Secondary Schools - School District #35

studentSuccess
annual secondary edition
A MAGAZINE FOR STUDENTS AND PARENTS IN LANGLEY
spring 2011
start saving
now
Don’t
text
& drive
the story of
Todd Marr
a very SPECIAL
Olympian
think
post
secondary
secondary edition 1

2 Student Success

Craig Spence
Editor
Susan Cairns
Designer
Andrew Sloan
Advertising
Success breeds Successes
There’s so much going on in Langley School District of
interest to families and students that we don’t always
have room to fit it all into the print version of Student
Success. And sometimes things come up between our Fall, Winter,
Spring and Summer editions that we’d like to get to readers. And
we also want to connect with secondary communities.
So after just over a year in our current format, we’ve decided to
launch a couple of initiatives we hope will improve our reach and
the timeliness of the information we bring to you.
First, I’d like to welcome you to visit the online version of Student
Success at studentsuccessmagazine.blogspot.com. Going online
opens up several new possibilities, which we’re really excited
about. First, it allows us to post material whenever we like, and
to have it available to readers 24 hours a day. All you have to do
is bookmark the site.
There’s more, though. In the blog we can provide you with live
links to information related to the articles you read. That opens
up whole new avenues of connectivity for parents and students,
who can immediately follow up on information trails that might
otherwise go cold. In an information age, where data passes by in
a blink, that ability to click and go is essential.
As well, the online version can be developed as a standing
resource. If you go to the blog and look down the right column,
you will come to a heading called ‘Labels’. Each article posted
on the blog –just about every article that will appear in Student
Success – will be labeled according to subject. So if, for instance,
you want to find all the articles that have been posted related to
Internet Safety, all you have to do is click on the label and up
they’ll come. And if you can’t find a label, there’s also a search
box you can try.
Finally, the blog allows you to share information more readily.
If you see something you like, you can email it, blog it, Twitter
it, Facebook it and so on, all at the click of a button. Or, if you
want to reach us with comments or ideas, there’s a direct email
link posted on the blog’s home page.
There are more features to the Success blog, but we’re going to
have to let you discover them yourself because we want to leave
a little room to talk about our Student Success Secondary edition.
This targeted publication, which some of you are reading right
now, having discovered it in your child’s report card envelop,
will carry information about planning for post-secondary, events
and activities going on in secondary venues, choices available to
secondary students and issues secondary students and parents
need to be aware of. Issue Number One is a pilot. Based on the
feedback we get, we will determine the look, format and content
of Issue Number Two. So let us know what you think.
studentSuccess
Student Success is published and
produced by the Langley School
District in partnership with
the Langley School
District Foundation.
EDITOR
Craig Spence
cspence@sd35.bc.ca
604-534-7891
Designer
Susan Cairns
scairns@sd35.bc.ca
604-534-7891
Advertising sales
Andrew Sloan
Sloan & Co.
604-889-6397
andrew@sloanandco.ca
Advertising Traffic
Denise Begg
604-534-7891
dbegg@sd35.bc.ca
Illustrations
Raymond Brown
Secondary Student
Success is published
once a year with a
press run of 10,000.
Student Success is distributed
to school district families,
businesses, associations
and municipal offices
throughout Langley.
© sd35(Langley)
4875-222nd Street
Langley, BC
V3A 3Z7
secondary edition 3

