Public Consultation on School Closures and Recommendations to the Vancouver Board of Education - December 7, 2010

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December7,2010

AdministrativeReport PublicConsultationonSchoolClosuresand

RecommendationstotheVancouverBoardofEducation


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AdministrativeReport

PublicConsultationonSchoolClosuresand

RecommendationstotheVancouverBoardofEducation

December7,2010


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PublicConsultationonSchoolClosuresReporttotheVancouverBoardofEducation

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TableofContents

TableofContents.........................................................................................................................................................i

Section1-Background ............................................................................................................................................1

EducationalContext...............................................................................................................................................1

SchoolClosure..........................................................................................................................................................2

SpecialAdvisorsReport......................................................................................................................................3

Section2PublicConsultationProcess ...........................................................................................................4

Participationintheprocess................................................................................................................................5

ConsultationMaterials..........................................................................................................................................6

Meetings......................................................................................................................................................................6

PublicInformationMeetings:October25November1,2010.........................................................6

PublicFeedbackMeetings:November29,2010...................................................................................7

Feedbackreceived..................................................................................................................................................7

Section3Analysis ...................................................................................................................................................8

AnalysisofCommentForms ..............................................................................................................................8

Question1Schoolsofinterest......................................................................................................................9

Question2Accesstootherschool/communityprograms ..............................................................9

Question3Walkingtoschool....................................................................................................................10

Question4Displayboardinformation(atmeetings).....................................................................10

Question5Mainconcernsaboutclosure .............................................................................................11

Question6Impactsofschoolclosure ....................................................................................................11

Question7Uniquecharacteristicsofschools.....................................................................................12

Question8Preferredschoolifcurrentschoolwasclosed............................................................12

Question9Otherinterests..........................................................................................................................12

Question10Othercomments....................................................................................................................13


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Section4-MeetingSummariesbySchool ....................................................................................................14

CarletonElementaryPublicMeetings .......................................................................................................14

CarletonElementaryCommentForms ................................................................................................16

IdeasGeneratedforCarletonElementary ..........................................................................................17

Summary...........................................................................................................................................................17

ChamplainHeightsAnnexPublicMeetings ............................................................................................18

ChamplainHeightsAnnexCommentForms......................................................................................19

IdeasGeneratedforChamplainHeightsAnnex ...............................................................................20

Summary...........................................................................................................................................................20

MacdonaldElementaryPublicMeetings .................................................................................................21

MacdonaldElementaryCommentForms...........................................................................................22

IdeasGeneratedforMacdonaldElementary.....................................................................................23

Summary...........................................................................................................................................................23

McBrideAnnexPublicMeetings .................................................................................................................24

McBrideAnnexCommentForms............................................................................................................25

IdeasGeneratedforChamplainHeightsAnnex ...............................................................................26

Summary...........................................................................................................................................................26

QueenAlexandraElementaryPublicMeetings .....................................................................................27

QueenAlexandraElementaryCommentForms ..............................................................................28

IdeasGeneratedforQueenAlexandraElementary ........................................................................29

Summary...........................................................................................................................................................29

SummaryofPublicmeetingsbyschool.........................................................................................................30

Otherinformation...................................................................................................................................................31

Commentsrequiringfurtherclarification:..............................................................................................31

Independentschoolenrolmenttrends ..........................................................................................................32

Independentsurveydata.....................................................................................................................................33

EarlyLearninginBritishColumbia.................................................................................................................34

Personalized21stCenturyLearning ..............................................................................................................35

NeighbourhoodLearningCentres(NLCs)....................................................................................................36


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Section5-Options,considerations,decision-making ............................................................................37

Options .....................................................................................................................................................................37

Considerations ......................................................................................................................................................37

Decision-makinganethicaldilemma.......................................................................................................39

Section6Anotherway.......................................................................................................................................40

Section7-Recommendations ...........................................................................................................................43

Section8-ConcludingComments ...................................................................................................................44

Section9-Acknowledgments ............................................................................................................................44

