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Parents For Learning
- Souris - Report to Eastern School District June 13, 2007 Table of ContentsLetter to Eastern School District from Parents For Learning Chairperson -- 2 Guiding Principles and Goals -- 3 Summary of Recommendations -- 5 Process Chronology -- 10 Curriculum Recommendations Rationale -- 14 Funding Recommendations Rationale -- 20 Standards Recommendations Rationale -- 22 Communications Recommendations Rationale -- 23 Partnerships Recommendation Rationale -- 24 School Facilities Recommendations Rationale -- 28 Works Cited -- 34 Works Considered -- 35 Appendix A – Parent Survey Results -- 36 Appendix B – Stakeholders Input Summary -- 45 Appendix C – Focus Group Meeting Recommendations -- 48 Appendix D – Educator Input Summary -- 51 Appendix E – ESD Enrolment & Projections -- 53 Appendix F – ESD Operating Costs - 5 Souris Schools -- 54 Appendix G – Interview, Richard Lloyd, Grand Manan, N.B. -- 55 Mr. Robert Clow, Chairperson June 2007 Eastern School District Board On behalf of the Souris Parents for Learning Committee I am honored to present to you our Report. We are parents; Parents with a desire to assist educators in providing the best education possible for our children. In April 2006 we formed as a group to look pro-actively at the impact of declining enrolment on the human and material resources within the Souris family of schools. With the assistance of Suzanne Hastings-James we asked ourselves, our educators, all parents, various stakeholders, students, support staff, administrators and other community members the question: How can the widest possible range of educational opportunities be provided to foster and promote excellence in education to the entire community? We are confident that this Report fully reflects all the information we received. Our community has spoken and it knows what is best for our children. I want to recognize the hard work and dedication of each of the committee members. The past year has proven to be an educational journey for us all as we examined the current educational system and sought future possibilities while dealing with our individual and collective school allegiances. Change is never easy but we were able to continue in our task by always focusing on our children’s education. We are confident that the full implementation of these recommendations will result in the highest quality of education to the Souris area and will empower community members to be the best they can be. Thank you for accepting this Report and we look forward to continuing to be an integral part of the implementation process. Sincerely, Teri Hall Chair, Parents for Learning As Our Guiding Principles for Making Recommendations to Eastern School District regarding education in the Souris family of schools, Parents For Learning Considered: Vision - What is our ideal educational scenario for Souris? The community schools should provide vibrant, welcoming learning environments for children and community members, thereby optimizing opportunities for all members of the community to feel empowered and motivated to learn and grow. Expected outcome – What will be in the report, what will it look like? The coil bound report will be written for Eastern District from the community and will be copied to the Minister of Education. It will reflect the input of all stakeholders in the community, be grounded in research, state the known data, state the current positive and sustainable educational experiences and make recommendations to Eastern District regarding the direction for education in the Souris family of schools community. Process – Who will be involved, how will it be shared? All stakeholders in the community will be represented through surveys, interviews, public meetings, committee members etc. and be kept apprised of the committees work by engaging in these opportunities, reading school newsletter summaries, press releases and by availing themselves of the opportunity to reviewing/revising the report before it is presented to Eastern School District. Response – What response do we expect from the community, the schools, the school board and the committee itself? It is expected that the stakeholders will support the work of the committee, engage in the process, feel invited to be involved, promote education in the Souris community and offer sound ideas. Impact – What will be the impact for our students? What will be the impact on the existing school configurations, programs, staff, buildings, and our community? The full impact is to be determined, but it is anticipated that it will help bring the community wisdom and wishes together with recommendations for a five-year plan to be acted upon by Eastern School District together with the community. Resulting Actions – What actions will result from our recommendations? It is expected that Eastern School District will follow through with the recommendations of the community, support the plan, provide the resources for implementation. It is further expected that the community will continue to support and lobby for full implementation of their recommendations. It is felt that as a result of this process, the community will feel more positive about education, the plan for Souris and celebrate the talent and success of Souris’ educational endeavors. Success – How will we know that we have been successful? Education will be valued highly in the community, students will feel empowered to be the best they can be, community members will feel welcome and encouraged to pursue educational goals, community members will feel safe and comfortable talking about education, community schools will be used widely in a multi-purposed way, children will strive to complete grade 12 successfully and be very knowledgeable and confident regarding educational opportunities beyond high school. The collective vision and the recommendations expressed in the report, will be embraced by the entire community and by Eastern School District. Goals In the spirit of the Task Force report (PEI Task Force on Student Achievement Report, December, 2005), the reality of declining enrolment in the Souris family of schools and the desire to provide the best education possible for the children, Parents For Learning adopted these considerations as the goals for the Souris family of schools community process, for the Parents For Learning report to Eastern School District and for the implementation of their recommendations. Summary of Recommendations Parents For Learning recommend that Eastern School District: Curriculuma) ensure that students have the best curriculum possible and that it is equal to all students in PEI; b) ensure that Grade 12 graduating students have had access to all the pre-requisite courses for their post-secondary program of choice. c) provide more high school course options for Souris that are “hands on” such as: early childhood education, esthetics, carpentry, electrical, plumbing; d) structure the trades courses into an apprenticeship model, to enable students to achieve a Level 1 certificate by Grade 12 graduation, in the trade of choice; e) develop alternate course delivery models for high school such as: modular courses, distance learning courses to include video conferencing, electronic communication, independent study as well as direct teacher instruction; f) fund and establish a pilot program to provide “Mini Courses” (Bill Allen, Newfoundland) for grades 7 and 8. This 2007-09 pilot program will enrich their education by providing learning opportunities within and beyond Souris and outside of the regular school setting; g) together with the community, review the “Mini Course” pilot program after two years (2009/2010), with a view to adopting it as a permanent enrichment program for grades 7, 8 and 9; h) ensure that the senior high students are given the immediate opportunity to participate in the Transitions Program at Holland College; i) fund and establish a pilot un-graded classroom in one location for 2008-11, for children grades 1 –3 age, if viable following an information program for parents and feasibility study in 2007-08; j) together with the community, review the un-graded 1-3 pilot project after three years (2011/2012), with a view to adopting it as a permanent programming option for children of grades 1 – 3 age; k) ensure that parents and students have early (junior high), full and comprehensive access to information regarding course choices leading to specific post secondary education or career options; Funding a) work with the Minister of Education to establish a viable funding model for rural schools, which will ensure the core education opportunities and resources for all students in the public education system in PEI; b) work with the Minister of Education to establish rural school sustainability funding which will ensure that additional operational and program costs incurred by rural schools for program specific learning spaces, transportation, field trips etc., are provided; c) work with the Department of Education to communicate consistently and on an annual basis, teacher resources and learning materials required for all curricula together with the timeline for distribution to schools; d) work with the Department of Education to communicate consistently and on a semi-annual basis the teacher resources and learning materials necessary for the Department of Education and Eastern School District initiatives, together with the time lines for distribution and implementation; e) ensure that no community fundraising will be required to provide the listed learning materials; f) ensure that no fundraising for learning materials and equipment for students with Individual Education Plans will be required; g) communicate annually the planned expenditures for maintenance, upgrades and capital improvements to the Souris family of schools buildings together with timelines for improvements and/or maintenance; h) ensure that no fundraising will be required to provide the maintenance, upgrades and capital improvements required to provide safe, program specific leaning spaces to fully meet curriculum requirements; i) ensure that any cost saving realized in the Souris family of schools is reinvested for education in the Souris family of schools; Standards a) describe and clearly communicate the grade 12 graduate outcomes as well as the strategies it will use to ensure, that those graduating with a grade 12 qualification, have indeed achieved the graduate outcomes; b) describe and clearly communicate the alternate grade 12 qualification which will apply to students who have not achieved the grade 12 graduate outcomes; c) establish and publish exemplars in reading, writing and mathematics for each grade level, to demonstrate student levels of proficiency as they relate to the grade level curriculum expectations; e) communicate to students and parents on the Grade 1 – 12 report cards, when the student results are based on expectations that vary from the regular grade level expectations (eg. below or above level); f) establish and communicate a bus travel time maximum of 45 minutes per journey to or from school and review bus routes on a regular basis to ensure that the time on bus is not exceeded for any student; g) establish and communicate clear, understandable policies and expectations regarding discipline, dress code, safety and expected behaviour; Communicationa) establish a format to communicate the school action plan, staffing plan, pupil teacher ratio, numbers of students in each class, course choices/outlines/resources and the school budget to parents, during the first month of school in each academic year; b) establish and communicate the Eastern School District action plan for the Souris family of schools region, during the first month of school in each academic year; c) establish