1. Grade Configuration Consultation Meeting SD 71 Comox Valley Jordan Tinney, Jan. 23, 2007

2. Our purpose tonight  To provide feedback on which grade structure you feel is the best for all children in the Comox Valley School District.  To help identify key issues and information as we move forward.  To inform the public about our processes and the issues we face.

3. 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 2007 –Working group collates results/comments and suggests options for district grade configuration. –Superintendent writes report complete with recommendations.  March 2007 –Committee of the Whole public discussion on recommendations. –Board meeting – Board decision on grade configuration.

4. Timeline for configuration decisions  April, 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.  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.

5. Context It isn’t all about us…it’s about all of us.

6. The past…  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.

7. One of the issues…consistency  Highland Secondary grades 10-12  Mark R. Isfeld Secondary grades 9-12  G.P. Vanier grades 9-12  Lake Trail, Cumberland Jr., Cape Lazo, Aspen grades 7-9  Courtenay Jr. grades 7-8

8. One of the issues - demographics

9. Demographics  Where do they come from and who is Baragar? –Birth registry of BC; –Canada Customs and Revenue Agency; –Human Resource Development Canada; –Historic Family Allowance files; –Child Tax Benefit system; –Statistics Canada Small Area Data Division;  Used across entire province;  Strong history of accuracy.

10. Past and Future

11. Our Middle Schools Note: in each of these demographic slides, a negative number indicates the number of students below capacity.

12. Our Secondary Schools

13. Elementary Zones - Comox

14. Elementary Zones - Courtenay

15. Elementary Zones – North/Central

16. Elementary Zones - Islands

17. Elementary Zones – Cumberland/Royston

18. Total Elementary Seats Empty  1863 in all elementary schools;  We get $5830/student;  This is approx. $10.8M in revenue that is lost given our current space.  Of this $10.8M, about half would be available for other programs and staff beyond our current staffing ratios.

19. The overall plan  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.

20. Disposal of assets  Properties currently held (roughly $3-4M):

21. 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.

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

23. Understanding potential closures  Closing the full school and not the empty one  All of the students in Arden could go to Courtenay El and Puntledge Park.

24. Understanding potential closures All of the students in Village Park could go to Comox El. (with reclaiming the 2 external classrooms).

25. Understanding potential closures  All of the students in Hornby could go to Denman or…all the students on Denman could go to Hornby.

26. Understanding potential closures You could close Cape Lazo: (412-97= 315 empty seats and 127+56+18+114 = 315 spots for 303 students)

27. The importance of research and planning  If demographics, funding, and the need to sustain programs force you to reexamine the configuration of your schools, then the decisions should be based on: –Academic research about which structures are most supportive of students; and –Careful planning and consideration for the future and sustainability.

28. The Trillium Report  Recommendations: –Adopt a grade 6-8 middle school model; –Initiate process for closure of Tsolum and Union Bay; –Proceed with the implementation of the 6-8 middle school model when secondary enrolments have declined sufficiently; –Initiate the process for considering the closure of Cape Lazo Middle, Comox Elementary, Village Park Elementary, Glacier View Elementary, and Courtenay Elementary by 2009. –Explore opportunities to consolidate district programs in one surplus facility; –Explore opportunities to sell a surplus school to the Conseil Scolaire Francophone; –Proceed with the disposition of properties that are surplus to District needs.

29. Masters Study - 2005  Recommendations: Develop a consultative process with secondary school teachers so they will feel involved in the process; Develop a consultative process with secondary school teachers so they will feel involved in the process; Mandate professional learning communities in the three secondary schools; Mandate professional learning communities in the three secondary schools; Share key research on middle school configurations; Share key research on middle school configurations; Standardize middle and secondary school configurations; Standardize middle and secondary school configurations; Consider alternate structures for secondary schools (multiple campuses, self-paced learning); Consider alternate structures for secondary schools (multiple campuses, self-paced learning); Appoint a leader for the change process whose job it is to ensure changes are implemented and who will be accountable for progress in the secondary system; Appoint a leader for the change process whose job it is to ensure changes are implemented and who will be accountable for progress in the secondary system; Establish networks with other schools and districts that are involved in change and improvement programs; Establish networks with other schools and districts that are involved in change and improvement programs; Appoint “lead learners” in schools who will help train and implement changes; Appoint “lead learners” in schools who will help train and implement changes; Engage in systems thinking – create schools that serve students better. Encourage schools to share their ideas and methods with those that are under-performing. Engage in systems thinking – create schools that serve students better. Encourage schools to share their ideas and methods with those that are under-performing.