GUEST PASS
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studentSuccess
volume 1 number 1 secondary 2011
Features
5 The todd marr story
family donates $20,000 to drug prevention program
6 Restorative Action
it takes time but it’s worth it
8 Life-long learning
the kids will eventually figure it out
Pacific Coast Taekwondo & Hapkido
“Serving Langley Since 1988"
604.533.7855 / 604.818.7859
www.taekwondo.bc.ca
Langley’s International
Festival Society
p o e m
story
Creative Writing
Competition
“Living in a Multicultural Society”
Write approximately 250 words about your experience
of living in a multicultural society.
(Story, Poem, Letter, Essay, Rap or Lyrics)
10 beyond the classroom
start saving that RESP now
12 Don’t text and drive
the most important message you’ll receive
13 A very special olympian
Matthew Williams has the spirit
Win Big CASH!!!!
First Prize: $1000
Second Prize: $750
Third Prize: $500
report
narrative
... and get published!!
essay
Get your entry form from www.internationalfestival.ca
and email your entry or questions to doris@bravointeriors.ca
or print, complete and fax your entry form to: 604-514-2294
Front cover shot:
Photographer: Cameron Goldie
Lighting Assistant: Ashley Ford
Model: Annika McCrae
All are students from Langley Fine Arts
Phone: 604-312-8487 | Fax: 604-514-2294 | info@internationalfestival.ca | www.internationalfestival.ca
PO Box 7, 20378 Fraser Hwy., Langley, BC V3A 4G1
4 Student Success
G r a p h i c D e s i g n : L I G H T H O U S E D E S I G N | w w w . l i g h t h o u s e d e s i g n . c a | 6 0 4 . 5 0 2 . 9 7 7 1

foundation
Project Resiliency
Family donates $20,000 to drug
prevention program
When Lorraine Marr
happened upon three
boys smoking marijuana
in an alley, her first thought was to
turn the other way. But then she
reconsidered and approached the
teens. She was met with hostile,
defiant glares. One boy stomped off.
“I’m not here to admonish you,” she
said. “But do you mind if I tell you
a story.”
The boys rolled their eyes, but
Lorraine persevered. When she
finished, the two were truly shaken.
Here is her story. It’s about a popular,
smart, athletic boy. Lorraine’s son,
Todd.
Todd was one of those kids that
everybody liked. Although he was
an honors student and a star athlete
in school, he had a charming, selfeffacing
manner and a large and
diverse group of friends. He was
every parents dream. Until the day
he started experimenting with drugs.
Like most he dabbled in soft drugs,
but before long he was hooked,
seriously hooked, on crystal meth.
So began his long journey through
hell.
He managed to graduate from
school, but university plans were put
forever on hold. His parents were
puzzled, but not overly concerned.
They had no idea that their beautiful
boy was addicted to drugs. He kept
Smart, athletic and
popular - Todd Marr
desperately fought
for his life and lost
it to himself and most people were
fooled. But the struggle took its toll.
Several years went by and the drug
continued to hold Todd in its
fearful grip. He was becoming more
and more desperate. He started to
look for help. There was none to
be found. Finally, he sought out his
family. They were devastated, but
they stood by him. They joined
him in his search for a clinic, a cure,
therapy – anything that would help
their boy. There was nothing. Todd
even tried to check himself into the
hospital, but they wouldn’t take him.
He lost hope and crippling despair
set in.
Two days later, he committed suicide.
He left behind his mother Lorraine,
father Chuck, sister Lana and
brother Dean. Now the Marr family
is fighting to save other kids from the
evil, insidious drug, known as crystal
meth. They investigated programs
throughout British Columbia. They
interviewed doctors, counselors
and therapists. Then they looked
within their own community and
found the Langley School District’s
James Anderson Learning Centre
offering Project Resiliency – a drug
awareness and prevention program
for students and parents.
Under the capable direction of the
principal, Dr. Patrick Thomas and
counselor, Dee Bassi, the school
takes in at-risk students from
throughout the district and works
with them on their drug use and
addiction. The results have been
amazing.
The Marrs concur.
“We only wish that the program
was available when Todd was going
through school,” said Todd’s father.
The family has donated $20,000 to
the program. “Hopefully, this will
help other kids like Todd,” said
Lorraine. v
secondary edition 5