Additionalmaterials

http://www.vsb.bc.ca/school-closures


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Section1-Background

EducationalContext

Itisclear,evenduringtimesofdecliningenrolmentanddwindlingresources,thatthe

districtneedstocontinuetodevelopandfinanceplanstooptimizeopportunitiestoimproveeducationalprogramsandsupportinnovativepractices.Vancouverisknown

foritswidearrayofprogramsandservicestomeettheneedsofallchildren.The

neighbourhoodschoolprovidesexcellentsupportfortheseneeds,buttherearealso

manyspecificprogramsofchoicethatdrawstudentsandfamiliestoschoolsoutsideof

theirowncatchmentareas.Forexample,FrenchImmersionprograms,Montessori

programs,anewMandarinBilingualprogram,andavarietyofprogramsforstudent

withspecialneedsareavailable.Inordertomaketheseprogramsaccessible,andto

expandopportunitiesforallchildrenandyouth,theDistricthasbeenexploring

NeighbourhoodsofLearningasawaytoclusterschoolsandofferprogramswithin

geographicareasacrossthecity.TheconceptofNeighbourhoodsofLearningalsocontemplatesandencouragespartnershipswithotheragenciesaswellastheformation

ofvirtuallearningenvironmentstoexpandopportunitiesforallstudents.

TheVancouverBoardofEducationiscommittedtosupportingschoolstomeaningfully

engagestudentsinpositivelearningexperiences.Asweworktomeetthiscorepurpose,

thedistricthasbeenbuildingonmanysuccessfulapproachestoteachingandlearning.

Inquiriesintowhatconstitutesbestpracticehavebeenconsistentandclearin

identifyingcertainconditionsconsideredtobeessentialinenablingandsupporting

learning.Theseincludemorechoiceforstudents,personalizedandexperiential

learning;andequitableaccessibilitytoavarietyofeducationalopportunitiesforallof

ourstudents.Theseconditionsarethehallmarksofmodern-daylearningandpresentaneducationaldirectiontowardswhichwestrive.

Despitecontinueddecliningenrolmentandannualbudgetreductions,theVancouver

schooldistricthasbeenabletoprovideanenviableandenhancedlevelofserviceto

studentsinthepublicschoolsystem.Resourceshavebeenmadeavailabletoensure

schoolfacilitiesandgroundsaremaintainedtotheexpectationoftheschool

communities.Asmuchaspossible,financialsupporttospecialeducation,innercity

schoolsandcurriculumandinstructionhasbeenprovidedtoensurethatthemost

vulnerablelearnersaresupported.Externalauditsoftheschooldistrictfinancial

statementsindicatestrongfiscalresponsibilityandaccountability.AsrequiredbytheMinistryofEducation,anannualplanforstudentsuccesshasbeenestablished,

implementedandisconstantlymonitored.Thedistrictcontinuestoworkhardto

improvetheeducationaloutcomesofallstudents,butinparticularAboriginalstudents

andstudentswithSpecialNeeds.


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SchoolClosure

Thereareseveralcompellingreasonstoconsiderschoolclosure.Thetremendous

declineinthestudentpopulationinVancouveroverthepastdecadehasresultedina

significantnumberofemptyseatsinourschools.Thistranslatesintotheneedto

considerconsolidatingschoolsandschoolprograms.

ThefinancialchallengesfacedbytheBoard,havingreducedbudgetsalmosteveryyear

overthepasttenyears,isakeyconcern.Forthecurrent2010-2011schoolyear,the

Boardhashadtocutover$17.2Mofstafftimeandschoolprograms.Nextyear,the

Boardfacesthedifficultprospectoffindinganotherprojected$9.6M.Giventhatthe

greatestproportionofthebudgetisattributedtomostlycontractuallydetermined

salariesandbenefits(about92%),thisshortfallcan,inreality,onlybemetby

terminatingtheemploymentofstaffandeliminatingschoolprograms.Lastyear,these

cutshaveincludedsuchareasascounseling,specialeducationsupport,teacherlibrarian

time,JuniorKindergarten,andschoolanddistrictadministration.Fundstooperatethe

schooldistrictdonotsufficientlycoverescalatingcostsand,additionally,theneedsofthecommunitybecomegreatereachday.

Manyofourfacilitiesareseismicallyatriskand/orareinneedofsignificantupgrades.

