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Grade Configuration and School Closure Scenarios

Grade Configuration and School Closure Scenarios. Feb. 20 th , 2007. Jordan Tinney. How did we get here…. Declining Enrolment Task Force March, 2003 recommendations: Closing Black Creek School in Sept. 2003 or Sept. 2004; Closing Union Bay School in Sept. 2003 or Sept. 2004;

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Grade Configuration and School Closure Scenarios

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  1. Grade Configuration and School Closure Scenarios Feb. 20th, 2007 Jordan Tinney

  2. How did we get here… • Declining Enrolment Task Force March, 2003 recommendations: • Closing Black Creek School in Sept. 2003 or Sept. 2004; • Closing Union Bay School in Sept. 2003 or Sept. 2004; • Closing Tsolum Elementary in Sept. 2006; and • Reexamining the current grade structure and school boundaries in the district over the next five years in the best interests of students rather than to fill buildings. • Jan. 31, 2006 – recommendation from the superintendent to configure the district as 6-8 middle school model. • Board decided to wait for new superintendent to pursue options and have the board come to a final decision.

  3. Processes • All notes taken and added to district web site; • Any emails welcomed as further information (debbie.page@sd71.bc.ca); • Public Forums – Dec. 12, Jan 23; • Hornby Island – Jan. 15; • Student working group – Jan 23 • Aboriginal Education Council – Feb. 1 • Teacher working group – Feb. 5; • District Leadership Team – Feb. 7; • Management Team – Dec. 7, Jan 11, Feb. 8; • Town of Comox – Jan. 31 • Committee of the whole discussion – Feb 13, March 13 • District Configuration Working Group – Feb. 8 • Public Forum – Sharing of Scenarios – Feb. 20 • District Configuration Working Group - Feb 27. • Superintendent’s Report expected release to Board – March 6.

  4. Timeline for configuration decisions • November 2006 – January 2007 • Paper on grade configuration – soliciting feedback and advertising forums through local media: • Two public forums; • One small working group – to collate discussions; • Participation and feedback requested online as well; • February 8th and 27th , 2007 • Working group collates results/comments and suggests options for district grade configuration. • Superintendent writes report complete with recommendations. • March 27th , 2007 • Committee of the Whole public discussion on recommendations. • Board meeting – Board decision on grade configuration.

  5. Timeline for configuration decisions • April 24th, 2007 • Initiation of Policy 3050 complete with identification of schools proposed for closure. • Public information on the timelines of potential school closures. • April-June, 2007 • Initiation of school closure and consolidation processes. • Public consultation regarding school closures as per policy 3050. • September – November, 2007 • Public consultation regarding school closures as per policy 3050. • November 27, 2007 • Board decision regarding school closures for June, 2008 at the earliest.

  6. Why are we doing this?

  7. Why are we doing this again? • If we don’t address the enrolment decline: • 2008 - 1974 empty seats = $5.7M* • 2009 – 2187 empty seats = $6.4M • 2010 – 2340 empty seats = $6.8M • 2015 – 3000 empty seats = $8.8M • 2020 – 2949 empty seats = $8.6M • * this is about ½ of the money we would receive from having 1974 students enrolled as about ½ would be needed for staffing to accommodate the students. The *5.7M is what would be available to support programs beyond staffing if our schools were at capacity.

  8. And…this is not fun • If we could sustain what we do and retain the quality of our educational programs for children, then that’s exactly what we would be doing. • We are compelled to address the issues presented to us by declining enrolment in order to sustain the quality of what we have.

  9. Can’t we just raise money? • Properties currently held (roughly $3-4M):

  10. Disposal of assets • Example of use: Sold the property behind the Board Office = $1.4 million; • We got to keep it all which is not always the rule. • It went to: • Computers and computer labs – elementary schools ($500,000); • Technology Education ($180,000); • Fine Arts ($100,000); and • We are trying to extend these budget items to complete all our upgrades. The balance is in local capital reserve and also can be used to cover other cost items like BCeSIS.

  11. Local Capital Expenditures • Maintenance Vehicles • School Computers • Technology Education Equipment (e.g lathes) • Musical Instruments • Photocopiers • Software systems (District –e.g. AS400, BCeSIS) • Special Education technologies • Special education assistive devices (e.g. lifts) • Modifications to schools

  12. Expansion • The Ministry of Education will not fund any expansion or new construction unless our district capacity is at 95%. • If you are at 95%, the Ministry fully funds expansions or new construction if projections support the ongoing growth.

  13. The basic issues… Too many seats, too few kids… Programs vs. facilities…

  14. Current status • Media alerts, public announcements; • Several public and working group meetings; • Collation of feedback from all meetings; • Formation of Grade Configuration Working Group; • 2 weeks to go…

  15. Grade Configuration Working Group CUPE Aboriginal Representatives Parents Grade Configuration Working Group Community Members District Staff Administrators Community Councilors Teachers

  16. Grade Configuration Working Group • The task: • To review all materials to date from the meetings and to generate suggestions for the recommendations that will be contained in the Superintendent’s report to the Board; • NOT to make one specific recommendation; • To honour the process (e.g. tonight’s meeting was the GCWG’s request and the request of one other group); • To pave the way for the report to have integrity and for the Board to have strong options to consider; • Next meeting – to review the feedback from tonight and to provide the framework for the Superintendent’s report.