feature
Peacebuilding
TAlking
peace
conversation
peace
Restorative Action in
Elementary Schools
Restorative Action in Secondary Schools
Fraser Region Community Justice Initiatives Association & Langley School District #35
TRAINER MANUAL
Fraser Region Community Justice Initiatives Association & Langley School District #35 • www.sd35.bc.ca
Restorative Action
it takes time but it’s worth it
As BC’s Restorative Justice Coordinator, and a seminal figure in the implementation
of Restorative Action programs in Langley School District,
Catherine Bargen knows in her heart that it makes absolute sense
to heal relationships rather than simply punish transgressors when ‘harm’ has
been done in a community.
That’s the foundational principle of Restorative Justice.
But ask her if she still has to struggle with the impulse to punish and Ms. Bargen
doesn’t hesitiate. “Absolutely,” she said. “I’m constantly uncovering, and
uncovering, and uncovering more and more layers of how deep it goes within
us – the impulse to cut people off instead of staying in a relationship with
them when we are experiencing conflict.”
Catherine Bargen, author of
Educating for Peacebuilding
the new Restorative Action
resource
She and her colleagues don’t have any illusions about how much work remains
to be done to shift society’s deeply ingrained response from punishment to
a philosophy of healing. But there are examples of progress, Langley School
District being one of them.
Ms. Bargen recently launched her new book Educating for Peacebuilding,
which is based to a large degree on the successful implementation of Restorative
Action programs in this district. What distinguishes Langley from most
others is the fact that Restorative Justice was adopted as a district-wide strategy
Ms. Bargen noted.
Restorative Action is part of the curriculum at the elementary and secondary
levels in Langley, with Talking Peace introducing younger students to the principles
of Restorative Action, and Conversation Peace building on that learning.
“Conversation Peace is a training manual outlining four days of training and
6 Student Success

a student workbook,” Ms. Bargen said. “It really is just
teaching the skills of mediation and the principles embedded
in that mediation.”
Restorative Action Coordinator for Langley School District
Dan Basham said ‘teams’ have been established in
seven Langley high schools. This fall 50 secondary students
were trained using the Conversation Peace manual,
and training was also offered to 24 elementary students.
He noted that as well as getting support from the district
the program is getting support from the community.
Coast Capital Savings has provided funding.
Despite Langley’s progress, he said there’s a long way to
go. “Punishment is very quick,” he said. “I’m not saying
everybody deals with things in a punitive way, but it may
not be being dealt with in a restorative way either, right,
because that takes time to do properly.”
Lasting solutions almost always take time though, and
Mr. Basham believes we won’t ever get there if we run out
of patience. “If you just jump to solutions, which is the
tendency because as adults we want to fix things for kids,
then it’s very difficult to come to a meaningful kind of
solution or agreement or consensus,” he said.
Mr. Basham doesn’t rest his case for Restorative Action
on a strictly cost-benefit analysis. A system that embraces
mediation instead of punishment might see a decrease
in anti-social behaviours; it will certainly feel empowered
when it comes to dealing with situations that will inevitably
occur.
“I think there would still be conflict – I mean conflict is
normal,” he explained. “What would change is students’
ability to resolve conflict in a peaceful way. Students
would be more equipped with tools to resolve things next
time in a better way.”
Makes sense. So why isn’t Restorative Justice the norm
“I think one of the systemic obstacles is our deeply held
views around punishment,” Ms. Bargen said. “Even those
of us who think it does make sense, we do find ourselves
wanting revenge or thinking that people do need to be
punished for their wrong actions.
“That’s almost reflexive in our society. Our notions about
punishment are very deeply held. “
Madeleine de Little, Senior Counselor at Langley Fine
Arts School, believes that reflex can be countered by a determined
effort to implement Restorative Action. LFAS
Madeleine de Little, Senior
Counselor at Langley
Fine Arts School
Dan Basham, Coordinator
Restorative Action for Langley
School District
has a very active program, she noted. Up to 30 students
often show up for weekly Restorative Action breakfast
meetings, and the school’s annual RA retreat has been a
huge success.
She said the program changes students who participate in
it. At one of their weekly sessions the students were asked:
“How is it impacting your life now”
“They were saying ‘I’m different,” Ms. De Little reported.
“I’m completely different because of my experiences and
what I’ve been learning over the last few years. I’m more
understanding; I’m more compassionate. I see the world
differently. I view conflict differently.”
“It’s just unbelievably important that every child learn this
stuff,” she concluded.
Critics argue that you can’t make someone engage in a
restorative process in good faith. Ms. Bargen responds
that a variety of responses are necessary, but that the effort
should be made to restore relationships rather than
punish offences.
“If the person who has caused harm isn’t willing to engage,
then we start saying ‘Well, we’d like to support you
in doing better or making things right,’ but when that
doesn’t happen we as a community say, ‘We’re not okay
with what you’re doing,’ and boundaries need to be put
in place.”
The objective, though, is to enlarge those boundaries if
possible, so that those who have caused harm can learn to
take responsibility for their actions. v
secondary edition 7

