presentation to accommodation review committee feb 8 2011

11

PRESENTATION TO ACCOMMODATION REVIEW COMMITTEEPRESENTATION TO ACCOMMODATION REVIEW COMMITTEEFEB 8 2011FEB 8 2011

Funding OverviewFunding Overview

22

Budget GoalsBudget Goals

From our 2010/11 Budget:From our 2010/11 Budget:

““High levels of student achievement”High levels of student achievement” ““Reduced gaps in student achievement”Reduced gaps in student achievement”

This means our goal is to maximize This means our goal is to maximize resources that support student resources that support student achievementachievement

33

= =$

•Majority of grants are based on student enrolment•The Ministry bases their funding on pre-determined amounts•The board’s costs do not align with these amounts, creating a gap

Ministry of Education FundingMinistry of Education Funding

44

Where $ comes fromWhere $ comes from

55

Criteria for use of Grant $Criteria for use of Grant $

Balanced Budgets are requiredBalanced Budgets are required Primary class size targets must be metPrimary class size targets must be met Special Education Grant is limited to special Special Education Grant is limited to special

education expenditureseducation expenditures School Board Administration and School Board Administration and

Governance (trustees, central board offices, Governance (trustees, central board offices, central board based staff) spending shall central board based staff) spending shall not exceed the grant allocationnot exceed the grant allocation

66

Variable/Non variable AnalysisVariable/Non variable Analysisvariable vs Fixed grant/costs

0.00% 20.00% 40.00% 60.00% 80.00% 100.00%

costs

grant

%

non variable

vary with enrolment

89% of grant revenue varies with students but 89% of grant revenue varies with students but only 56% of our costsonly 56% of our costs

Means that as students numbers decline, reduce Means that as students numbers decline, reduce non variable costs- plant maintenance, services non variable costs- plant maintenance, services that support studentsthat support students

77

Funding ChallengesFunding Challenges

Economic Climate-Economic Climate- Major changes to funding components- Major changes to funding components-

such as special education- direct impact such as special education- direct impact on studentson students

Funding benchmarks included in the Funding benchmarks included in the Ministry funding model, do not cover the Ministry funding model, do not cover the cost of those services which requires use cost of those services which requires use of other grants to supplementof other grants to supplement

1010

Excess SpaceExcess Space Secondary pupil places= 9021Secondary pupil places= 9021 Secondary enrolment= 6332Secondary enrolment= 6332 2689 empty spaces or equivalent of 3 2689 empty spaces or equivalent of 3

secondary schoolssecondary schools

Elementary pupil places=14674Elementary pupil places=14674 Elementary enrolment= 10560.5Elementary enrolment= 10560.5 4113 empty places or equivalent of 11 4113 empty places or equivalent of 11

elementary schoolselementary schools

1111

Accommodation Review Accommodation Review TriggersTriggers

School loading capacity reaches less than School loading capacity reaches less than 80% of the Ministry of Education loading80% of the Ministry of Education loading

Grant support is less than school operations Grant support is less than school operations expenditure expenditure

School loading within a group of schools, School loading within a group of schools, that are reasonably accessible to each that are reasonably accessible to each other, reaches less than 80% of the Ministry other, reaches less than 80% of the Ministry of Education loadingof Education loading

45 of 53 schools trigger under ARC policy45 of 53 schools trigger under ARC policy

1212

Revenue for Plant OperationsRevenue for Plant Operations

Ministry grants for school operations are Ministry grants for school operations are decreasing for unused spacedecreasing for unused space

Can expect 5% or $150,000 in 2011/12Can expect 5% or $150,000 in 2011/12 Ministry grants increased 2% in 10/11 over Ministry grants increased 2% in 10/11 over

09/10 for non staff costs for plant operations09/10 for non staff costs for plant operations Utilities costs increased on average 10%Utilities costs increased on average 10%

1313

School Renewal GrantSchool Renewal Grant

School renewal Grants are allocated School renewal Grants are allocated annually through the Ministry funding based annually through the Ministry funding based on number of students on number of students

Must be used for major Must be used for major repairs/renovations/program needs in repairs/renovations/program needs in schools schools

The current allocation for 10/11 is about The current allocation for 10/11 is about $2.7M or $1 per sq. ft.$2.7M or $1 per sq. ft.