a process for the Souris family of schools stakeholders, to provide input to the Eastern School District on an annual basis; d) establish a communications plan for the ongoing discussion of the progress and implementation of the Souris family of schools recommendations contained in this report (beginning October, 2007 and a minimum of two times per year henceforth); Partnershipsa) work closely with the community to form partnerships which will more effectively offer educational services, utilize resources/school buildings and bring facilities and learning spaces up to date and viable for 21st century programming (eg. Town of Souris, Federal and Provincial government departments, French Language School Board, Holland College, UPEI, other families of schools in Eastern School District, charitable organizations and community approved corporations); School Facilitiesa) establish crossover use of school facilities between families of schools to facilitate better programming and course options for middle and senior year students (eg. Morell & Montague); b) establish crossover use of human resources between families of schools to facilitate better programming and course options in each facility (eg. more itinerant teachers and/or the use of technology); c) revise the school use permit policy of Eastern School District to encourage and make viable, the community use of school buildings during the evenings, Saturdays and school holidays; d) immediately (2007/08) establish and communicate the plan for the use of Souris family of school buildings; e) enter into partnership agreements with Federal and Provincial government departments, the Town of Souris, and community approved corporations to fund a new, K-12, model “green school”, multi-use facility to open in 2012; f) immediately enter into a consultation process with the partners and all the Souris family of schools stakeholders, to design the new facility to include: - renewable energy utility systems (wind/solar, geo-thermal) - a design with a central common space containing the main entrance foyer, public library, medical room, conference/meeting room, school administration offices, auditorium, gym, multi-purpose room with stage and kitchen facilities, art room, music room, video conferencing classroom/centre, computer lab and three separate wings (K-6, 7-9, 10-12), - separate student entrances for each wing (one for each cohort) - K-6 wing teacher planning rooms, regular classrooms, conference room, resource room, multi-sensory room, computer lab, easy access to the multi-purpose room, age appropriate playground, - 7-9 wing teacher planning rooms, regular classrooms, conference rooms, resource room, computer lab, science labs, and age appropriate playground and garden, - 10-12 teacher planning rooms, regular classrooms, conference rooms, guidance offices, resource room, computer lab, science labs, technology/trades labs for carpentry, mechanics, plumbing, welding, electrical, esthetics and child care, age appropriate outdoor activity space and peace garden, - the technology/trades labs, video conference classroom, should be designed to include community use as well as sharing with other families of schools to maximize program and use of resources (eg. Morell, Montague for the lab components of courses, Holland College, UPEI), - bus loading zone and “kiss and ride” zone separate from each other, - ample parking for staff, visitor, community members and students, - pre-kindergarten program, if the consultation process deems this to be important and appropriate partnerships are negotiated. Process ChronologyFormation and Goal Setting The Parents For Learning committee was struck in early 2006 and consisted of two parents from each of the Souris family of schools: Eastern Kings Consolidated School – Nancy Ching and Wanda Ching Souris Consolidated School – Darrell MacKenzie and Kelly Wilson (Luanne Campbell April, 2005-Jan, 2006) Fortune Consolidated School – Teri Hall, committee chairperson and Louise Doiron Rollo Bay Consolidated School – Joan Lambie and Sherri McKinnon Souris Regional High School – Jacinta McIsaac and Carol Lesperance (Carmel MacKenzie, April-Sept., 2006) Researcher: Suzanne Hastings-James (Oct. 2006-May 2007) Parents For Learning established the vision, expected outcomes, the process, expected response, expected impact, the expected resulting actions and description of how their success would look. (Fall, 2006) Consultation Process Principal Meetings in the Five Schools – November – December, 2006 Staff Meeting Consultations in the Five Schools – November – January, 2006/07 Stakeholder Personal Interviews – November, 2006 – April, 2007 Stakeholder Telephone Interviews – November, 2006 – April, 2007 Parent Survey – January, 2007 Focus Group Meetings – - January 30, 2007, How Many Schools Do We Need? Rollo Bay Consolidated School - February 5, 2007, Can Our Programs be Improved with Distance Learning and Mini Courses? Souris Regional High School - February 13, 2007, What Educational Programs Do Adults Need? Souris Consolidated School - February 20, 2007, How can the Whole Community Use our School Buildings? Eastern Kings Consolidated School - February 27, 2007, What is the Impact of Declining Enrollment for Souris Family of Schools? Fortune Consolidated School Community Presentation and Review of Draft Report – April 18, 2007 Individual Input Invited – April 18 – May 10, 2007 Principal/Teacher Consultation – revise wording of the recommendations regarding grade 12 standard - April 30, 2007 Community Presentation and Review of Draft Report – May 10, 2007 Report Writing The committee compiled and reviewed all the data collected and identified the priorities of the community, what changes/recommendations the majority of stakeholders were requesting and formulated the data into the recommendations for the Eastern School District which would represent the entire community. In addition to the significant action research conducted, the committee reviewed journal articles, provincial and federal publications, PEI Task Force on Student Achievement Report and other informative materials to examine recommendations, policies, research data, funding etc. from PEI and from other national and international sources. Report Review Process On April 18, 2007, Parents For Learning presented the overall survey results, the educator input summary, the stakeholder input summary and Parents For Learning’s draft recommendations, to the community in a public meeting format. Principals/teachers were given the opportunity to review and to make changes to the specific wording of the recommendations regarding grade 12 graduate outcomes, April 18- May 10 and at a special meeting April 30, 2007. Stakeholders were given the opportunity, April 18 – May 10, 2007, to consider the committee’s recommendations and to give input to their committee representatives, before the report was finalized. Due to a request from the community, the input period was extended until May 10th and a second presentation of the draft report took place at Souris Consolidated High School, May 10, 2007. The report was revised and finalized in mid-May, with due consideration for all input received. Printing and binding was completed during May. Report Presentation June 13, 2007, during their regular Eastern School District Board Meeting at Rollo Bay Consolidated School, trustees were given a short presentation summarizing the work/report of Parents For Learning. The written report was distributed to the trustees in early June. June 14, 2007, Parents For Learning report was copied to the Minister of Education, Department of Education, Mayor of Souris, Principals of the five Souris family schools, each committee member and was posted on the Town of Souris web site. Follow Up and Review of Recommendations With Eastern School District June 13, 2007 – until recommendations have been implemented. Focus Group Meetings – January & February, 2007 Curriculum Recommendations Rationale Parents For Learning want to ensure that the best curriculum possible is in place for their children and that it is equal to all students in PEI. This had been made clear by the overwhelming response to the Parent Survey, the stakeholders, the five focus group meetings and the educator input (Appendix A, Appendix B, Appendix C, Appendix D). Throughout the process, the community has come together and has found common ground in this goal and in the belief that their schools have excellent, friendly and caring teachers. They have overwhelmingly affirmed and reinforced this with their comments and in their discussions. The parent survey has not indicated the same positive responses, with respect to equipment, teacher resources, student resources and facilities. Only 56% feel that their child(ren)’s teacher always has the necessary tools to provide a good program. Only 63% feel that their child(ren) always has the necessary access to computers/educational software to provide a complete program. Only 52% feel that their child(ren) always has enough opportunity for arts, sports, hands-on experiences, trips etc. Only 52% of parents feel that there are always the support services to assist children. Only 65% feel that the current curriculum is always preparing their children adequately for grade 12 graduation and 58% feel they are always prepared for post-secondary education. Only 59% feel that their school building always has the appropriate learning spaces for all aspects of the curriculum (Appendix A). One of the most im portant findings in the survey is that only 48% of parents feel that their child(ren) always has a full, complete and equal education program compared to those in other provincial schools (Appendix A). It important for Eastern School District to understand that the survey was conducted in January, immediately following the school break without prior information that could effect the survey responses. Parents For Learning advised only that there would be a survey and when it would take place. Surveys were conducted at the same time in each of the five schools and returned in sealed envelopes. Parents For Learning, therefore, feel that the 67% of parents who responded, did so based on their own feelings and experiences and that the survey results are authentic and have provided a better than adequate representation. Educators concurred with parent concerns regarding equipment, resources (physical and human) and facilities and had serious concerns regarding the amount of fundraising required to purchase teacher resources and student equipment to provide the program (Appendix D). The curriculum issues that surfaced during focus group meetings, were mainly regarding the limited courses offered in high school and the need to move towards increased hands-on/technical course to engage the youth. The consensus reached was that facility improvements should include necessary labs, technical equipment etc. to increase options for students. These changes will prepare trades oriented students for the work force and/or for further post secondary training (Appendix C). There was also consensus on the number of high school courses being too limited and that teachers are not always teaching in their area of expertise, which is not optimal for the students. Many solutions were suggested to optimize course options for Souris family students and it was felt that a flexible system, offering a variety of course delivery methods, would be the best. Distance learning, a solution of choice, would include a combination of: video conferencing, taped model lessons, e-learning, direct teacher instruction as well as practical applications in labs. Working in collaboration with other families of schools close to Souris, would enable Eastern School District to ensure that specialized itinerant teachers were teaching the technical