feature
Planning for post-secondary
Life-long learning
isn’t always easy
Asked if parents should be concerned
if no clear career choice has
materialized, even after students
have left the secondary fold, Ms.
Rosen answered, “not overly.”
“A lot of the literature tells us that a
person can take up to 10 years to
actually end up where they’re going
to end up when it comes to occupations
and so on. So I think the
simple answer to your question is,
there’s no need for concern, everybody
will find their way.”
“Even if your kids don’t seem like they
are planning for a successful future,
they will often fool you. Eventually
most of them figure it out.”
Pat Rosen, Langley District Teacher-
Career Education
8 Student Success
What is your child going to
be doing that first Tuesday
after Labour Day, after
he or she has graduated from high
school Every year thousands of
students throughout BC are either
thinking hard about that question,
avoiding it, or have already got an
answer and are living it.
And every year, thousands of parents
are pacing the sidelines wondering if
their kid is making the choices that
will move the yardsticks in the right
direction.
But Career Education Teacher Pat
Rosen suggests it’s a mistake to think
about the future as a grid of right
and wrong choices. A more positive
and realistic view is of young adults
being open to a range of possibilities,
and focusing on the skills they want
to build on.
But she knows the simple answer
doesn’t always cut it when children’s
futures are at stake. Young grads and
parents want to know, even in their
moments of deepest doubt, that success
isn’t slipping out of reach, and
that when the time comes the lessons
learned during 13 years of schooling
and 18 years of living will gain some
traction in the ‘real world’.
Ms. Rosen maps out two very distinct
skill sets people acquire as they
move into the working world. There
are specific skills university students
and apprentices learn through education
and training; then there’s
a whole set of more general skills
about how to succeed at a career,
things like: knowing what kinds
of occupations are out there; what
education and training programs
are available; how to apply to postsecondary
programs; how to finance
post-secondary options.
Pretty well at the top of the life skills
list is one that’s embedded in the
Graduate Profile of Langley School
District, and is a key component of
the Planning 10 and Grad Transition
programs: Life-Long Learning.
Get that right and the future will
likely fall into place.

Entering our 36 th Year
72 percent of occupations require some form
of formalized post-secondary training after high school
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“The learning outcomes within those courses and programs
asks young people to basically follow a career development
cycle, to look at themselves in all of their areas
of strengths and some of their areas of challenge, and to
say, ‘Where could I go in terms of what I have to offer
and what I’m interested in’
“What we know is 72 percent of occupations require some
form of formalized post-secondary training after high
school,” Ms. Rosen observed. “Formalized education after
high school is in the cards for most people.”
That doesn’t mean everyone is going to pack his bags and
head straight off for university, or college, or apprenticeship.
Some may choose to travel, or work for a while, or
hole up in their rooms. Nervous as it makes them when
their kids don’t follow a set trajectory, parents have to
know it’s usually okay. Kids will figure things out.
“There’s really no one-way to do this, there’s no ‘right’ way
to do this, and you can’t really go wrong either. We from
a career-education perspective don’t even like to think of
a misstep per se. Everything informs us in terms of who
we are and where we might go, and where we might fit
for down the road.”
Much as parents want to nudge their kids in the right directions,
their role has changed. “They’re going to be the
coach on the sidelines,” Ms. Rosen said. “They’re going to
be the encourager.”
“The older the child gets, the less likely parents are to be
making the decisions, because these are life skill areas that
young people in fact own, and they make all the choices
in order for things to come to be.”
Perhaps a tough lesson, but like their kids parents will get
through it. v
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www.LangleyFastball.com
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secondary edition 9