Grant cannot be spent elsewhereGrant cannot be spent elsewhere

1414

School renewal continuedSchool renewal continued

Allocated to site improvements and building Allocated to site improvements and building renovations based on legislative renovations based on legislative requirements, health and safety, program requirements, health and safety, program needs needs Accessibility for Ontarians disability Act ( AODA)Accessibility for Ontarians disability Act ( AODA) Sample Costs- per building:Sample Costs- per building:

• cost of Heating, ventilation air-conditioning unit $20 sq cost of Heating, ventilation air-conditioning unit $20 sq ft.-need to save for 20 yearsft.-need to save for 20 years

• Roofing costs $16.00 sq ft- need to save for 16 yearsRoofing costs $16.00 sq ft- need to save for 16 years

1515

Capital Priority FundingCapital Priority Funding Board capital priorities for the next five years were Board capital priorities for the next five years were

required to be submitted to the Ministry of required to be submitted to the Ministry of Education in January 2011 based on following Education in January 2011 based on following criteria:criteria: School consolidationsSchool consolidations Additional program needsAdditional program needs Full day kindergartenFull day kindergarten Facility conditionFacility condition

Require business case, operations savings, building Require business case, operations savings, building sized for current student enrolment, reduce renewal sized for current student enrolment, reduce renewal backlog.backlog.

1616

Capital priority $ continuedCapital priority $ continued

The Ministry has not announced any The Ministry has not announced any capital funding programs as of todaycapital funding programs as of today Capital priority grants will be allocated for new Capital priority grants will be allocated for new

capital projects including new schools, capital projects including new schools, additionsadditions

Major school retrofits for existing schools, Major school retrofits for existing schools, can apply under this grant if the cost is can apply under this grant if the cost is greater than 50% of the existing schoolgreater than 50% of the existing school

1717

Capital approval processCapital approval process

Complete facility space templateComplete facility space template• Shows how new schools can be Shows how new schools can be

accommodated within Ministry space accommodated within Ministry space benchmarksbenchmarks

• Based on number of pupils in the proposed Based on number of pupils in the proposed schoolschool

Review design, review costing analysis to Review design, review costing analysis to ensure project is within approval budgetensure project is within approval budget

Ministry approval prior to tendering a capital Ministry approval prior to tendering a capital project- must remain within approval $project- must remain within approval $

1818

ARC Presentation ARC Presentation OptionsOptions

February 8, 2010February 8, 2010

John Diefenbaker Secondary SchoolJohn Diefenbaker Secondary School

1919

Plant DepartmentPlant Department

The role of the Plant Department is to The role of the Plant Department is to provide a safe and healthy provide a safe and healthy environment to support student environment to support student achievement. The Plant Department achievement. The Plant Department operates facilities in a manner that operates facilities in a manner that are clean, comfortable, efficient and are clean, comfortable, efficient and well maintained to support student well maintained to support student learninglearning..

2020

This ARCThis ARC

1933 students (2520 1933 students (2520 students instudents in 2000) 2000) 5 schools 5 schools Building area of 311,155 square feetBuilding area of 311,155 square feet Operating Deficit $24KOperating Deficit $24K Average Operating Cost $6.50 sqft Average Operating Cost $6.50 sqft Renewal Backlog $23,138,852Renewal Backlog $23,138,852

2121

Operations GoalsOperations Goals Minimize unsupported areaMinimize unsupported area Keep schools operating at benchmark Keep schools operating at benchmark

levels levels Reduce renewal backlogReduce renewal backlog Provide the best facilities with the Provide the best facilities with the

resources availableresources available Maintain same program capabilitiesMaintain same program capabilities Allow for the implementation of FD Allow for the implementation of FD

KindergartenKindergarten Reduce overcrowding Reduce overcrowding (portable classrooms)(portable classrooms)

2222

Plant Operations by SchoolPlant Operations by SchoolOperations

$/sqft

Benchmark $/sqft

Unsupported Area sqft Renewal

Renewal Backlog yr

Hanover Heights $5.91 $6.67 0 $0 0.0

JDSS*** $5.99 $7.27 33,416 $16,181,551 111.6

CDHS*** $6.88 $7.27 8,550 $3,402,811 55.9

Dawnview $7.71 $6.67 0 $1,637,182 81.3

Kinghurst $9.89 $6.67 0 $1,917,308 76.1

***Existing Secondary Schools receive 9% increase in benchmark funding

2323

Option AOption ADescription

1 New FI JK-8 elementary and Dual Track 9-12 District School2 Close Dawnview3 Close Kinghurst4 Chesley 9-12 students to new school5 Convert Chesley District School to JK-8