courses, developing the model lessons, conducting video conference lessons, and traveling for the face-to-face lessons. Students would travel only for the lab components of these courses. For example, Morell, Georgetown, Souris technical instructors/teachers could be the same people and with the use of these technologies would travel between the schools for direct teacher instructions and/or lab components only. Students would complete all the classroom/e-learning components in their own school and travel only for the lab/hands-on components. Distance learning courses could include part of the technical/trades content as well as full academic courses. Parents For Learning feel that educators would be the best people to determine which courses would be most suited to e-learning (Appendix A, Appendix B, Appendix C, Appendix D. The recent comprehensive study in United States, The Effects of Distance Education on K-12 Student Outcomes: A Meta-Analysis, supports the collaborative recommendations of the Souris family of schools community with respect to e-learning. “The meta-analysis is a statistical review of 116 effect sizes from 14 web-delivered K-12 distance education programs studied between 1999-2004. The analysis shows that distance education can have the same effect on measures of student academic achievement when compared to traditional instruction….no significant difference in performance between students who participate in online programs and those who were taught in face-to-face classrooms. The factors that were tested included academic content area, grade level of the students, role of the distance learning program, role of the instructor, length of the program, type of school, frequency of the distance learning experience, pacing of instruction, timing of instruction, instructor preparation and experience in distance education and the setting of the students.” (Cavanaugh et al, 4). The community recognizes that to realize the benefits of e-learning such as autonomy, internal locus of control, more abstract ways of learning for formal-operational stage students and the expansion of opportunities and experiential background of students, improved facilities, teacher in-service; time to develop e-courses will be required. The development of e-courses using a combination of technologies and face-to-face lessons will provide Souris students with more course options and more flexibility in terms of course delivery models. The expected result of the Souris stakeholders is: increased student engagement, more preparedness for post-secondary study or work, increased independence, ownership and enhanced self-concept for their students. Parents For Learning recommend that the development of e-learning courses begin immediately with a view to having this delivery option available for almost all senior courses. In Evaluating the Benefits of a Computer Based Telecommunication Network: Tele-mentoring and Tele-training for Educators in Rural Areas, we learn, “Telecommunication network innovations are having a tremendous impact on increasing and enhancing teacher training programs. Technological advances in the area of telecommunication have assisted educators in: delivering teacher training programs in rural areas, developing and adapting instructional materials and curriculums, sharing information and resources locally, regionally, nationally and internationally, delivering college courses to students residing in rural areas, linking schools, businesses and agencies together and preparing students for the knowledge and skills required for the technological needs of the future.” (Kendall, 41) As a result of conducting this research analysis, Kendall believes that building capacity and improving collaboration among educators, through the use of tele-conferencing and tele-communication and by developing e-learning readiness, student curriculum/resources as well as the job satisfaction will be enhanced. In 1992 Barker and Hall completed a national study in small (under 300) rural schools in the United States to determine the extent of distance education use and the type of technologies in use. In their research paper, Distance Education in Rural Schools: Technologies and Practice, they report that half of the schools in the 130 school districts had some form of distance learning in place and satellite-based programs were the technology of choice. In their report on this national study, Barker and Hall concluded, “New and advancing technologies are reaching out to diverse audiences providing increase opportunities for education and communication. The benefit to rural schools is obvious. The traditional barriers of remoteness and geographical isolation are bridged by today’s telecommunication technologies. It remains for educators and community leaders in rural areas not yet participating in distance learning to find ways to make these resources a part of their school’s educational program” (Barker et al, 128). Given that distance learning is not the solution for all students or courses, it is felt that modular courses would help motivate and optimize learning for some courses and for other high school students. Modular courses are another option to help optimize student engagement and to provide flexibility for determining pace of learning. Parents For Learning, would like to recommend that Eastern School District immediately start to develop a modular course delivery model for some subject areas and increase the number of courses available, using this delivery model. Stakeholders and educators have been impressed with the Alberta work in developing their high school courses into modules and with their student success, as evident in recent years. They feel that this model of delivery would be more suited to their students than the traditional approach currently in use, and feel that Souris student success would be optimized, if the high school courses were designed to offer students a variety of delivery models: traditional, e-learning, modular (Appendix B, Appendix D). Concerns regarding the isolation factor and limited experiences of Souris family of schools children were expressed, as they relate to their readiness to make course choices, career choices and post secondary plans. Stakeholders felt that increasing student exposure to Mini Courses (Allan) beyond the school and in a variety of selected areas of interest, would help students identify their skills, personal goals, increase their self-concept and their exposure to opportunities beyond their geographical area. The Mini Course (Allan) pilot that is recommended for grades 7 and 8, would address these concerns and offer enrichment opportunities over and above and complimentary to the current curriculum (Appendix A, Appendix C). This pilot recommendation is based on the highly successful Mini Course, Enriching the Curriculum model, designed and implemented by Bill Allen, Corner Brook, Newfoundland. Two-day enrichment courses are arranged for the spring term and students select the course they would like to attend for the two designated days. Options are designed to appeal to all eight intelligence dimensions and can include: animal care, metalwork, electricity, shipbuilding, bio-medics, early childhood education, engineering, robotics, first aid, computer graphics, cooking, digital photography, navigation, poetry writing, journalism, leadership training, music performance etc. Students travel each of the two days to the course site, which could be in the area, Holland College, the Vet College, hairdressing salon, cabinet maker, UPEI, fish plant, Coast Guard, Sears, etc. “The mini course program was designed to provide exciting and challenging opportunities for junior high school students to pursue topics of interest not normally addressed to any great extent in the prescribed curriculum. As well, the program represents an educational partnership between schools and institutions of higher learning, fostering mutually beneficial relationships between the school and greater community” (Allen). The expected impact is that students who attend a two-day course of their choice each spring, gain the exposure to the discipline, identify their own related skills and aptitudes, interact with like-minded people beyond the school environment, learn more about possible career options or educational programs, set personal goals and experience increased motivation to move towards success. In an effort to motivate and engage the Souris youth, Parents For Learning are recommending that Eastern School District form appropriate partnerships, fund and implement a Mini Course (Allan) pilot program, for two years beginning in 2007-08. On review, if the pilot is deemed to be successful, it is recommended that it be adopted as a permanent enrichment program for grades 7, 8 and 9 in 2009, thereby, giving each student the opportunity for 3 Mini Courses (Allan) and the related extensions to their regular program, before senior high school. This will be very helpful to students in identifying their areas of interest, setting their educational goals and in selecting course options for their remaining school years. The second pilot program that Parents For Learning recommend, is a three-year un-graded class as an optional program delivery model, for parents of young children ages 6-9 years. Parents and stakeholders have expressed limited interest in this program option, but feel that it has promise and would like to learn more about it (Appendix C). Educators have expressed a strong interest in conducting an un-graded 1-3 pilot, feel that there are many benefits and have been considering the potential positive impact of such a program. They feel it would be a viable option for Souris family of schools and have been conducting their own exploration, by reading, Creating the Multiage Classroom, by Sandra Stone and The Multiage Classroom A Resource for Small, Rural Schools by Susan Vincent (Appendix D). There are many advantages to an un-graded early years program, such as removing grade labels, the related label restrictions and needless over reaction and concern regarding children learning at different levels. At an early age, children learn naturally, in different and individual ways, with varying pace and to organizing them into age groupings, therefore, can be restrictive and limiting. Grouping for learning could be more flexible, loosely coupled and could better address individual needs, in an un-graded environment for the first three years of schooling. With more teaching done in small groupings, children have more one-on-one attention, small group instruction, richer socialization and increased diversity especially when engaged in the larger group activities. Resources, in an un-graded class setting, would more adapted to the overall abilities of the multi-age group and would be wider ranging in scope, ability and interest level. It is felt that this recommendation should move forward following information sessions, community input sessions in 2007-08 and if, it is deemed to be in the interest of the community. It is understood that this pilot and potential permanent strategy, would be an option for parents. Like the Mini Course pilot, Parents For Learning would like to review the pilot together with Eastern School District following one full round of students – 3 years after implementation (2010-11). When Bruce Miller reviewed twenty-one quantitative studies comparing the effects of multi-grade with single-grade classrooms he found, “In terms of academic achievement, the data clearly support the multi-grade classroom as a viable and equally effective organizational alternative to single-grade instruction…When it comes to student affect, the case for multi-grade organization appears much stronger, with multi-grade students out-performing single-grade students in over 