feature
Financial Planning
Beyond the
Classroom
Start that RESP now if you want to get the most
out of it
There are gifts that come with ribbons and gifts
that come with strings. RESPs come with a little
of both. But Avi Kay, a Certified Financial Planner
with Envision Financial Credit Union, said it’s a program
well worth looking into for families planning their
children’s post secondary futures.
“As a new parent myself, I strongly believe that the pros
outweigh the cons,” he said.
On the upside, a Registered Education Saving Plan will
attract matching contributions of 20% from the Government
of Canada. You can deposit up to $2,500 per year
per child in a RESP and the government will kick in up to
$500 per year until your child reaches age 17.
If you do not maximize your annual contributions, the
remaining contributions that would have been matched
do carry forward to future years, although the maximum
government grant paid in any calendar year will not exceed
$1,000.
The lifetime contribution limit is $50,000 per child and
the maximum the government grants can add up to is
$7,200. There are additional generous government grants
depending on one’s household income.
And there’s an upside to RESPs beyond the grant money.
Mr. Kay noted that RESPs are tax-sheltered investments,
which means any investment income earned on your deposited
funds comes tax-free and will compound over
the life of your RESP. As well, they are essentially ‘shell
accounts’, which means that the money you put into a
RESP can be invested in different ways to maximize the
investment income earned.
What’s ahead for
your child after
graduation
from school.
Are you prepared
Illustration by Raymond Brown
To maximize the benefit of an
RESP, you have to get in early
So why isn’t every family rushing out to open a RESP the
moment their child is born Mr. Kay figures less than half
of Canadian families take advantage of the free money
and sheltered investment earnings that come with RESPs.
The biggest constraint, he suggested, is “cash-flow”.
To take full advantage of the program, you have to come
up with $2,500 per year per child. That works out to
$208.33 per month or $96.15 bi-weekly until your child
reaches 17 years old, after which matching grants are
no longer available. For many families that just can’t be
squeezed out of their budgets, especially since the child
rearing years are often when families are most financially
stretched.
As well, some are turned off by the seemingly complicated
rules and requirements of registering an education
savings plan, and potentially tying up a significant investment
over a long period of time. Then there’s the question
of what to do if your child doesn’t continue on to postsecondary
school
Bottom line, you will always get back what you put in.
But if the RESP funds are not used for educational purposes,
the federal government will take back its contributions.
Taxes will also apply to the investment earnings
that were sheltered by the fund, although there are ways
of mitigating that impact by transferring the earnings into
Registered Retirement Savings Plans, if you have room.
10 Student Success

Like any investment RESPs may entail a certain amount
of risk. But this risk is being taken to help cover the costs
of post-secondary education for families. Mr. Kay points
out that with escalating student costs, and the average
post-secondary student now graduating with an average
of $18,000 in education-related debt according to the Vanier
Institute, a long-term plan is an option that makes
sense for many families.
To maximize the benefit you have to get in early, he advised.
“If possible, you certainly want to maximize the
amount the government will match in the form of a
grant.”
Figures Mr. Kay pulled up from a university cost calculator
showed that a student in an arts program at a publicly
funded university can expect to pay about $19,500 in tuition
and fees over four years. If you add an accommodation
plan to that, university costs jump to $37,500. Then
you can add on books, transportation and other living
expenses.
A similar calculation for an engineering student at another
university results in $25,650 for tuition and fees
and a total cost of $46,000. A calculation for a private
university rings in at about $80,000. And those costs are
not likely to go down. If anything, post-secondary education
costs are likely to increase.
An important question to ask is: What kinds of post-secondary
education programs can be paid for using RESP
funds You can find out on the CanLearn web site at www.
canlearn.ca. There’s all kinds of information on the site to
help families and students prepare for post-secondary. It’s
well worth a visit.
You can also find a lot of info online at www.envisionfinancial.ca.
Just click RESP into the search box on the
site then select Education Planning (RESPs), which will
be at the top of the search list. Be sure to have a look at
the RESP brochure, which can be downloaded in PDF
format.
Families are coming up with innovative ways to keep up
with RESP contributions. For instance, instead of adding
to the pile of toys and gadgets under the Christmas tree,
some grandparents are contributing to their grandkids’
RESPs. Maybe not exactly what Junior would like to see
wrapped with ribbons and a bow, but it does offer opportunities
for families to talk post-secondary. v
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secondary edition 11