Building CapacityNew District School Secondary 835 (650+185)

Elementary 210 (85+125)Hanover Heights Elementary 716Chesley District School Elementary 250

Benchmark SizeNew District School 130,474 square feet 12,121 m2

Hanover Heights 74,750 square feet 6,944 m2 Note 2

Chesley District School 26,100 square feet 2,425 m2 Note 1

2424

New District School

Number Room Loading Capacity sqft

2 Kindergarten 26 52 13307 Classroom (elem) 23 161 7401 Resource 0 01 General Purpose (elem) 0 0 2,4001 Special Education 9 9 9001 Art 21 21 1,2501 Drama 21 21 1,2501 Family Studies 21 21 1,2301 Music 21 21 1,3903 Science 21 63 1,2501 Electrical Tech 21 21 1,5103 Technology 21 63 8,0002 Over Sized Classrms 21 42 1,0401 Computer Labs 21 21 1,0401 Gymnasium (sec) 21 21 8,0001 Special Education 9 9 1,230

25 Classrooms (sec) 21 525 740Total Capacity 1071 130,004

Chesley District JK-8 School

Number Room Loading Capacity2 Kindergarten 26 528 Classroom (elem) 23 1841 General Purpose (elem) 0 01 Special Education 9 92 Resource 12 241 Gymnasium (sec) 0 01 Music 0 0

Total 269

2525

Financials

OperationsNew District School

Size 130,474 sqftCost of Operations $743,264Revenue Elem 210 $146,233Revenue Sec 835 $726,200Total Revenue $872,433

Operating Position $129,169

Chesley District SchoolSize 67,834 sqftReduce 11,962 sqftNew Size 55,872 sqftCost of Operations $385,414Revenue Elem 384 OTG $267,398 Note 3

Operating Position -$118,016

Hanover HeightsSize 51,581 sqftAdd 21,018sqft Note 2

New Size 72,599sqftCost of Operations $428,890Revenue Elem 716 $498,585


Total Combined Operating Position $80,848

2626

GoalsGoals

-Operation cost now positive-Operation cost now positive

-Reduced Renewal backlog by $19.7M-Reduced Renewal backlog by $19.7M

-Accommodates FDK-Accommodates FDK

-Maintains or exceeds program goals-Maintains or exceeds program goals

-1672 students in schools less than 10 years old-1672 students in schools less than 10 years old

-Minimizes student transitions -Minimizes student transitions

CapitalConstruct new 130,474 sqft school $27,008,118Site purchase $1,000,000Site Service $1,000,000

$29,008,118Hanover Heights Addition 21,018 $4,981,266

$4,981,266Chesley Demolition $201,717Site remediation $125,000Convert Science to kindergartens $330,069

$656,786Total Capital $34,646,170

2727

Option BOption B

Description1 New 7-12 District School2 Close Dawnview3 Close Kinghurst4 Chesley 7-12 students to new school5 Convert Chesley District School to JK-6

Building CapacityNew District School Secondary 835 (650+185)

Elementary 218 (62+156)Hanover Heights Elementary 695Chesley District School Elementary 190


Hanover Heights 72,558 square feet 6,741 m2

Chesley District School 19,836 square feet 1,843 m2

2828

New District School

Number Room Loading Capacity sqft10 Classroom (elem) 23 230 740

1 Art 21 21 1,2501 Drama 21 21 1,2501 Family Studies 21 21 1,2301 Music 21 21 1,3903 Science 21 63 1,2501 Electrical Tech 21 21 1,510 *3 Technology 21 63 8,500 *2 Over Sized Classrms 21 42 1,0401 Computer Labs 21 21 1,0401 Gymnasium (sec) 21 21 10,000 *2 Special Education 9 18 1,000 *




Total 223

2929

Financials

New District SchoolSize 131,309 sqftCost of Operations $745,836Revenue Elem 218 $151,804Revenue Sec 835 $724,029Total $875,832


Chesley District SchoolSize 67,834 sqftReduce 11,962 sqft Note 1

New Size 55,872 sqftCost of Operations $385,414Revenue Elem 384 OTG $267,398 Note 3