Whilethismaynotbetherationaleforallschools,certainlywithoutamajorinvestment

ofcapitalfundsbytheprovincialgovernment,thoseseismicallyatriskschoolsremainas

safetyconcernsforstaffandstudentswhomustoccupythefacilities.Theevidence

showsthattheprovincialgovernmentisreluctanttoseismicallyupgradingfacilitiesthat

aresignificantlyunder-utilizedbystudentsorotherco-locatedservices.

Sustainingstrongeducationalprogramsundertheseconditionsisaverydifficulttask.

ThefiscalchallengesfacingtheVancouverSchoolDistrict,togetherwithunder-

utilizationofspaceandthephysicalconditionofsomeofourbuildings,leaveslittle

choicebuttoconsideroptionssuchasschoolclosure.Manyneighbourhoodschools

haveremainedopeninspiteofeconomicandeducationalargumentssuggestingthe

contrary.Thestatusquomaynolongerbeaviableoption.

Inexploringschoolclosures,itishopedthatfundscanbere-directedtolessenfurther

impactstoeducationalprogramsandservices.Whilethedecisiontoconsiderthe

closureofschoolsisaresponsetocircumstantialchallenges,thereareeducational

reasonstoconsidertheclosureofaschool.Therearesomeeconomiesofscalewhen

populationsoftwoschoolsareconsolidatedintoone.Forexample,thetimeallocatedinsmallschoolstocertainstaffingcategories,suchascounselingaredifficulttomanage.If

aschoolweretobeclosed,theresourceswouldberedirectedtothecorepurpose,

whichistoprovidequalityeducationalprogramsforallstudentsacrosstheentire

district.Thismaymean,forexample,thatbringingtwoschoolstogetherresultsin

increasedlearningassistancetimeorcounselingsupport.Havingalargerstudent

populationcanbringtogetherlargersupportnetworksforstudents.


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Atthesametime,werecognizethateveryschoolinthedistricthasuniqueprograms

andattributes.Theuniquenessofparticularschoolsincludes:historicalartifacts,cultural

symbols,communitypartnerships,enhancementsprovidedbyprivatedonations,well-

establishedcommunityuseprotocols,uniquedesignfeaturesandmanymore.School

communitiesthatengagedinthepublicconsultationstageoftheschoolclosureprocesshadanopportunitytoprovideexcellentfeedbacktotheBoardofEducationaboutthe

manyuniquequalitiesoftheirschools,neighbourhoodsandcommunities.

SpecialAdvisorsReport

InherJune2010ReportontheVancouverSchoolBoardtotheMinisterofEducation,

theComptrollerGeneralmadeanumberofobservationswithregardtoschooldistrict

facilitiesandrecommendedthat,theVSBrevisitschoolclosures(p.43).Thereport

statedthat,Funds(savedthroughclosureandconsolidation)canbere-directedto

educationalprogramsandservicestosupportthelearningenvironmentwheretheyaremostneeded.Aswell,closingaschoolenablesthedistricttorelocatealternative

programstothevacantsitetherebyreducingleasingcosts.Inaddition,closingschools

couldpotentiallycreatemorerevenueopportunityfromleaseorrental.Finally,smaller

schoolswithlowenrolmentmaybedetrimentaltolearning.Theymaylackthe

resources,specializedassistanceandeconomiesofscalefoundwithinlargerschools

thatresultsinahigherqualitylearningenvironment(p.60).

Amongotherrecommendations,thesefindingsresultedinthefollowing

recommendationbeingmadebytheSpecialAdvisor:

ThatVSBconsiderclosingschools,followedbyconsolidation,whereitis

warrantedbyenrolmentandcapacitydata,andwhereitisclearthatthe

educationalfitandphysicalconditionofthebuildingarenolongeruseful.


