Transcript Grade Configuration and School Closure Scenarios

Grade Configuration and
School Closure Scenarios
Feb. 20th, 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;
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.
Processes
All notes taken and added to district web site;
Any emails welcomed as further information ([email protected]);
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.
Timeline for configuration decisions
November 2006 – January 2007
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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.
Timeline for configuration decisions
April 24th, 2007
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Initiation of Policy 3050 complete with identification of schools
proposed for closure.
Public information on the timelines of potential school closures.
April-June, 2007
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Initiation of school closure and consolidation processes.
Public consultation regarding school closures as per policy 3050.
September – November, 2007
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Public consultation regarding school closures as per policy 3050.
November 27, 2007
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Board decision regarding school closures for June, 2008 at the
earliest.
Why are we doing this?
District Total
8600
8400
8200
8000
District Total
7800
7600
7400
7200
2005
2006
2008
2009
2010
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
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* 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.
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.
Can’t we just raise money?
Properties currently held (roughly $3-4M):
Lot B , Harmston Avenue
Courtenay
Lot A, Harmston Ave,
Courtenay,
Lot 2, Mission Rd,
Courtenay,
8369 Island Highway,
Black Creek, Halbe Hall,
7614 Island Highway,
Fanny Bay,
Parcel H, 4830 Vanier Dr,
Courtenay,
Mottishaw Road,
Courtenay,
Crown Isle, Atlas Rd,
Courtenay,
Black Creek Elem,
Black Creek,
Lot 3, Linshart Road,
Comox,
Lot 1, Block E, Guthrie Rd,
Comox,
Comox Elem, Wallace Av,
Comox,
Cumberland Elem, Egremont Rd,
Cumberland,
Union Bay Elem
Union Bay
Tsloum Elem
Courtenay North
.94 acres
2.78 acres,
2 acres
1.5 acres,
1.02 acres,
28 acres .
20 acres,
4.5 acres,.
4.0 acres,
5 acres,
3.9 acres,.
0.43 acres,
2.71 acres
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:
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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.
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
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.
The basic issues…
Too many seats, too few kids…
Programs vs. facilities…
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…
Grade Configuration Working Group
CUPE
Aboriginal
Representatives
Community
Members
Administrators
Parents
Grade Configuration
Working Group
Community
Councilors
District Staff
Teachers
Grade Configuration Working
Group
The task:
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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.
Summary Review of Emails and
Correspondence
What is the preferred grade configuration
(group consensus)?
Small sample: Preference not clear—fairly balanced
view of:
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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
Summary Review of Administrators’
Working Group
What is the preferred grade configuration
(group consensus)?
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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.
Summary Review of Teachers’
Working Group
What is the preferred grade configuration
(group consensus)?
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Majority preferred K-8 and 9-12 configuration.
Summary Review of Public
Meetings
What is the preferred grade configuration
(group consensus):
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Inconclusive:
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K-8 and 9-12 “school within a school”
K-8
Middle School
K-6, 7-9, 10-12
Support for middle school
From preferred configuration to…
The most important issues for each
group…
Summary Review of Emails and
Correspondence
What is the most important educational issue for the Board
to consider?
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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 extracurricular activities
Need for consistency
Continued community involvement
Summary Review of Administrators’
Working Group
What are the most important issues for the
Board to consider:
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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
Summary Review of Teachers’
Working Group
What are the most important issues for the
Board to consider?
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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.
Summary Review of Public
Meetings
What are the most important issues for the Board to consider?
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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)
The Plan – The Vision for the
District
1.
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3.
4.
Consolidate grades;
Propose school closures;
Consolidate facilities;
Dispose of assets – including properties
deemed surplus to educational need;
5. Adjust resource levels to strengthen
school programs;
6. Draft firm 3-5 year district plan with
projection for 10 years.
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.
What is the Superintendent’s Role?
Process process process;
Facilitator, active listener;
Presenter, gatherer of information; and
Advisor to the board.
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.
What is your role?
Participate, question, consider, seek
additional information, provide input; and
Get people involved.
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…
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.
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
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?
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