Hanover HeightsSize 51,581 sqftAdd 21,018 sqft Note 2

New Size 72,461sqftCost of Operations $428,890Revenue Elem 708 $493,014


Total Combined Operating Position $76,104

3030

GoalsGoals

-Operation cost now positive-Operation cost now positive

-Reduced Renewal backlog by $19.7M-Reduced Renewal backlog by $19.7M

-Accommodates FDK-Accommodates FDK

-Maintains or exceeds program goals-Maintains or exceeds program goals

-1672 students in schools less than 10 years old-1672 students in schools less than 10 years old

-Minimizes student transitions-Minimizes student transitions



$4,981,266Chesley Demolition $201,717Site remediation $125,000Convert Science to kindergartens $330,069

$656,786Total Capital $34,819,015

3131

Option C Option C Rotary Club PresentationRotary Club Presentation

DescriptionConvert Chesley District School to JK-12Close Kinghurst

Building CapacityChesley District School Secondary 256

Elementary 256

Benchmark SizeChesley District School Secondary 33,280

Elementary 26,726Total 60,006 square feet 5,575 m2

Existing School 67,835 square feet 6,302 m2

Addition 2 K classrooms and Special Ed 8,341 square feet 775 m2

Total Size 76,176 square feet 7,077 m2

Proposed building size exceeds Ministry area by 27%

3232

Convert Existing School to JK-12Allocate Existing Rooms to Panels Note 2 Note 1Panel Room Student

LoadingCurrently

ExistsAction Revised Allocation in

existing footprintElementary Kindergarten 26 No Construct Convert from Science 1

Kindergarten 26 No Construct Convert from Science 2Classroom 23 Yes Classroom 1

Classroom 23 Yes Classroom 2








Special Education 0 No Construct Combine in secondaryTotal Loading Elementary

268 Target 256 259Secondary

Art 21 Yes Art

Design Tech 21 Yes Design Tech

Construction 21 Yes Construction

Dramatic Arts 21 Yes Dramatic Arts

Family Studies 21 Yes Family Studies

Music 21 Yes Music

Gymnasium 21 Yes Gymnasium

Science 21 Yes Science RW 1@ 12Science 21 Yes Science RW 2 @ 12Special Education 9 No Construct Construct in CafeteriaBusiness 12 Yes RW Computers

Resource 12 Yes Library RW

Science 21 Yes Science

Classroom 21 No Classrom 11

Resource 12 Yes RW 3

Total Loading Secondary

276 Target 256 258

This assumes adding 2 kindergartens and special education spaces in an 8,341 square foot addition. See Note 2

This assumes main floor science spaces are converted to kindergartens, special education is developed in the cafeteria. See Note 1

3333

FinancialsChesley District SchoolNote 2Operations

Size 67,834 sqftAdd 8,341 sqftNew Size 76,175 sqftCost of Operations $524,266Revenue Elem 268 $186,621Revenue Sec 276 $260,858Total Revenue $447,480


Chesley District SchoolRight Sized Note 1Operations

Size 67,834 sqftCost of Operations $466,680Revenue Elem 259 $180,354Revenue Sec 258 $243,846Total Revenue $424,200


3434

CapitalConstruct 8,341 sqft addition $1,985,000Building service upgrade tech and shops $515,596Total $2,500,596

CapitalConvert Science to Kindergarten $320,000Construct Special Education Room $400,000Building service upgrade tech and shops $515,596Total $1,235,596

GoalsGoals-Deals with 537 of 1933 students in ARC-Deals with 537 of 1933 students in ARC-Operation cost negative-Operation cost negative-Reduced Renewal backlog by $1.9 M-Reduced Renewal backlog by $1.9 M-Accommodates FDK in Chesley-Accommodates FDK in Chesley-Status quo program opportunities in Chesley-Status quo program opportunities in Chesley-537 students in building greater than 10 years old-537 students in building greater than 10 years old-Minimizes student transitions-Minimizes student transitions