30. Masters Study 2005 Improve awareness throughout our district as to the moral purpose of schools to improve satisfaction and achievement levels. “Raise the bar and close the gap” – most importantly, we need to make people believe there is an urgent need to improve our system.Improve awareness throughout our district as to the moral purpose of schools to improve satisfaction and achievement levels. “Raise the bar and close the gap” – most importantly, we need to make people believe there is an urgent need to improve our system. Investigate how Assessment for Learning can give a ready focus to the professional learning communities set up in our schools; andInvestigate how Assessment for Learning can give a ready focus to the professional learning communities set up in our schools; and Develop a small-school philosophy. Ensuring numbers are not excessive;Develop a small-school philosophy. Ensuring numbers are not excessive; Ensure feeder schools are sending their students to a single school;Ensure feeder schools are sending their students to a single school; Reconfiguration needs to be based on long-term goals;Reconfiguration needs to be based on long-term goals; Give careful thought to the transition process;Give careful thought to the transition process; Choosing a secondary school model is less important than ensuring support for change and establishing clear direction for those involved;Choosing a secondary school model is less important than ensuring support for change and establishing clear direction for those involved; Work toward greater integration of North Island Distance Education School; andWork toward greater integration of North Island Distance Education School; and Establish a transition committee made up of members from all stakeholder groups, and empower them to make decisions about the long-term direction for SD #71.Establish a transition committee made up of members from all stakeholder groups, and empower them to make decisions about the long-term direction for SD #71.

31. Possible Scenarios  Comox Valley School District could close all of our middle schools and reconfigure the district in a K-8 and 9-12 model. The capacity in our elementary and secondary schools is sufficient to accommodate all students. This would mean the closure of Cape Lazo, Ecole Aspen Park, Lake Trail, Courtenay Middle and Cumberland Junior schools. It would be reasonable to assume that the subsequent elementary populations would be dispersed to the newer buildings and the older facilities closed. For example, Cape Lazo and Ecole Aspen Park could hold the combined populations of Brooklyn, Village Park, and Comox Elementary.

32. Possible Scenarios  Comox Valley School District could reconfigure for a standard 6-8 and 9-12 grade configuration. In the Trillium report, this possible scenario included the potential closures of Glacier View Elementary, Comox Elementary, Village Park Elementary, and Cape Lazo Middle School.

33. Possible Scenarios  Comox Valley School District could continue with the grade 7-9, 10-12 model with adjustments to have consistent grade configurations in buildings. In the Trillium Report, this possible scenario included the potential closures of Comox Elementary, Cape Lazo Middle, and Vanier Secondary School. It is important to note that in this model you would not have to wait until 2015 to close Vanier as the enrolment decline is sufficient by 2010 to justify the closure of Vanier with a subsequent sale and upgrade to Highland and Mark R. Isfeld to accommodate the additional students.

34. Possible Scenarios  Inconsistency in grade structures;  Independent directed studies secondary school;  Multiple campus single secondary school;  Retain our surplus properties if the community feels that is a priority;  …others?

35. Follow - up  All notes taken and added to district web site;  Any emails welcomed as further information (debbie.page@sd71.bc.ca); debbie.page@sd71.bc.ca  Public Forums – Dec. 12, Jan 23 rd ;  Hornby Island – Jan. 15th;  Student working group – Jan 23 rd  Community working group - ;  Aboriginal Education Council – Feb. 1st  Teacher working group – Feb. 5 th ;  District Leadership Team – Feb. 7 th ;  Management Team – Dec. 7, Jan 11, Feb. 8th;  Town of Comox – Jan. 31st  Committee of the whole discussion – Feb 13, March 13.  District Configuration Working Group – Feb. 8, Feb 21 st.  Superintendent’s Report expected release to Board – March 6th.

36. Our task…  Briefly review research;  Answer 4 questions to begin: 1.What is the most important educational issue for the district to consider in moving to a consistent grade configuration? 2.Which grade configuration do you prefer? 3.What research or information do you have to support your preference for grade structure? 4.What do you feel is the most important non- educational issue for the district to consider as we move to have consistency in our grade structures? – Return and report out – 1 common theme from each table.