75 percent of the measures used (6-7). Further, Miller states, “Viewed as a whole, the ten studies presented clearly indicate that students in multi-grade classrooms tend to have significantly more positive attitudes towards themselves and school” (6). David Pratt, On the Merits of Multiage Classrooms, supports the opinion of Souris educators, “The social environment of young people during their formative years is a matter of considerable importance to educators and to parents. Conventional structure, though sanctioned by a century of familiarity, must be questioned if they stimulate rivalry, aggression and isolation, for no apparent advantage. Environments that include a range of ages must be considered if they promise greater cooperation, nurturance, and friendship, for no apparent cost. The evidence on multiage grouping appears to confirm the basic principle that diversity enriches and uniformity impoverishes” (114). Given that Souris educators would like to provide a multi-age educational experience for the formative years students ages 6-9, and that research in North America and beyond, support the concept, Parents For Learning would like to hold community workshops to increase awareness and understanding, during the next academic year. If the community is supportive and feel that it meets their needs for some early years students, we recommend that Eastern School District provide a multi-age pilot program, as an education option for parents of young children. Funding Recommendations Rationale Only 46% of parents feel that their child(ren) always has a full, complete and equal education program compared to those in other provincial schools. More than 80% of parents feel that the school buildings are safe and accessible, however, only 58% feel that the school buildings always have appropriate learning spaces for all aspects of the school curriculum. Only 52% of parents feel that there are always enough support services in the school to assist children (educational assistants, Reading Recovery, resource, counseling, diagnostic assessment, enrichment programs etc.) Only 52% of parents feel that their child(ren) always has sufficient opportunity for arts, sports, hands-on experiences, educational trips etc. Only 56% of parents feel that their child(ren)’s teacher has the necessary tools (books, materials/software/resources etc.) to provide a good program (Appendix A). During the Parents For Learning consultation process, stakeholders repeatedly expressed concern about the lack of technical programs to engage the Souris family of schools youth and felt that increased hands-on trades courses need to be provided. They felt that the high school course options were not sufficient. They also were concerned about the deteriorating, old and outdated buildings, used by the children in the Souris family of schools and felt that more collaborative and strategic planning as a whole community, is the way to moving forward (Appendix B). Educators expressed serious concerns regarding equity for students, in terms of the facilities, program specific teaching/learning spaces, equipment, technology and teaching resources. Educators expressed their concern that the funding model, currently in place, is not viable for rural schools. It is inadequate, not workable, does not allow for the rural differences regarding numbers of students and for the additional costs for rural schools to provide equal services. Educators are constantly fundraising for infra-structure items like wiring, for teaching/learning resources, specialized equipment/resources for students on modified programs etc. They see that this equipment is provided in other schools in the province and do not feel that fundraising for these same essential resources is appropriate. They agree with the parent survey response, with regard to human resources that support families and children as being under-funded. Services such as educational assistants, guidance councilors, early intervention specialists/programs need increased allocations and therefore, more support. Educators strongly feel that the funding model for rural schools needs to be changed, in order to guarantee all children the core program resources, appropriate learning spaces, staff etc. to realize equity for all students being educated in PEI (Appendix D). The overwhelming concern at every focus-group meeting, was that the funding model for rural education in not sufficient nor is it workable. At each separate meeting, whether the focus topic was the impact of declining enrolment, school configurations, adult programs, community use of schools, or school program options, the recommendation was always made that the rural school funding model change and be different than the urban model, in order to sustain rural education in an equal way (Appendix C). Rural students will always be a reality in PEI, because it would not be possible, due to time constraints, to transport students daily to the urban centers. It is, therefore required that the rural funding model be designed to provide for this reality and for equal education and equal opportunities for rural students. It is the duty and responsibility of government to sustain rural schools and to provide the resources to do so. Parents For Learning are therefore, requesting that Eastern School District make the request to the Minister of Education for a sustainable funding model for rural schools in PEI. The Task Force on Student Achievement has recommended, “school boards assert their authority and responsibility to examine changing demographics, existing educational facilities, and current school zoning, with a view to enhancing and rationalizing programs and services” (5). As recently as April, 2007, in the Speech from the Throne, government has expressed support for all Islanders to learn and succeed, “Our government wants to provide all Islanders with opportunities to learn and succeed. We are doing this by making strategic investments in public education that support learners of all backgrounds and abilities… Mr Speaker, our Government believes education should be accessible and affordable for Islanders. As our economy continues to perform well, we are in a stronger position to make key investments.” In 2004, the government of Ontario approved $31 million initiative to recognize the important role rural schools play in strengthening communities and to ensure the success of Ontario’s Rural Education Plan. “…to address the challenges facing rural schools – staffing, programming and infrastructure. The government will improve the viability of rural high schools, increase graduation rates and encourage more rural students to pursue postsecondary education. We’re putting rural high schools on an equal footing with their urban counterparts. Our goal is not only to ensure the viability of rural schools but also to improve access to the tools and resources that make learning a life long experience” (21). Indeed, Ontario is not the only province to provide sustainability funding for rural schools. Most Canadian provinces have taken similar initiatives to ensure that equal opportunities are in place and to recognize the need and the important role of rural schools in communities. Parents For Learning feel that the time is right for Eastern School District to assert their authority, to represent rural students and rural communities, by demanding equal education free of fundraising and to support the government in developing a viable model for success. This action will require the government to implement rural education sustainability funding. Standards Recommendations Rationale It has become evident that a great deal of misinformation, unclear ideas and lack of knowledge regarding the graduate expectations for grade 12 exists, in the Souris family of school’s community (Appendix C, Appendix B). The perception is that the grade 12 graduation certificate represents success in meeting the graduate outcomes, but the community is unsure of what the expected outcomes are and the criteria used to determine if a student has attained the necessary proficiencies. The community is also unclear as to the type(s) of grade 12 graduation certification that currently exist. Parents have expressed that they only become aware of the requirements for grade 12, by reading the high school handbook and/or when their child is moving into high school courses and is assisted by school personnel. They feel that this information is often too late, inaccessible for some people and often only realized when a child is well into a program and course selections are problematic. Serious concern has been expressed regarding the capabilities of grade 12 graduates (Appendix B). There is a perception that many grade 12 graduates have not achieved the literacy and numeracy levels that the community expects. In the interest of providing clear, concise and accessible information regarding grade 12 graduation outcomes, the community is asking Eastern School District to clearly describe and communicate the grade 12 standard(s) to parents and students and to do it early (eg. grade 6). It is asking that exemplars be provided for all grade levels, to ensure that stakeholders understand the expectations and can clearly determine levels of achievement based on grade level expectations. They feel exemplars will provide a concrete way of communicating the standards, will be less confusing and will engage and empower people to move towards more ownership for learning and for supporting this process. When reporting on student progress, parents want to know if their child is performing below or above grade level expectations and when this is the case, would like it clearly stated on report cards (Appendix C). With regard to bussing, concerns were expressed about guidelines for time in transit. It is unclear as to whether Eastern School District has an actual policy or standard in this regard, so Parents For Learning are recommending that one be established to ensure that a student is not longer than 45 minutes on a bus to or from school. Communications Recommendations Rationale During the Parents For Learning process, many parents and stakeholders that have participated in focus group meetings have expressed their appreciation for the associated learning process about schools and education that has resulted because of their involvement. They want to continue to be informed and wish to ensure that regular three way communications systems are in place. That is, between the school and the stakeholders, between the school board and the stakeholders as well as between the teacher and parents (Appendix C). The vast majority of parents (75%) are very happy with the job that schools do in keeping them informed about changes to routines and programs, as well as the school policies with respect to discipline and expected behaviours (Appendix A). 