Site improvements to be determined for added traffic flow and student safety

3535

Option C Option C Balance of StudentsBalance of Students

Description1 New 7-12 District School2 Close Dawnview3 Option C

Building CapacityNew District School Secondary 650

Elementary 180

Hanover Heights Elementary 700


Hanover Heights 73,080 square feet 6,789 m2

3636

New District School

Panel Room Student Loading Currently Exists

Elementary

8 Classroom 23 184 740

1 Resource 12 12

Total Loading Elementary 196

Secondary

1 Art 21 21 1250

1 Technology 21 21 2500

1 Electrical Tech 21 21 1175

1 Dramatic Arts 21 21 1250

1 Family Studies 21 21 1250

1 Music 21 21 1390

1 Gymnasium 21 21 6857

3 Science 21 63 1250

1 Special Education 9 9 1177

20 Classroom 21 420 740

Total Loading Secondary 639 103,583

3737

Financials

New District SchoolSize 103,292 sqftCost of Operations $587,731Revenue Elem 180 $125,343Revenue Sec 650 $565,305Total Revenue $690,648


Hanover HeightsSize 51,581 sqftAdd 20,671 sqftNew Size 72,252sqftCost of Operations $426,840Revenue Elem 700 $487,444


Total Option D Position $163,520

Option C (revised) -$42,480

Total Solution $121,040

3838



$5,095,026

Total Capital $28,476,470

GoalsGoals-Deals with 1396 of 1933 students in ARC-Deals with 1396 of 1933 students in ARC-Operation cost positive-Operation cost positive-Reduced renewal backlog by $17.8 M-Reduced renewal backlog by $17.8 M-Accommodates FDK in Hanover-Accommodates FDK in Hanover-Tech spaces reduced to 1 purpose built shop-Tech spaces reduced to 1 purpose built shop-Gymnasium reduced in size to a single regulation -Gymnasium reduced in size to a single regulation basketball and volleyball courtbasketball and volleyball court-537 students in building greater than 10 years old-537 students in building greater than 10 years old-Minimizes student transitions-Minimizes student transitions

3939

Accommodation Review CommitteeAccommodation Review CommitteePublic Meeting #3Public Meeting #3

John Diefenbaker Secondary SchoolJohn Diefenbaker Secondary SchoolFebruary 8, 2011February 8, 2011

Program Program PresentationPresentation

4040

Program PresentationProgram PresentationCurrent School Configurations in BWDSB:Current School Configurations in BWDSB:

JK-Grade 3 (2)JK-Grade 3 (2)JK-Grade 5 (1)JK-Grade 5 (1)JK-Grade 6 (3)JK-Grade 6 (3)JK-Grade 8 (32)JK-Grade 8 (32)JK-Grade 12 (2 ) (3 - in Apr. 2012)JK-Grade 12 (2 ) (3 - in Apr. 2012)Grades 4 to 8 (2)Grades 4 to 8 (2)Grades 9-12 (9)Grades 9-12 (9)Single Track (English only) (35)Single Track (English only) (35)Dual Track (English and French Immersion) (elem.–10; sec.– 3)Dual Track (English and French Immersion) (elem.–10; sec.– 3)Dual track (English and NSL) (3)Dual track (English and NSL) (3)

Current Current elementaryelementary schools range in size from approximately 35 to 580 students schools range in size from approximately 35 to 580 students

Current Current secondarysecondary schools range in size from approximately 120 to 1100 students schools range in size from approximately 120 to 1100 students

4141

Program PresentationProgram Presentation

Program decisions at a school depend on:Program decisions at a school depend on:

Students:Students: Ages, numbers, and distribution of students (primary-JK-3, junior-Ages, numbers, and distribution of students (primary-JK-3, junior-

G4-6, intermediate-G7-10, senior-G11-12)G4-6, intermediate-G7-10, senior-G11-12) Learning needs of students (universal and specialized)Learning needs of students (universal and specialized) Interests and pathway destinations of students (work, Interests and pathway destinations of students (work,

apprenticeship, college, university)apprenticeship, college, university)

Teachers and Teaching:Teachers and Teaching: Qualifications and areas of expertise and interestQualifications and areas of expertise and interest

School:School: Facility – size, type and number of roomsFacility – size, type and number of rooms

4242

Program PresentationProgram PresentationWhat does the research say?What does the research say?