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Section2PublicConsultationProcess

TheVSBpolicyonschoolclosurerequirespre-notificationofschoolstobeconsidered

forpossibleclosure.Thisineffectprecludesaddingschoolstothesamelistafterthe

fact.Therearevariousfactorsanddegreesofsupportforanyschoolstobeincludedon

thepreliminarylist.Theinitiallistprovidesthedistrictwiththenecessaryflexibilityto

allowforfurtheranalysisofconditions,contextandforthepossibledevelopmentofa

longer-termstrategy.Thedecisiontoremoveschoolsfromthepre-notificationlistand

choosewhich,ifanyschoolsshouldproceedtothenextstepandperhaps,ultimatelybe

closed,isbasedonamorethoroughandcomprehensivereviewofthedatawithfull

publicconsultationasperthepolicy.Itiswithinthepurviewandresponsibilityofthe

Boardtomakethisdecision.ItisalsotheBoardsprerogativeastowhetherornotto

addorremoveschoolsfromtheoriginalpre-notificationlist.

OnJune23,2010,theBoardpassedamotionlisting11schoolstobeconsideredforpotentialclosure.TheBoardrequestedareportfromstaffonthisinitiallist.Facilities,

financeandeducationalstaffusedthetimeprovidedthroughtheprovisionsofthe

policytoreviewthepotentialschoolclosurelistinordertoprovideareporttothe

Boardonthenamedschools.TheAdministrativeReportonSchoolsConsideredfor

PotentialClosurewasprovidedtotheBoardinearlyOctober.Giventhismoredetailed

report,onOctober5,2010,theBoarddeterminedthatallfiveschoolslistedbelow

shouldbeincludedforfurtheranalysisandconsiderationthroughthenextconsultation

stepintheclosureprocess.InaccordancewithVancouverBoardofEducation,School

ClosurePolicyandRegulations(FLandFL-R),thefollowingfiveschoolswere

recommendedtoadvancetopublicconsultationforfurtherconsiderationofpossible

closure.

CarletonElementary ChamplainHeightsAnnex MacdonaldElementary McBrideAnnex QueenAlexandraElementary

Inadditiontootherdata,thefollowinginformationwasgathered:currentcapacities

andutilization,currentandprojectedenrolmenttrends,demographictrendsforthe

city,confirmedandpotentialdevelopmentinformation,schoolcapacityandspaceutilizationandsimilarprojectionsforneighbouringschools,incatchmentandoutof

catchmentnumbers(wherestudentscomefromwhenoutofcatchmentandwhere

studentsgotowhenleavingthecatchment),enrolmentandotherdataonspecialized

programsincludingFrenchImmersion,projectedneedforspaceforfullday

Kindergarten,operationalandutilitysavingsandcostsassociatedwithclosingaschool,

facilitysize,age,conditionandseismicrisk,longtermcapitalplanning,community


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impact,educationalprogramsandotherrelatedprograms(StrongStartCentres,

communityprogramsandchildcare),potentialalternativeuses,proximityto

neighbouringschoolsandpossiblerevenueopportunities.

Aseparatereportwascompiledbyathird-partyorganizationindependentfromthe

District.ThatreportprovidesarecordofthepublicfeedbackandoutlinestheconsultationandnotificationactivitiesundertakenbytheDistrictaspartoftheschool

closureprocess.Excerptsfromthatdocumentareprovidedaspartofthisreporttothe

Board.

Districtstaffwillsubmitthisfinalreportandrecommendationsonschoolsconsidered

forclosureataBoardCommitteeII/IIImeetingonDecember7,2010.TheVancouver

BoardofEducationwillmakeitsfinaldecisiononDecember14,2010.

Participationintheprocess

PublicnotificationoftheschoolclosureprocessbeganonOctober7,2010withletters

distributedtoparentswithstudentsinschoolsadvancingtothepublicconsultation

phase.Dates,timesandlocationsofthepublicconsultationmeetingswerepostedon

theDistrictswebsite,onschoolpostersandpublishedinvariousnewspapers.

AdvertisementsranbetweenOctober8andNovember8,2010.

Newspaper

Advertisement

Language PublicationDates

Vancouver24HRS English October8,12,14,18,25andNovember1,8

VancouverCourier English October8,13,20,27andNovember3SingTao Chinese October8,12,14,18,25andNovember1,5

ThoiBaoVancouver Vietnamese October15,22,29andNovember5

PhilippineAsianNews Tagalog October14and28

ContactoDirecto Spanish October21and28

Pursuanttotheschoolclosurepolicy,theconsultationprocessmustallowatleastone

publicmeetingperschoolidentifiedforpossibleclosure,providenoticeatleast14days

inadvanceofthefirstmeeting,andconcludewithapubliccommentperiodofatleast

14daysinlength.