safety
Technology
Don’t text and
drive...get the message
Here’s a simple exercise that might just save your life, or a
friend’s, or your child’s.
Look down at your right hand, curl it as
if you’re holding something compact that
your fingers fit round snuggly, now count
to three slowly. One-thousand-and-one,
one-thousand-and-two, one-thousand-andthree…
now snap your fingers.
Brad Gorski
was told he would
never walk again
Now imagine what you’re looking at as you
count those seconds is a cell phone, and your
texting a friend. No big deal, just the normal
kind of yak that jiggles the airwaves all the
time: a laugh about last night’s party, or a
reminder about this morning’s meeting.
The three seconds is how long it might take
you to run a red light smack into the path of
an oncoming semi; the snap of your fingers
is how long it would take that semi to plow
into your car, cave in the driver’s side doors,
throw you into the steering column, collapse
a lung and cause a Traumatic Brain Injury –
TMI.
That’s what happened to Brad Gorski on
October 30, 2005, when, as he was heading
for the gym and a morning workout, he
decided to text and drive. After his accident
he was in a coma for seven weeks. He awoke
to a grim prognosis. Doctors told him he
would not likely walk or drive again. But one
thing hadn’t changed – Brad’s determination
to live life to the fullest.
Refusing to accept any limitations he
set to work on his recovery, first at Royal
Columbian Hospital, then at G.F. Strong
Rehabilitation Centre. He is able to walk
now, and drive, and talk, and eat and a
thousand other things he once took for
granted. Having had to earn those abilities
back, Brad has a message those who text and
drive – or ‘multi-task’ and drive in any way:
DON’T DO IT!
“Do you really want to put your family, your
friends, yourself through what I’ve been
through” he asks. “It’s not worth it.”
Brad has a lineup of schools eager to have him
do his presentation on the hazards of using
cell phones while driving. Since appearing
on TV the requests have been rolling in. But
he wants more schools to invite him.
“I speak on my life pre-accident, the crash
itself, what it did to me and everyone around
me and how stupid it is to use cell phones
while driving,” he says in a letter to schools.
“I’m living proof on what can happen when
you are not paying attention while driving.”
It’s a message teens need to hear. Laws
against using cell phones while driving have
been enacted. But stand at any intersection
for a few minutes and there’s a good chance
you’ll see people driving while talking or
even texting. Brad wants to push the end-call
button on those kinds of risky habits.
He thinks he’s making a difference.
Recently he received a call about the effect
his presentation had on one young man.
“Because he saw me and what I went through
and my life, he will never text and drive.”
That’s the kind of impact Brad wants to have
on the young people he’s talking to. Contact
Brad at bgorski35@hotmail.com. v
12 Student Success

sports
Olympics
Matthew Williams in training
to compete in the Special Olympics
Olympian
a very special
What’s so special about the Special Olympics Just ask Matthew
Williams.
Matthew, a recent Walnut Grove
Secondary grad is a Global
Congress Chair, sitting on the
Board of the Special Olympics Committee.
He’s a Global Messenger for the Special
Olympics. And he’s a very special Olympian
himself.
That’s a lot of accomplishments, but
Williams has a few of more points he can put
on his resume. He’s got an infectious, upbeat
attitude. He trains rigorously, exhibiting the
discipline that makes a great athlete. And he
celebrates the achievements of everyone on
the field as much as his own – his world is
full of winners.
Williams knows sports from the ground up,
and there doesn’t seem to be a sport he’s not
enthusiastic about. He participates yearround
in six or seven events including speed
skating, curling and basketball in the winter;
soccer, track and field and softball in the
summer.
He explained that taking to the ice or the
playing field is like stepping into a world
where he is meant to be. “It feels sort of like
I’m free. I let go of everything else that’s on
my mind – I’m there,” he said. “I’m free to
be myself.”
That’s something Special Olympians share
with all athletes. “I have a passion for my
sports,” he said. “A lot of athletes that don’t
have disabilities say they have a passion for
their sport, that they love it, and it’s where
they can be themselves and forget about
everything else.
“I feel the same, so we’re not very different. It
doesn’t matter if you have a disability or you
don’t, you’re an athlete.”
That’s one of the messages Williams wants to
get out in his role as official Messenger for
the Special Olympics. People are familiar
with the Olympics and Paralympics, he said,
but many don’t know about the thousands
of athletes who participate in the Special
Olympics worldwide.
The Special Olympics are for athletes that
have intellectual disabilities. Williams is
secondary edition 13