John Hattie is Professor of John Hattie is Professor of Education at Auckland University Education at Auckland University and Director of the Visible and Director of the Visible Learning Lab. His areas of interest Learning Lab. His areas of interest are measurement models and are measurement models and their applications to educational their applications to educational problemsproblems. In his book . In his book Visible Visible Learning: A Synthesis of Over Learning: A Synthesis of Over 800 Meta-Analyses Relating to 800 Meta-Analyses Relating to Achievement (2009) Achievement (2009) he and his he and his research team identified research team identified 138 138 influencesinfluences that impact on student that impact on student achievement. Each influence was achievement. Each influence was ranked based on its “effect size” ranked based on its “effect size” on student learning.on student learning.

4343


John Hattie, John Hattie, Visible LearningVisible Learning (2009) – Meta-Analyses (2009) – Meta-Analyses

Contribution # Studies People d=effect size CLE %

Teacher 2,225 402,325 0.49 35

Curricula-Program 7,102 6,899,428 0.45 32

Teaching 34,419 52,128,719 0.42 30

Student 11,101 7,513,406 0.40 29

Home 2,211 11,672,658 0.31 22

School 4,150 4,416,898 0.23 16

Total/Average 61,208 83,033,434 0.40 28

4444

Program PresentationProgram PresentationInfluences on Student Achievement By Contributing

Domain

7

14

24

10

38

66

3

11

25

94

20

72

0

10

20

30

40

50

60

70

80

Teacher Curricula Teaching Student Home School Total/Average

Influences Above 0.40

Influences Below 0.40

# influences = 138 (median 0.38)

d=effect size

CLE % - common language effect

Teacher 0.49 35%

Curricula 0.45 32%

Teaching 0.42 30%

Student 0.40 29%

Home 0.31 22%

School 0.23 16%

4545


Example #1: Example #1: Student Related InfluencesStudent Related Influences (overall average (overall average - d = 0.40 - effect sizes range from 1.44 to 0.12 on 19 - d = 0.40 - effect sizes range from 1.44 to 0.12 on 19 influences) influences)

Self-Concept – d=0.43Self-Concept – d=0.43 (student belief that s/he is capable and can (student belief that s/he is capable and can exercise control over events that impact on her/his learning); sense of exercise control over events that impact on her/his learning); sense of learner confidence; reciprocal relationship - self concept impacts learner confidence; reciprocal relationship - self concept impacts achievement and achievement impacts self-concept)achievement and achievement impacts self-concept)

The The CLE is 30%CLE is 30% - this means that 30 times out of 100, introducing - this means that 30 times out of 100, introducing conditions for high self-concept will make a positive difference, or 30 conditions for high self-concept will make a positive difference, or 30 % of students will gain in achievement compared to those without % of students will gain in achievement compared to those without those conditions. Or, if you take two classes, the one having the those conditions. Or, if you take two classes, the one having the conditions for high self-concept will be more effective 30 out of 100 conditions for high self-concept will be more effective 30 out of 100 times. times.

Note: 0.40 is considered medium effect size – Note: 0.40 is considered medium effect size – Zone of Desired EffectsZone of Desired Effects

Source: Visible Learning, 2009, p. 46Source: Visible Learning, 2009, p. 46

4646


Example #2: Example #2: Teacher Related InfluencesTeacher Related Influences (overall average - (overall average - d = 0.49 - effect sizes range from 0.88 to 0.09 on 10 d = 0.49 - effect sizes range from 0.88 to 0.09 on 10 influences) influences)

Expectations – d=0.43Expectations – d=0.43 (teacher expectations for all students’ achievement, (teacher expectations for all students’ achievement, i.e. ability for all students to learn or achieve at high levels)i.e. ability for all students to learn or achieve at high levels)

The The CLE is 31%CLE is 31% - this means that 31 times out of 100, introducing - this means that 31 times out of 100, introducing expectations for high levels of student achievement for all students will expectations for high levels of student achievement for all students will make a positive difference, or 31 % of students will gain in achievement make a positive difference, or 31 % of students will gain in achievement compared to those not having a teacher with high expectations for all. compared to those not having a teacher with high expectations for all. Or, if you take two classes, the one having the expectations will be more Or, if you take two classes, the one having the expectations will be more effective 31 out of 100 times. effective 31 out of 100 times.