58% of parents feel that they are true partners in their child’s education and 56% feel that the school helps them to understand how they can help their child set goals and be successful in achieving them (Appendix A). Patti Andrews in her article, Bridging the Gap, recognizes the power of educating parents as to how to optimize their parenting skills and connection to the work of the school, “I learned that by reaching out in this way the school was sending a powerful message to the parent community about working together for the benefit of our children” (14). In the same article, she states, “I observed that most parents were well motivated and wanted the best for their children, but also wanted some reassurance that they were on the right track and doing the right things for their children” (14). Parents in the Souris family of schools have expressed the same desire to continue to learn how to be the best parents and are concurrently becoming more aware of the role that they can play in supporting the school. It was clear, in the focus group meetings, that parents want to become more informed regarding the issues facing schools, the operation of schools, resources, budgets, staffing, school and region action plans for education etc., so they can, indeed, be more supportive of their children and of the system itself (Appendix C). To this end, Parents For Learning request Eastern School District reach out to them and that a communications format be established so that school and District information is available to them, at the beginning of each school year. They also feel that it is very important that there is an opportunity to dialogue directly with Eastern School District on an annual basis regarding educational issues, as they relate to the Souris family of schools. It is imperative that the format agreed upon, be accessible to all stakeholders. In addition, all stakeholders have contributed to the Parents For Learning process in good faith and have helped to formulate the recommendations herein. They have ownership for these recommendations and feel it is essential that ongoing meetings take place with Eastern School District during the implementation phase – 2007-2012. Souris stakeholders want to be in the know with regard to education and they want to continue to be part of the decision making process (Appendix C). Partnerships Recommendation Rationale Michael Arnold states, “rural education experts contend that one-size-fits-all remedies have been largely unsuccessful because they have ignored the diversity of rural schools and the effects of scale and isolation” (3). In the case of Souris family of schools, increasing enrolment in the schools to improve economy of scale is not an option, based on projected school enrolment figures for the next decade. (Appendix E) Souris family is relatively isolated from other families of schools, from urban centres, from central services and, at times, from each other. The needs of Souris family of school stakeholders are very distinct and the problems the community face are multi-dimensional. Declining school enrolment needs to be considered in the context of the declining economy, the shift from farming and fishing, the loss of some major service facilities and employers in Souris and in the surrounding community and the resultant retraining, building capacity, improved literacy, and enhanced community services that are required. The Souris context is indeed a multi-dimensional one and it, therefore, is appropriate that the educational plan be in this context and be unique. By working in a multi-disciplinary way with the town, the health professionals, the post secondary institutes of learning, business and with other branches of government both federal and provincial, Eastern School District will more effectively meet the specific needs of this rural community and will optimize delivery of educational services with spin-off efficiencies, support and cost savings for everyone. The challenge of optimizing education for the Souris family students is not simply the reality of declining enrolment, but the challenge of providing the best for students in this specific larger context. Souris stakeholders believe that a new approach, which includes partnering and collaboration for service delivery as well as for capital improvements, is required. (Appendix B, Appendix C, Appendix D) By way of example, the Town of Souris Public Library is currently on the second level of the Town Hall and is open 3 half days and one evening each week. If Eastern School District and the Town of Souris partnered to offer this service in the school; access time could be doubled for the community, resources could be pooled and the cost sharing for operation/new acquisitions could benefit the partners. The children would benefit in terms of the full time teacher librarian being dedicated to them, while the library technician’s time be dedicated to maintaining the collection and doing book exchanges. The community would benefit because they would have improved access and a closer relationship with the school and school facilities. Mayor Joanne Reid has stated that she is very much in favour of this concept and would like to work with Eastern School District to this end (Interview, March, 2007). Some community programs (health education, parenting skills, healthy life styles, drug/alcohol education, family counseling, adult literacy training etc.), offered by providers such as the Department of Health and the education/community unit of the RCMP, could be facilitated at the school and be less threatening than having a community member/student go alone to a separate venue. Stakeholders feel that the stigma associated with accessing these services would be much reduced, if these programs were offered in the school as a regular component of the school and in the school building (Appendix B, Appendix C). In addition to being what the community wants and needs, there would be a cost benefit to all service providers if a more multi-disciplinary approach were taken to provide these services. Seventy eight percent of parents and most stakeholders interviewed expressed their strong position that school buildings should be accessible to all community members and be utilized in a variety of ways 12 months of the year (Appendix A, Appendix B, Appendix C). By nurturing partnerships in the community that improve access to Eastern School District buildings and make it more financially viable to use the facilities, school buildings would offer spaces for recreation, meetings, education for all ages, arts and cultural activities, festivals, community youth groups, after school programs, early childhood education etc. The potential exists for cost sharing with the community groups as well as for realizing profits from some groups. Community members feel that this simple change would have a tremendous positive effect on the quality of life in the community and enhance the relationships between home and school, community and school and build the capacity of individuals and the community at large. Souris family of schools stakeholders want equal education, equal opportunities for their children and for their grade 12 graduates, as well as equal and enhanced resources to provide the education to ensure that this is realized. The consultation process, that has taken place in the Souris family of schools this winter, has overwhelmingly communicated the community feeling, that their students deserve better - equal facilities and resources for their education. They feel that the learning spaces that currently exist are old, outdated and require major upgrades to meet the requirements for: dedicated appropriate curriculum spaces/equipment, the technical courses needed in this community, the enhancement of course options for junior and senior high students, wiring classrooms for multi-media, sound amplification, wiring schools for e-learning, computer labs, providing the flexibility for alternative instructional models of curriculum delivery etc. Partnerships with the community stakeholders, various Departments in the province and with the federal government, corporations, the Town of Souris would help Eastern School District fund the necessary renewal and model a more collaborative way of doing things. The Souris family stakeholders want Eastern School District to embrace this new approach – this multi-dimensional, multi-disciplined, this unique rural approach to moving forward in providing their education services. Further, to give some specific examples, partnership with the Ministry of the Environment (federally and provincially) has potential for providing funding for a “green” school with solar and wind energy as well as geo-thermal heating. Partnership with the Department of Health could provide funding for shared meeting/classroom spaces, shared gym facilities, shared demonstration/teaching kitchen and cafeteria. This partnership has the potential for more effectively delivering the services of both the Department of Health and the Department of Education on a cost shared basis, as well as nurturing better community relationships and use of school facilities. This view of communities and how they should work in partnership with government has been reinforced by the Provincial Government in the Speech from the Throne 2003, “The strength of Prince Edward Island is found in its communities. Communities play a vital role in our economic development and our quality of life. By partnering with communities, we bring long-term sustainable growth to our Island. Community-driven initiatives are the most successful; and when each community succeeds, the province succeeds.” Partnerships nurtured with other education providers such as early childhood, Holland College and UPEI could enhance school use by providing learning spaces for the young, grade 12 graduates, training programs for employers, ESL classes, technical certificate granting courses, undergraduate university courses, e-learning for all etc. These partnerships could also encourage cost shared arrangements and be financially viable in terms of facility use and the capital upgrades required. “In order to adequately address the challenges facing rural schools, states should develop a coherent plan for crafting a package of solutions that address as many of the dimensions of the problem as possible” (Arnold 6). Parents For Learning is recommending to you a similar approach for this Canadian rural community. Arnold further states that involving stakeholders in the process of identifying the specific needs and cultures of rural communities will result in the most effective policies and approaches to education (6). The 2005 Report of the Task Force on Student Achievement (6) recommended that government provide the human resources and leadership to integrate and enhance government services that support children and youth. It further recommended, that parent involvement be part of the school improvement plan, that Department of Education work with stakeholders on family literacy and that government allocate resources to assist parents in organizing effectively to identify community and family educational needs (5). In recommendation number 14, the Task Force requested that we undertake, together, a provincial promotion on the value of education, to demonstrate to all islanders the benefits of “building and living in a veritable culture of learning” (7). Parents For Learning support these recommendations and feel that Eastern School District should consider this to be invitational and supportive of our recommendations herein. The stakeholders in Souris have strongly identified the need for Eastern School District to nurture partnerships for the most effective delivery of education services and for the provision of optimum program spaces for their students. School Facilities Recommendations Rationale Given the responsibility to provide education to the Souris family of schools community, without any undue hardship in terms of travel, and the reality of declining enrolment; Eastern School District will need to seriously consider how to do this effectively, equally and in a financially viable way. When rural communities all over the world have been faced with similar situations appropriate solutions have been found. For example, the United Kingdom has utilized clustering of schools, “A cluster is defined as a group of three to eight schools whose head-teachers and teachers cooperate in the sharing of resources or facilities and/or in the planning needed to implement a broad curriculum…clusters can share teaching resources and engage in joint planning. Teachers from different schools can act as specialists to coordinate the work of colleagues in a particular subject area. Pupils from different schools can