  17. Summary Review of Emails and Correspondence What is the preferred grade configuration (group consensus)? Small sample: Preference not clear—fairly balanced view of: • One transition (K-7 or 8) and (8 or 9-12) and • Two transitions (K-5 or 6) and (6-8 or 7-9) and (9-12 or 10-12) • Either supported middle school or not—range of middle school support not addressed

  18. Summary Review of Administrators’ Working Group What is the preferred grade configuration (group consensus)? • 3 groups (K-8 and 9-12) • 2 groups (K-7 and 8-12) • 2 groups (K-5, 6-8 and 9-12) • Middle school concept not supported by the majority of admin.

  19. Summary Review of Teachers’ Working Group What is the preferred grade configuration (group consensus)? • Majority preferred K-8 and 9-12 configuration.

  20. Summary Review of Public Meetings What is the preferred grade configuration (group consensus): • Inconclusive: • K-8 and 9-12 “school within a school” • K-8 • Middle School • K-6, 7-9, 10-12 • Support for middle school

  21. From preferred configuration to… • The most important issues for each group…

  22. Summary Review of Emails and Correspondence What is the most important educational issue for the Board to consider? • Need to ensure supporting infrastructure re: available electives • Fewer transitions—remaining with similar groups for longer periods • Maintaining sense of community/catchment areas • Student readiness of move into a middle school philosophy • Potential for leadership opportunities for 7-8s • Transportation—concern for increase in busing • Completely full schools leaves very little room for services that come into the school, e.g., itinerant/after school care • Sustaining electives for middle school students, as well as extra-curricular activities • Need for consistency • Continued community involvement

  23. Summary Review of Administrators’ Working Group • What are the most important issues for the Board to consider: • Minimize number of transitions • Equity (appropriate programs, facilities, staffing) • Consistency in configuration across district • Sustainability—maintain over long term • Transportation • Neighbourhood school concept—impact on community • Programs over facilities • Social impact on students

  24. Summary Review of Teachers’ Working Group • What are the most important issues for the Board to consider? • Relationship-building in the school community • Minimizing the number of transitions • Optimize school size—relevant to meeting the learning and physical needs of all within • Students first—meet their needs • Ensure we provide alternate programs for “at risk” learners • Minimize travel times if possible • Pay attention to developmental needs • Provide enough specialists for quality educational opportunities for students, e.g., PE, music, counselors, etc.

  25. Summary Review of Public Meetings • What are the most important issues for the Board to consider? • Maintain a breadth of services and programs for all students • Maintain electives for grades 7 and 8 • Quality of services—variety of electives and support • Quality of instruction • Protecting special needs programs • Maintain broad course offerings (access to all programs) • Size of schools/class size • Busing/transportation • Student transition issues—emotional supports • Neighbourhood schools—“sense of community”—we need to be consistent (rural can be different) • Social issues—mixing of ages • Meeting all the needs of a child • Change > morale > big picture > support for one another • Dollars to do what we need to do and sustain it • Extra-curricular (consider access)

  26. The Plan – The Vision for the District • Consolidate grades; • Propose school closures; • Consolidate facilities; • Dispose of assets – including properties deemed surplus to educational need; • Adjust resource levels to strengthen school programs; • Draft firm 3-5 year district plan with projection for 10 years.

  27. Think locally act globally • While we all want to retain our neighbourhood schools it is up to each of us to consider the perspective of the entire district. • We have about 8000 children that each day rely on our collective work.

  28. What is the Superintendent’s Role? • Process process process; • Facilitator, active listener; • Presenter, gatherer of information; and • Advisor to the board.

  29. What is the Board’s Role • To make a decision that will, either way, set the foundation for the district for the next decade and beyond.

  30. What is your role? • Participate, question, consider, seek additional information, provide input; and • Get people involved.

  31. It’s all a done deal • March – decision on grade configuration • April – potential school closures • Six months of consultation in school working committees • November – decision on school closure(s) Anything is possible…

  32. Before the scenarios • No recommendations for Hornby and Denman closures. • Multiple options in non-middle school models. • Far more options possible but these are the options we’ve heard from in our work with the public.

  33. The Scenarios • Status Quo • K-5, 6-8, 9-12 • K-6, 7-9, 10-12 • K-7, 8-10, 11-12 • K-7, 8-12 • K-8, 9-12

  34. Questions • What advice would you give the Board with respect to their inventory of properties? (note: this is one-time funding) • What configuration do you feel would best serve the students of the valley; and • Do you feel the configuration is financially sustainable? • What issues do you feel are most important for the Board to consider in reaching their decision?

  35. Next Steps • Gather your input and more through email; • Meet with Grade Configuration Working Group; • Write report for the Board; • Committee of the Whole – March 13th • Board Meeting – March 27th • Committee of Whole – April 10th • Board Meeting – April 24th

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