Note: 0.40 is considered medium effect size – Note: 0.40 is considered medium effect size – Zone of Desired EffectsZone of Desired EffectsSource: Visible Learning, 2009, p. 121Source: Visible Learning, 2009, p. 121

4747


Example #3: Example #3: Curricula (Program) Related InfluencesCurricula (Program) Related Influences (overall average - d = 0.45 - effect sizes range from 0.67 (overall average - d = 0.45 - effect sizes range from 0.67 to 0.06 on 25 influences) to 0.06 on 25 influences)

Creativity Programming – d=0.65Creativity Programming – d=0.65 (programming that facilitates (programming that facilitates creative thinking – strategic, reflective and productive thinking, creative thinking – strategic, reflective and productive thinking, reasoning, problem-solvingreasoning, problem-solving

The The CLE is 47%CLE is 47% - this means that 47 times out of 100, introducing - this means that 47 times out of 100, introducing programming that facilitates creativity will make a positive programming that facilitates creativity will make a positive difference, or 47 % of students will gain in achievement compared to difference, or 47 % of students will gain in achievement compared to those not receiving creativity programming. Or, if you take two those not receiving creativity programming. Or, if you take two classes, the one having creativity programming will be more classes, the one having creativity programming will be more effective 47 out of 100 times. effective 47 out of 100 times.

Note: 0.40 is considered medium effect size – Note: 0.40 is considered medium effect size – Zone of Desired Effects Zone of Desired Effects (high effect size is greater than 0.70)(high effect size is greater than 0.70)

Source: Visible Learning, 2009, p. 155Source: Visible Learning, 2009, p. 155

4848

Program PresentationProgram PresentationExample #4: Example #4: School Related InfluencesSchool Related Influences (overall average (overall average

- d = 0.23 - effect sizes range from 0.88 to -0.34 on 28 - d = 0.23 - effect sizes range from 0.88 to -0.34 on 28 influences) influences)

School SizeSchool Size – d=0.43– d=0.43 (optimal size secondary schools – 600-900 (optimal size secondary schools – 600-900 students – some key messages from 21 studies - typically offer strong students – some key messages from 21 studies - typically offer strong core curriculum to all students and less likely to use electives to stream core curriculum to all students and less likely to use electives to stream students; achievement gains in math and reading were highest in students; achievement gains in math and reading were highest in optimal size schools; costs per student decreases as school size optimal size schools; costs per student decreases as school size increases; curriculum advantages diminish over 800 students; students increases; curriculum advantages diminish over 800 students; students at smaller schools are more likely to have positive perceptions of their at smaller schools are more likely to have positive perceptions of their school environment; more teacher collaboration and team teaching; school environment; more teacher collaboration and team teaching; more leadership experiences for students; too small or too large schools more leadership experiences for students; too small or too large schools may reduce effectiveness. (Visible Learning, p. 80)may reduce effectiveness. (Visible Learning, p. 80)

The The CLE is 30%CLE is 30% - this means that 30 times out of 100, optimal - this means that 30 times out of 100, optimal school size (600-900 students) will make a positive difference, or 30 school size (600-900 students) will make a positive difference, or 30 % of students will gain in achievement compared to those in either % of students will gain in achievement compared to those in either smaller or larger schools. Or, if you take two classes, the one smaller or larger schools. Or, if you take two classes, the one having the optimal school size will be more effective 30 out of 100 having the optimal school size will be more effective 30 out of 100 times. times.

Note: 0.40 is considered medium effect size – Note: 0.40 is considered medium effect size – Zone of Desired EffectsZone of Desired EffectsSource: Visible Learning, 2009, p. 80Source: Visible Learning, 2009, p. 80

4949

Program PresentationProgram Presentation Ministry of Education Funding – optimal size schools:Ministry of Education Funding – optimal size schools:

Elementary – 375Elementary – 375• 35 elementary schools <37535 elementary schools <375• 7 elementary schools >3757 elementary schools >375

Secondary – 900Secondary – 900• 9 secondary schools < 9009 secondary schools < 900• 2 secondary schools > 9002 secondary schools > 900

Enrolment – 2010-2011Enrolment – 2010-2011 Elementary – 10560Elementary – 10560 Secondary – 6332 (7863 in 2003; 5141 in 2016)Secondary – 6332 (7863 in 2003; 5141 in 2016)

5050

Program PresentationProgram PresentationOptions A and B: ProgrammingOptions A and B: ProgrammingElementary – 200-300 studentsElementary – 200-300 students