be brought together, from time to time, to reduce the potential effects of isolation and to enable them to work cooperatively so they are prepared for entrance into larger secondary schools” (Galton and Hargreaves 174-175). In Wales, collaboration among schools is described in, Small Primary Schools in Rural Wales: A Framework For Collaboration. In this paper, Williams and Thorpe provide local detail to the notion of clustering, as a school governance solution in the United Kingdom. The impressive work in Wales has resulted in collaborate systems where co-management and joint decision-making are evident at all levels. They also recognize that school boards have to adapt to new realities and new demands, by finding creative ways to modify their organizational functions and programs. Williams and Thorpe summarize their description of the Wales implementation experience, by quoting Goddard and Clinton, “A learning network between institutions opens up the creative and learning opportunities for individuals and ultimately benefits the institution. For small schools linkages across schools are essential if any viable learning environment is to be created. The viability of networks depends on being able to bring together enough people to create the motivation, capacity and creative energy to be productive” (qtd in Williams and Thorpe 169). In the United States multi-age instruction is one solution widely used, “For most rural educators, multi-grade instruction is not an experiment or a new educational trend, but a forceful reality based on economic and geographic necessary” (Miller 2). As a long-term strategy, the state of Georgia invested in adult continuing education to build capacity in their adults with the goal of stabilizing the economy to eventually realize growth. Moore and McNamara conceptualize, “Leadership and local investment in education appear to be key differences between growth and non-growth communities” (38). After studying the concept and the work done in Georgia and recognizing the connection between adult education investment and positives impacts on community development, they conclude, “…rural economic development, which includes education as a process for empowering adults, need to work closely with economist, sociologists, adult educators, and human resource developers to specify…economic models to measure the impact of these factors on local and regional growth” (39). In Australia the “Country Areas Program” has been a two-pronged approach to rural education: communications technology initiatives and additional federal funding for programs aimed at increasing secondary level participation and retention (Share, Lawrence, Boylan 62). In their policy analysis, Educational Policy and the Australian Rural Economy, Share, Lawrence and Boylan are highly critical of the government initiative as it relates to education and feel that it has failed to address the access and competency needs of rural Australians, because the model does not recognize the experiences of rural people and their work situations, but is based on competencies applicable to urban students. Another solution that can be considered in dealing with declining enrolment is re-zoning of the school districts. In the Souris family of schools, geography and distance do not make this a viable option in resolving the larger problem, but simply a way of making minor adjustments. The notion of clustering of schools and collaborative governance has merit, but when applied to the more isolated and larger geographical area of the Souris region, cannot be considered as a solution on its own. The notion of multi-grades also has merit, but is not viable when Eastern School District projected numbers (Appendix E) infer that four or five grade levels would likely be in one class with one teacher if all else remains the same. Teachers would quite possibly be working alone or with one other teacher and multi-graded secondary courses are not a viable alternative for program delivery, at the senior stage of learning. Clearly, Eastern School District is not alone in facing the challenge of providing the best, equal education that is possible for rural students. Parents For Learning has considered the experience of other countries and other provinces in making recommendations to you. It is felt that for Souris, a combination of the strategies tried in other places would best suit the region. By establishing cross-over use of school facilities and human resources, that is: clustering some courses, teachers and facilities, better course choices and specialized staff will be realized. By establishing a multi-grade option for young children, their individual needs together with the associated enhanced affect, would be better served. By upgrading technology in schools so they are e-learning ready and by developing distance learning courses, high school students will have more course choices and have specialist teachers as their learning facilitators and course designers. By improving the facilities to include the necessary technical labs/hands-on spaces for technological courses, to provide appropriate learning spaces for the arts, physical education, as well as appropriate learning spaces for academic programs and for modified programs and by working in partnership with other stakeholders to do this; Parents For Learning feel that the optimum program for their students will be realized. The option of closing small schools is viable from a financial standpoint, but the government of the day has not felt ready to take this action. The Task Force has recommended that, “the government abandon its commitment to the policy that it will close no schools on PEI” (5). The consultation process in Souris family of schools has indicated mixed feelings regarding this solution. 49% of parents feel amalgamation of schools would be best while 44% felt that this should not be a solution. When conducting focus group sessions, it was evident from the discussions and the resulting recommendations, that there was stronger support for school closings among the focus group participants. The stakeholders interviewed, were very strongly in favour of school amalgamation/closures (Appendix A, Appendix C, Appendix B). After great consideration regarding the significant sacrifices required and the impact on the existing communities if schools close, it became apparent to Parents For Learning, that in the interest of the greater good and to best implement the recommendations made by the community, surrendering the five small schools for a new one would be the most effective way to move forward. In order to make the recommendations in this report financially viable and to achieve their goal of the best education for their children, Parents For Learning recommend that Eastern District work with the Provincial Government to consider seriously the Task Force recommendation and the Souris community recommendations herein, and move forward by closing schools where the critical mass, will be impacted positively. Further, we recommend that Eastern School District engage in a collaborative process to design a new K-12 model, green school to replace the existing outdated, poorly designed, program space deficit, service deficit schools in the Souris family of schools. This responsible decision would enable Eastern School District to meet the specific needs of the Souris family of schools, while meeting their obligations to provide public education to this rural area in the most financially efficient and program optimum way. The existing schools were built in the 1960’s, with one school in the 1970’s and have had two additions. The buildings are all 30 - 40 years old. The infra-structures of the existing buildings are failing and will require more and more repair and maintenance. The existing buildings do not provide all the appropriate learning spaces and service requirements (eg. full gym, drama, arts space, science, tech labs, e-learning facilities, auditorium, meeting rooms, time-out rooms, teacher work rooms, storage, cafeterias, multi-purpose rooms, learning spaces appropriate to small group work/modifications to program, accessible washrooms etc.). When Eastern School District considers the repair and maintenance costs for the life-span of these buildings, it is clear that costs will rise as the life span of these buildings is getting shorter and shorter and the buildings do not meet current curriculum needs. The cost of upgrading the infra-structures and of upgrading the teaching/learning spaces to meet accessibility requirements, current and future needs will be tremendous. Parents For Learning feel that supporting these rapidly increasing costs on 30-40 year old buildings is not in anyone’s interest. What is the projected cost of replacing these buildings with new ones as they become so old and outdated that they are no longer viable? What is the cost of installing elevators? What is the projected time frame for the buildings to be not longer viable? What is the upgrade and building replacement plan for these five buildings? By replacing the old and outdated schools with a new K-12, state of the art school, Eastern School District and all the Souris stakeholders will benefit and can move forward in partnership with Eastern School District, to meet the rural school needs of Souris family, as stated in this report. The cost to Eastern School District is approximately $447 717 per year to operate the existing five buildings, each of which is operating at less than full capacity. If you take the current operation costs for these buildings and project them forward 20 years, by 2027 Eastern School District would have paid $8 954 340 plus inflation, for operation costs alone. This projection is based on the average costs per school for the last five years and does not factor in bussing costs or anticipated building repairs and re-placements (Appendix F). To give some frame of reference, we can take the example of fuel and snow removal costs. Fuel alone is currently $118 945 per year. Snow plowing costs are over $23 000 each year. By 2027, and after spending $9 million plus the several millions for required building upgrades, there would still be the dilemma of replacing the buildings, which would be 50 –60 years old. Without the advantage of a full audit, it is reasonable to estimate that operating one building fully and in partnership with others stakeholders, instead of five buildings separately, would be more cost effective and would reduce duplication of services. For example, operational budget items for heating, plowing, etc. would be about one fifth of current costs. Program costs and bussing costs would also realize a cost saving because the need to equip five separate schools with the same core program materials, learning spaces (library, music etc.) will not exist. Operating busses to one facility instead of five will maximize usage on each run and will be more cost efficient. In addition to being more financially viable, Parents For Learning have determined that a new K-12 school would be a good educational decision, based on the community input, their recommendations, current research on the K-12 configuration and from first hand experience (Appendix G). About 15-20 years ago, the United States moved to establish over one thousand K-12 “unit schools”, to service rural students, in 706 different districts. In the abstract of his work, K-12 Unit Schooling in Rural America: A First Description, Craig Howley compares K-12 unit schools with traditionally configured multi-school districts and reports, “superintendents of single school districts reported higher rates of above-average test scores, post secondary attendance, and high school completion than did superintendents of multi-school districts” (1). The study also notes that the median cost per pupil in the