BRAD HIGGS
SOCCER SCHOOLS
Serving British Columbia Since 1977
SOCCER CAMPS:
Days: Mon-Fri
Age: Boys & Girls 4-14 years old
Cost: $100
LANGLEY
• July 11-15 McLeod Turf (9:00-11:30)
• Aug 29-Sept 1 (M-Wed 9:00-12:30,
Thurs 9:00 - 11:00)
SURREY
• July 18-22 (9:00 - 11:30)
Newton Athletic Park
• Aug 22-26 (9:00 - 11:30)
Cloverdale Athletic Park
• Aug 29-Sept 2 (9:00 - 11:30)
Bear Creek Park
WHITE ROCK
• July 4-8, July 25-29 and Aug 22-26
Centennial Park 9:00 - 11:30
p
TO REGISTER:
online: www.bradhiggs.com
or phone: 604-939-1114
by mail: mail cheque to Brad Higgs
116 Maple Dr. Port Moody BC, V3H 0A7
5711 Production Wy
PO Box 3519
Langley, BC
V3A 4R9
epileptic. Fellow Special Olympians might have autism,
or Downs Syndrome, or another learning disability.
Williams thinks Special Olympians deserve the same
recognition as others, and that begins by recognizing
them as a group. “The Special Olympics and Paralympics
do get mixed up,” he said, “People think because Special
Olympians have disabilities, they’re in the same group.
That’s a big problem, trying to explain the difference.”
His own athletic journey got a boost in Grade 8 when
Walnut Grove Secondary teacher Ms. Kidd introduced
him to the sport of floor hockey. Williams had participated
in organized sports before, but the supportive atmosphere
of floor hockey appealed.
A balance of camaraderie and
competition is what Williams
finds in the Special Olympics
“I felt accepted finally. I didn’t feel bad about making a
mistake because I said, ‘Oh well, I’ll get it the next time.’”
That one thoughtful suggestion from a teacher made a
huge difference in Williams’ life. “I think it’s important to
have that encouragement,” he said. Without it, he might
not have continued in sports because he was finding the
increasingly competitive atmosphere uncomfortable.
“It was stressful because kids get more competitive, kids
get more serious, you almost have to be a perfect athlete,
being able to get things right the first time.”
A balance of camaraderie and competition is what
Williams finds in the Special Olympics, and that’s what
he wants to share with others. “I find a lot of people don’t
know about the Special Olympics,” he said. “They don’t
know how big of a life-changing experience it is, so for
me to be able to be a voice for Special Olympics athletes
and share my own experiences, it’s a great feeling.”
He added that all athletes could learn from the
combination of supportiveness and competition that
marks the Special Olympics. Everyone’s there to win,
and do his or her best to cross the line first, but win or
lose they all get to share in the victory celebration. Said
Williams, “Honestly, some of my favorite times have been
watching others win, the looks on their faces.”
Spoken like a true Special Olympian, and a passionate
Messenger for the games. v
14 Student Success

6th Annual
heart to heart
Grand Prix
Gala
2011
making learning UNFORGETTABLE
for every Langley student
IT’S FOR THE STUDENTS!
ThE LANGLEy SchOOL DiSTRicT FOUNDATiON is proud to
present the SixTh ANNUAL hEART TO hEART GALA
When
Where
Why
SUNDAy, MAy 29 - 1-5 pM
ThUNDERBiRD ShOW pARk
Tickets
$55
FUNDRAiSiNG EvENT TO SUppORT
NEW TEchNOLOGy FOR LANGLEy STUDENTS
www.langleyschooldistrictfoundation.com
secondary edition 15

16 Student Success