Secondary – 800-900 studentsSecondary – 800-900 students

New District School

Number Room Loading Capacity sqft

2 Kindergarten 26 52 13307 Classroom (elem) 23 161 7401 Resource 0 01 General Purpose (elem) 0 0 2,4001 Special Education 9 9 9001 Art 21 21 1,2501 Drama 21 21 1,2501 Family Studies 21 21 1,2301 Music 21 21 1,3903 Science 21 63 1,2501 Electrical Tech 21 21 1,5103 Technology 21 63 8,0002 Over Sized Classrms 21 42 1,0401 Computer Labs 21 21 1,0401 Gymnasium (sec) 21 21 8,0001 Special Education 9 9 1,230




Total 269

New District School

Number Room Loading Capacity sqft10 Classroom (elem) 23 230 740

1 Art 21 21 1,2501 Drama 21 21 1,2501 Family Studies 21 21 1,2301 Music 21 21 1,3903 Science 21 63 1,2501 Electrical Tech 21 21 1,510 *3 Technology 21 63 8,500 *2 Over Sized Classrms 21 42 1,0401 Computer Labs 21 21 1,0401 Gymnasium (sec) 21 21 10,000 *2 Special Education 9 18 1,000 *




Total 223

5151

Program PresentationProgram PresentationOption C – ProgrammingOption C – Programming Elementary – 200-300Elementary – 200-300 Secondary – 200-300Secondary – 200-300

Convert Existing School to JK-12Allocate Existing Rooms to Panels Note 2 Note 1Panel Room Student

LoadingCurrently

ExistsAction Revised Allocation in

existing footprintElementary Kindergarten 26 No Construct Convert from Science 1

Kindergarten 26 No Construct Convert from Science 2Classroom 23 Yes Classroom 1









Special Education 0 No Construct Combine in secondaryTotal Loading Elementary

268 Target 256 259Secondary

Art 21 Yes Art

Design Tech 21 Yes Design Tech

Construction 21 Yes Construction

Dramatic Arts 21 Yes Dramatic Arts

Family Studies 21 Yes Family Studies

Music 21 Yes Music

Gymnasium 21 Yes Gymnasium

Science 21 Yes Science RW 1@ 12Science 21 Yes Science RW 2 @ 12Special Education 9 No Construct Construct in CafeteriaBusiness 12 Yes RW Computers

Resource 12 Yes Library RW

Science 21 Yes Science

Classroom 21 No Classrom 11

Resource 12 Yes RW 3

Total Loading Secondary

276 Target 256 258

This assumes adding 2 kindergartens and special education spaces in an 8,341 square foot addition. See Note 2

This assumes main floor science spaces are converted to kindergartens, special education is developed in the cafeteria. See Note 1

5252


Option C: Balance of Students-ProgrammingOption C: Balance of Students-ProgrammingElementary – <200 studentsElementary – <200 students

Secondary – 600 studentsSecondary – 600 students

New District School

Panel Room Student Loading Currently Exists

Elementary

8 Classroom 23 184 740

1 Resource 12 12

Total Loading Elementary 196

Secondary

1 Art 21 21 1250

1 Technology 21 21 2500

1 Electrical Tech 21 21 1175

1 Dramatic Arts 21 21 1250

1 Family Studies 21 21 1250

1 Music 21 21 1390

1 Gymnasium 21 21 6857

3 Science 21 63 1250

1 Special Education 9 9 1177

20 Classroom 21 420 740

Total Loading Secondary 639 103,583

5353

Program PresentationProgram Presentation Graduation requirementsGraduation requirements

18 compulsory credits18 compulsory credits 12 optional credits12 optional credits OSSLTOSSLT 40 hours Community Involvement40 hours Community Involvement

Secondary schools <400 students have unique Secondary schools <400 students have unique programming considerations, including:programming considerations, including:

Narrower curriculum choices and pathway optionsNarrower curriculum choices and pathway options Greater number of single section courses offered in only one Greater number of single section courses offered in only one

semester or every other yearsemester or every other year Greater reliance on alternative education models – online or Greater reliance on alternative education models – online or

independent learningindependent learning Limited library (1/3), guidance (2/3) and resource time (1/2)Limited library (1/3), guidance (2/3) and resource time (1/2)

presentation to accommodation review committee feb 8 2011

Documents

grant allocation

grant revenue

use of grant

metspecial education

enrolmentnon variable

student achievementthis

central board offices

funding overview