multi-school districts is $4009 and for the K-12 single school districts was $4239. Given that the K-12 schools were established in the most remote districts, the additional cost can almost totally be attributed to transportation. Another significant finding in this study relates to cooperation, “single school districts reportedly use cooperative strategies to a significantly (statistically and practically) greater degree than multi-school districts. Cooperation appears to involve internal as well as external measures” (20). Our interview with Richard Lloyd, principal of Grand Manan Community School gave a first hand experience perspective on a K-12 school, the transition and the implementation of the new school and new organizational configuration. Mr. Lloyd shared the concerns that parents had with respect to having young children in the same facility as senior high school students and felt that those concerns have been completely alleviated since implementation and operation of the school. He feels that the K-12 is highly successful and has facilitated a deeper, broader and richer experience for all. The students and stakeholders are very positive about the concept of K-12 and the entire community is engaged in a more collaborative way with stronger commitment and loyalty than ever before. Based on Eastern School District enrolment numbers and the declining population of the area as reported in Eastern Kings Community Profile and Directions Report (8), a K-12 school in Souris would not be a large school, but one that would have a student population of about 550. This school population is in the range, identified by many provinces in Canada, as optimum in terms of cost effectiveness, management, staffing, programming, resources, professional collaboration, school activities, choices and potential for fully engaging and sharing with the community. In the Souris family of schools community, there exists a strong loyalty to the staff and to the existing five schools (Appendix A). Eastern Kings, Rollo Bay and Fortune communities will be particularly impacted if their excellent, small, community schools are closed. With due consideration and based on the overall impact of declining enrolment in the area, the community has come together and has realized that sacrificing the intimacy and benefits of the local community schools, will be in the interest of the region as a whole and ultimately the children. Based on the six month consultation process, the research conducted, the analysis of the alternatives regarding school configurations and delivery of programs, and the consensus-based recommendations herein, Parents For Learning feel that building a new, green, K-12 school is the most responsible and best option logistically, fiscally and educationally for their students and for the community. Reflection For Those Reading, Considering and Acting on the Parents For Learning Recommendations to Eastern School District “In shaping our children for the 21st century, it is imperative that we encourage them to reach beyond their comfort zones, to exploit each and every learning opportunity, and to seek to do things right. We need to empower and educate our children in order that they might participate in a world where all knowledge centers are being connected…Public education in PEI must respect the value of the individual while ensuring that students are prepared for post-secondary life, particularly in a rapidly changing, technology-dominated planet.” (Task Force 11) Works Considered Eastern School District, PEI. Enrollment By School and Grade, Sept., 2006. Eastern School District, PEI. Enrollment Projection, 2006-2020 for Souris Schools. Eastern School District, PEI. 2006-07 Bussing Information – Souris Schools. Eastern School District, PEI. 2006-07 Staff Allocation Statements for Souris Schools, October 23, 2006. Government of Canada. “Policy Research Issues For Canadian Youth: An Overview of Human Capital in Rural and Urban Areas” 3.1, 3.2, http://www11.dsc.gc.ca/en/cs/sp/hrsc/arb/publications/research.shtml Government of Prince Edward Island. “Senior High Program and Studies And Authorized Materials 2006-2007”. Department of Education 2006. 1. Our school is a safe place to learn, work, and visit Our Education Future1. Our schools should be used for kindergarten programs.
Souris Family of Schools Survey Anecdotal CommentsThe best thing about our school is: - teacher/pupil ratio (72) - great teachers (57) - friendly staff (56) - strong/close community (48) - positive learning environment (24) - convenient location (18) - positive teacher/parent relationships and communication (18) - snack and lunch program (15) - safe environment (10) - respect between teachers/pupils and pupils/pupils (6) - good program (6) - clean school (5) - bullying program (4) - grade 1-4 in one school (4) - after school/extra curricular program (4) - organized (2) - teachers are local people (2) - physical education program (2) - positive school spirit (2) I would like to suggest the following improvements: - more physical education classes/opportunities (13) - provide more learning resources for teachers and students (12) - more art classes/opportunities (12) - improve the course selections in high school (8) - improve the counseling and information regarding course selections and career options (6) - address the bullying (school/bus) and move towards success (6) - provide more support for individual students (6) - improve playground/drop off zone supervision (5) - more computer time (5) - improve yard, drop off zone, equipment, picnic tables (4) - build regulation size gym (4) - keep parents better informed – notes, events, how to help (4) - more time on education and less free time (3) - more education on substance abuse and better policing (3) - decrease the time on the bus (3) - build new school (2) - provide enrichment programs (2) - more music instruments (2) - courses should be more challenging (2) - reduce cost for extra curricular (2) - more E.A. staff (2) - more-healthy lunch choices (2) - no split classes (2) - more after school classes (2) - more cleaners needed – school dusty (2) Appendix BStakeholders Input SummaryInterviews Facilitated By Researcher: December 4, 2006 – Early Childhood Centre (Souris Consolidated School), Ann Miller owner and Karen Picot, teacher/administrative assistant February 5, 2007 – Silver Threads Seniors Club, Betty MacAulay, Helen MacDonald, Thelma MacDonald, members February 5, 2007 – Holland College, Eileen White, Susan Cheverie February 5, 2007 – UPEI, Julie Chaisson, former student, current student of UPEI February 13, 2007 – Souris Hospital, Terry Campbell, Administrator February 27, 2007 – Province of PEI, Chris Blaisdell, Community Development Officer February 27, 2007 – Rollo Bay Consolidated School, Colleen McCormack, custodian February 27, 2007 – Souris Consolidated School, Sally MacDonald, custodian February 27, 2007 – Fortune Consolidated School, Tina MacDonald, custodian February 28, 2007 – Main Street Mall, Alan MacPhee, owner (telephone) March 6, 2007 – Harmony Training Centre, Pam MacDonald, owner/operator (telephone) March 27, 2007 – Town of Souris, Joanne Reid, mayor April 3, 2007 – Ocean Choice, Lisa Mossey, administrative assistant April 13, 2007 – Souris French Language School, Andeanne Gelinas, principal April 17, 2007 – RCMP, Earl Woods, schools/education officer (telephone) April 17, 2007 – Clifford MacDonald, ESD bus driver (telephone) April 17, 2007 – Frances Dingwell, ESD bus driver (telephone) April 16, 2007 – Main Street Family Resource Centre, Barbara Lundrigan, director (telephone) April 30, 2007 – Career Development (CDS), Neil McIntosh (telephone) May 7, 2007 – Charmain Williams, Eastern Kings Coordinator, Dept. of Social Services (telephone) Concerns: - low literacy levels in the area, - lack of standards for Grade 12 graduation – eg. kids graduating without the literacy levels expected – passed through, - lack of engagement of many students and the need for “hands on” and skills/trades to be taught to engage them and prepare them for work, - low maturity level of grade 12 graduates – difficult transitions to work or post secondary education, life skills, street smarts, exposure to diversity etc. limited and therefore an impediment, - schools need to more a part of the community and the buildings used by all, - loss of jobs if schools are amalgamated, - deterioration of rigor and discipline and support by parents for their kids and what educators are trying to do, - buildings deteriorating, - high costs for education, - lack of adequate course choices in high school and specialty teachers, - lack of resources and educational experiences equivalent to rest of province - poor communication skills resulting in work place stress and hiring disadvantages. Solutions: - amalgamate the schools (new high school, create a junior high and one elementary school), - share the resources in the current schools, - partner with other agencies, Town, Health Dept., Holland College etc., - develop an overall plan to include the entire community and support services, agencies and employers, - E.S.D. needs to communicate what they are doing, - more counseling, drug education, trades programs and course choices for high school by using technology (distance learning) and funding schooling at a baseline minimum, - schools should open their doors to community services such as parenting programs for teens, Souris Summer Program, teen mom programs, March break programs, after school activities etc., - schools should be more open to disseminating information regarding Dept. of Social Services programs, Dept. of Health programs etc., - should view declining enrolment as an opportunity to work together and to develop a proper strategy for Souris eg. Ocean Choice has 300 migrant workers and the potential for 600 – this could be an asset if support services, education worked with the corporation to enhance their quality of life, orientation and capacities for living in and with the community, - stop wasting money repairing schools that cannot remain open, - develop a baseline resources list, a communications system regarding resources coming from central and move toward equity of resources for all kids in PEI, - build an auditorium, labs for trades and distance learning facility in the high school, - create and communicate the grade 12 standard and stop graduating kids that have not achieved it, - French Language School students need a proper school facility, - French Language School would like to work together with Souris family of schools to better share resources, ideas and to provide crossover experiences for kids, - Town of Souris would like to partner with ESD to make better use of resources, increase the community use of school buildings, have community agencies working in the school (eg. the public library, family support agencies etc.), - business is strongly supportive of the education initiatives and wants to work together with the educators, service providers etc. and believes that everyone will benefit, - business would like to build employee capacity and support improved lifestyle initiatives and partner with others to do so, - use the closed schools to create decent housing for migrant workers and integrate them into the community – including schools - bus drivers will be okay if the schools are amalgamated because 5 of them are 60 or over and will be retiring. Appendix AWhat You Say MattersYour committee, Parents For Learning, is pleased to provide you with the results of the survey conducted in January, 2007. Souris Family of Schools: 370 surveys completed 554 surveys distributed 67% response 1. Our school is a safe place to learn, work, and visit Works Cited Andrews, Patti. “Bridging the Gap” Register, Ontario Principals’ Council. Spring, 2004, 12-15. Arnold, Michael. “Rural Schools: Diverse Needs Call for Flexible Policies” Mid-Continent Research for Education and Learning. May, 2000. Barker, Bruce O. and Robert F. Hall. “Distance Education in Rural Schools: Technologies and Practice”. Journal of Research in Rural Education. Vol. 10, No. 2, 126-128. Cavanaugh, Cathy, Kathy Jo Gillan, Jeff Kromrey, Melinda Hess and Robert Blomeyer. “The Effects of Distance Education on K-12 Student Outcomes: A Meta-Analysis”. Learning Point Associates. 