholar

With his friendly, outgoing nature and positive attitude, our Grade 8 Holland Scholar has been a wonderful addition to our school. He has built very good relationships at SHS and has integrated into the school very smoothly. In 2011, he was the SHS recipient of the Jeff Trickett Memorial Sportsmanship Award at the CAIS V13 Basketball Tournament.

Faculty describe this Scholar as a respectful and co-operative student who is dedicated to

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excellence. He enjoys French, Math and playing the trumpet in SHS music class. He joined the Robotics Club and is a keen basketball player. He enjoys a good challenge and is always keen to improve.

Grade 8 Sterling Scholar

After being at SHS for only two weeks, our Grade 8 Sterling Scholar put his name forward to be a student council rep. An outgoing and conscientious student, he embraces new challenges and puts forward extraordinary effort. Faculty describe this SHS Scholar as a student who has embraced challenges and is keen to improve. He is a highly popular student, and is particularly good with our younger SHS students.

This Scholar enjoys Science and playing his SHS flute. He loves sports, especially basketball. He is always willing to help others, and his strong work ethic and sense of humour are admirable. Four of his peers voted for him to be the 2011 – 2012 Head Boy after only eight months at SHS!

Grade 7 Holland Scholar

The Grade 7 Holland Scholar is an outstanding student who enjoys Science, Math and Language Arts. He especially likes writing dramatic stories. SHS Faculty and Staff describe him as a quiet and mature boy who often has a smile on his face. His warm nature and strong organizational skills enable him to work well with others.

This Grade 7 Holland Scholar likes playing sports, including soccer and basketball. He enjoys music and plays percussion.

Grade 7 Sterling Scholar

SHS’s Grade 7 Sterling Scholar is outgoing, friendly and likes to help others. Faculty describe him as intelligent, respectful and articulate. He is a very cheerful boy who enjoys learning new things. His academic interests include Language Arts, Math and Drama. He is also a well-rounded and talented athlete who participated in the City finals in soccer and was a City champion in the 400 metre race.

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Scholarship Recruitment and Selection

The Purpose

The Robinson Family Fund Scholarships are to be awarded to boys whose socio-economic status is a barrier to a Sterling Hall education. The objective being pursued is to provide sufficient funding for scholarships to cover full or partial tuition costs for 6 – 10% of students in Grades 5 through to Grade 8.

Scholarship Criteria

Quality Student Able to cope with SHS’s academic program Willing to make a positive contribution to the school community Aid would be offered to students in Grade 5 and higher Partial and Full Aid is available, based on the need

The Selection Process

The Financial Aid Committee includes representation from academics, admissions, finance, a homeroom teacher and the VP of Operations. Decisions will be made with the use of third party screening to help guide the selection process.

Boys who meet Scholarship criteria will write the SHS admissions test.

Boys will be selected based on Admissions test results. The SHS Scholarship Program Co-ordinator will visit with each boy at their school with their teacher for an informal interview.

The selected boy and his Parent/Guardian will be invited to visit SHS for a meeting and full tour of the school.

The Scholarship recipient will be informed by SHS and invited to an SHS year-end event such as Olympics Day and then join the usual New Boy schedule.

Recruitment

To date, the Nick Holland and Sterling Scholars have been identified and recruited through discussions with the Principal of Lawrence Heights Middle School. It is our intention to expand our search for scholars to include other less privileged or at-risk communities from across Toronto and to develop relationships with principals at other schools.

The goal will be to ensure that the educators at these schools are made aware of the existence of the Robinson Family Fund financial aid program and encourage promising boys to apply. To help get the word out about the financial aid program, SHS will

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develop and implement a recruitment communications strategy that will raise awareness about the program.

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Placement into Secondary School

SHS Graduate Placement Program

SHS provides ongoing support and counsel to our Grade 8 boys about what their options and possible opportunities are for Grade 9.

Grade 8 Homeroom Teacher and Graduate Placement and Mentorship Co-ordinator Elizabeth Gray guides the boys towards making informed decisions about their future and what schools may be right for them. Boys are shown how to research viable schools, how to approach the SSAT and how to be comfortable in admissions interviews as they prepare themselves to graduate from SHS and enter challenging secondary programs.

Scholarship Students

SHS Scholars have unique additional needs when compared to other members of the student community, and we are working hard to address these needs. Our efforts include building partnerships with independent secondary schools and exploring what financial aid opportunities may exist for the Scholars.

SHS also works closely with the families of these students, who are not familiar with the placement process. Our Co-ordinator presents families with the options available to them and supports them through the application and financial aid process.

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The Role of the Sterling Institute

The Sterling Institute has been created as a way of sharing research and resources that encourage excellence in teaching and learning with educators from around the world.In its pursuit of excellence in education, The Sterling Hall School has produced much of its own curriculum, tailored to the way boys learn best.

This material is based on the best practices and studies of SHS Faculty and other educators and researchers, and has proven to be effective in the School's classrooms. The curriculum is continually developed and refined according to the response of the boy, as well as the high academic demands of the school.

As interest in the work of The Sterling Hall School has spread, SHS Faculty have been invited to present at conferences across Canada, the U.S., and abroad. Through The Sterling Institute, we are now pleased to be able to share with a wider audience our proprietary, cutting-edge curriculum, and the generous knowledge and resource base we have cultivated in the area of boys' education.

It is our intention to expand the scope of the research and study undertaken by The Sterling Institute to include exploring successful strategies in the implementation of financial aid programs in an independent elementary school setting.

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Reporting Commitment to Major Donors

The Sterling Hall School is committed to regular communication with all of the Major Donors to the Robinson Family Fund who provide support of at least $25,000.

Major Donors will receive a detailed package on the scholars at the beginning and end of the year. In addition, SHS will provide semi-annual progress reports about how the scholars are doing, which will include information about their successes and achievements at the school. We will also do our best to follow the Scholars’ academic accomplishments, careers and societal contribution thereafter.

Our reports will also summarize the progress of the Endowment Fund to date and how the funds are being managed. Communications will also include information about new scholars and the strategies being implemented to ensure that the maximum benefit to all students is achieved.

It is our intention that the communication process be developed through consultation with the Major Donors to the Robinson Family Fund.

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Naming Opportunity for Major Contributors

The Robinson Family Fund is entirely dependent upon the generous contributions of our donors. Our Recognition Program enables Major Donors of gifts of $250,000 or more to create a specific scholarship in their family’s name or name of their choice. Alternatively, these Major Donors can have a direct association and relationship with a scholar on full financial aid on an anonymous basis.

A Major Donor of $250,000 or more will also have the opportunity to have a direct association with the scholar on full financial aid. Arrangements will be made for the donor to meet the scholar and his family and receive regular updates about his progress. Engagement between the donor and the scholar to provide mentoring and additional educational support will be welcomed.

The donor will have the opportunity to initiate this relationship with a scholar when he first comes to Sterling Hall, and to continue that relationship and association until graduation. The following year, a new scholar arriving at the school will be selected and the process will repeat itself. This donor relationship will be explained to each selected scholar and his family as part of the admission process.

It is hoped that there will be instances where the relationship built between the donor and the scholar will continue following the boy’s graduation from Sterling Hall.

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the robinson family fund information package...the robinson family fund the sterling hall foundation...

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