2004, 1-39. Galton, Maurice and Linda Hargreaves. “Clustering: A Survival Mechanism for Rural Schools in the United Kingdom”. Journal of Research in Rural Education 1995 Vol. 11.No.3, 173-181. Government of Ontario. “Ontario Rural Plan”. November, 2004, Update – February, 2006, http://www.gov.on.ca/education. Government of Prince Edward Island. “Budget Speech”, April 19, 2007, http://www.gov.on.ca/finance Government of Prince Edward Island. “Speech From the Throne”, 2003. Howley, Craig. “K-12 Unit Schooling in Rural America”. October, 1996, National Rural Education Association, Annual Meeting, October 14, 1996, San Antonio Texas. Kendall, Robbie M. “Evaluating the Benefits of a Computer Based Telecommunication Network: Tele-mentoring and Tele-training for Educators in Rural Areas”. Journal of Research in Rural Education. 1992, Vol 8, #1, 41-46. McQuaid, Steve and Paul Chaulk and Wendy MacDonald. “Eastern Kings Community Profile and Directions Project Final Report”. Atlantic Evaluation Group Inc. 2005. Miller, Bruce A. “A Review of the Quantitative Research on Multi-grade Instruction”. Research in Rural Education. 1990 Vol. 7, No.1, 1-8. Miller, Bruce A. “Rural Distress and Survival: The School and the Importance of ‘Community’”. Journal of Research in Rural Education. 1993, Vol.9, No.2, 84-103. Moore, Allen B. and Kevin McNamara. “Investing in Adult Continuing Education as a Strategy for Rural Economic Development”. Research in Rural Education. 1990, Vol 7, No. 1 35-41. PEI Task Force on Student Achievement. “PEI Task Force on Student Achievement Report”. Dec. 2005. Pratt, David. “On the Merits of Multiage Classrooms”. Research in Rural Education. 1986 Vol. 3, No. 3 111-115. Share, Perry, Geoffrey Lawrence and Colin Boylin. “Educational Policy and the Australian Rural Economy”. Journal of Research in Rural Education 1994, Vol. 10, No. 1, 58-67. Western School District, Newfoundland. Enriching the Curriculum. Pamphlet, Bill Allen. 2002. Williams, Ina and Richard Thorpe. “Small Primary Schools in Rural Wales: Frameworks of Collaboration”. Journal of Research in Rural Education 1998, Vol. 4, No.3, 161-171 Appendix C Focus Group Recommendations January 30 – How Many Schools Do We Need? · we want the best program possible – second to non on the Island, · we want the funding model reviewed and a “baseline + pupils system” seriously considered for implementation by 2012. (baseline being whatever $ = a full program, equipment, human resources etc. to provide #1 recommendations + a per pupil grant for ongoing operational expenses), · educational opportunities for the whole community need to be improved and a plan developed to mike this happen for: early years, school years, post secondary, adult education, recreation and senior citizens. Eastern District will need to partner with other institutions/organizations to create this plan, · educational facilities need to be upgraded to meet specific program standards for specific courses as well as the regular classes, to meet health and safety standards and state of the art educational technological equipment standards, · we want a system of checks and balances to ensure that “equity” of programs and resources is in place each year, · we want more information each year on class size, staffing numbers, courses offered each year. Comparative information with related expectations and other schools should also be provided yearly, · if cost savings are realized by Eastern District in the Souris family of schools, these savings should remain in the Souris family of schools. February 5 – Can Our High School Program Be Improved With Distance Learning and Mini Courses? · want high school course equity with rest of province, · want technological solutions to enhance course choices, (video conferencing, email, video model lessons, itinerant teacher/facilitators), · more opportunities for trades courses possibly with itinerant teachers shared with neighbouring high schools, · course delivery needs to be converted to a modules system with Eastern District presenting a plan for the conversion, · basic high school courses need to be guaranteed even if this means that Eastern District work with the province to change the funding model, · citizenship/life skills courses need to be in place for all high school students, · “mini courses” pilot program wanted, · “mini courses” would be positive for all students in junior high but start with a pilot for grade 7-9, · “mini courses” should be as diverse as possible to include: trades, professions, traditional island workplaces, arts, etc. February 13 – What Educational Programs Do Adults Need? · schools should be used for adult education, · facilities for students “hands-on” and “trades” should be shared with the community for courses, · more labs in high schools for trades courses – with benefits to the community, · partner with other providers and private sector and skilled community people, · mini courses for adults – mechanics, electricity, carpentry, farming etc. · youth programs for support, counseling etc. and after school programs, · life skills courses (incentives), · target workforce needs in planning adult courses. February 20 – How Can the Whole Community Use Our Schools? An umbrella group or volunteer should coordinate the use of schools and programs offered to ensure effective, efficient and equity of opportunity in the regional districts. This group should base the offerings on market research conducted in the community. In making recommendations it is understood that Eastern District cannot provide these programs but should support appropriate partnerships, viable permits for school use and encourage education and capacity building in the community and at large. · after school programs in all schools, · provide transportation that supports after school programs and kindergarten, · establish partnerships within the community and other service providers to enhance school use, be more cost effective and to improve the education and capacity building opportunities, · enhance the facilities to accommodate distance education (video conferencing centre, swimming pool, drama/spoken arts etc. · provide parenting courses and support in all schools to avoid the stigma associated with going to agencies for these services, · provide and support community based kindergarten in schools, · provide summer programs in schools, · support and facilitate more diverse and better use of our schools. February 27 – What is the Impact of Declining Enrolment for Souris Family of Schools? · funding for rural schools needs to change eg. a baseline funding amount to enable all schools to provide the baseline program needs to be allocated and a per pupil amount to enable schools to cover their operating/consumable costs, · a rural school sustainability fund needs to be established and where rural schools are deemed to be operating with numbers lower than the viability baseline, an additional operating grant be given each year, · consideration needs to be given to alternate programs such as ecology, agriculture, tourism, wellness etc. as optional courses, · Eastern Board needs to work with others and get creative about finding funding for education. For example, the health department could work with the school board to establish an alternative school with daily physical education, health and wellness as the focus, an environmentally friendly school with features such as solar panels/wind turbine, and intensive nutrition program. Pilot programs such as this should be established, · kids are and should continue to be central to all decisions, · the community wants to be involved in any decision that will impact on the Souris family of schools with respect to the configuration of grades, schools, school use and/or amalgamation of schools, · the Souris community wants the best program with equal physical and human resources to the rest of the province. This includes the improvements to school facilities, · Souris community members want the school boundaries reviewed and changes implemented. Appendix DSchool Education Staff Input Summary Meetings Facilitated By Researcher: November 15, 2006 – Ronny McIntosh, principal, Rollo Bay Consolidated November 15, 2006 – Roberta Clark, principal, Fortune Consolidated November 16, 2006 – Charlotte Bryand, principal, Souris High November 16, 2006 – Sharon McIntosh, principal Souris Consolidated November 20, 2006 – Bernadette McInnis, principal, Eastern Kings November 20, 2006 – Fortune Consolidated staff November 27, 2006 – Rollo Bay Consolidated staff December 4, 2006 – Souris Consolidated staff December 13, 2006 – Eastern Kings staff January 8, 2007 – Souris High staff February 21, 2007 – Department of Education, Clayton Coe, Secondary School Coordinator (telephone) April 30, 2007 – Principals and staff representatives, Fortune Consolidated School Concerns: - equity - resources – need to know what’s coming, more money, equal resources and to not fundraise to get it - school buildings – need to be kept up and instructional areas need to meet the standard and requirements for specific programs - auditorium, distance learning centre, pool and technology labs are needed at the high school - funding for education needs to change – to guarantee baseline programs plus have viable operating monies - course selections too limited in high school - teachers teaching outside of their specialties - not enough E.A.s or counseling - not enough P.D. time (keep the extra where that exists) - job retention Solutions: - change the funding system to ensure adequate and equal resources and stop fundraising for program materials, education experiences and plant upgrades - ensure staff retention and low pupil teacher ratios - provide more E.A.s and counseling services - change the delivery methods for high school courses (distance ed., more technical, module courses, itinerant teachers, streaming, structure of the day, class time, team teaching) - need to work as a community with colleagues and all schools (P.D. together for planning, sharing resources etc.) - providers need to be hired for after school programs, tutoring, etc. - consider un-graded grade 1 – 3 as a viable option - keep all schools open/amalgamate the schools (mixed feelings but see the advantages of amalgamation) - consider the possibility of keeping grades 1 – 4 in Fortune and Eastern Kings have grades 5 – 12 travel to Souris to elementary, Jr. High and High - change staffing allocation formulas to include teacher librarian, counseling etc. outside of the formula – thereby guarantee the service - change the bussing system (no young children with older, no double runs, no missed class time etc.) – possibly have different start times and school day configurations for elementary and high school - move towards a more flexible high school system with choices regarding program, graduation expectations, modules, distance ed. Etc. Students should have a variety of options with non-academic options included. Appendix E School Enrolment Projections Eastern School District 2006-07 2011-12 Souris Regional High School 288 237 Souris Consolidated 191 177 Rollo Bay/Fortune Consolidated 162 108 Eastern Kings Consolidated 69 46 ___ ___
Totals 710 568 Appendix F Souris Family of Schools Operating Costs 2002-02 – 2006-07 Averages Over Five Years
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