Committedtoconductinganopenandinclusivepublicconsultationprocess,itwas

decidedthattheDistrictwouldholdtwomeetingsperschoolidentifiedforpossible

closureandactivelyencourageparentsandmembersofthecommunitytovoice

opinions,askquestionsandstateconcernsthroughouttheconsultationperiod.Thetwo

publicconsultationmeetingswereheldforeachschoolconsideredforclosurefrom

October25toNovember9,2010.


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ConsultationMaterials

Thefollowingmaterialsweremadeavailabletothepublicduringtheconsultation

process:Letterstoparents,districtweb-pages,schoolposters,advertisements,

commentforms,storyboards,FrequentlyAskedQuestions,meetingagendas,districtpresentations,speakersubmissionsandmeetingnotes.Inadditiontotheabove

materials,therewereotheropportunitiesforthepublictoreceiveadditional

informationbydirectlyengagingwithDistrictstaffand/ortrustees.Theseopportunities

includedinformalconversationswithtrusteesbeforeandafterthepublicmeetings,

discussionswithDistrictstaffwhowerestaffingthestoryboardsand,whenpossible,

providingProvincialandschooldistrictdatatoemailrequests.

MeetingsThemeetingformatswerepostedontheDistrictswebsiteonOctober14,2010.

Parentsandmembersofthecommunitywereinvitedtoofferthoughts,askquestions

andprovidefeedbackwithrespecttothepossibilityofschoolclosuresatthepublic

meetings.Speakerscouldalsoregisterinadvancetospeak.

Ateachmeeting:

Attendeeswereaskedtoregisteruponarrival CommentformsweremadeavailableinEnglish,Chinese,Tagalog,Vietnamese,

andSpanish.

Meetingsweremoderatedtoensureeveryonehadtheopportunitytospeak Storyboardsweredisplayedateachmeeting Completedcommentformswerecollected Translatorswereavailableformostmeetings

AsecondletterwithanupdatedmeetingformatwasdistributedonOctober29,2010,

toparentswithstudentsinschoolsconsideredforschoolclosure.

PublicInformationMeetings:October25November1,2010

Thefirstpublicmeetingateachschoolbeganwithaninformationsessionwhere

attendeeshadtimetoreviewthestoryboardsondisplayandspeakwithVBEstaff.Followingtheinformationsession,theVancouverSchoolBoardSuperintendentof

Schools,withsupportofanAssociateSuperintendent,providedsomeopeningremarks

andgaveabriefpresentationsummarizingthefactsprovidedinthecomprehensive

administrativereportthatinformedtheconsultationprocess.Parentsandcommunity

membershadtheopportunitytoaddresstheVancouverSchoolBoard.Attheend,the

ChairpersonoftheBoardsummarizedwhathadbeenheardthatevening.


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PublicFeedbackMeetings:November29,2010

Thesecondmeetingateachschoolprovidedanadditionalopportunityforparentsand

communitymemberstoaskquestionsandprovidefeedback.Individualtrusteeswere

availablebeforethemeetingtospeakwiththepublic.Themeetingsbeganwiththe

BoardChairpersonprovidingsomeopeningcommentsandareviewofthefeedback

receivedatthefirstmeeting.Attendeesthenhadtheopportunitytospeakandmake

presentations.TheSuperintendentofSchoolsconcludedeachmeetingwithsome

closingcommentsandasummaryoftheeveningspresentations.

Feedbackreceived

Intotal,morethan1,600peopleregisteredtheirattendanceatthe10public

consultationmeetings,andtherewere285publicspeakingopportunities.Itwasnoted

thatmeetingattendancenumberswereproportionaltotheapproximateSeptember

2010enrolmentnumbersforthefiveschools.

Thedistrictreceived391commentformsfortheBoardsconsiderationbyNovember

24,2010theendofthepubliccommentperiod.Ofthistotal,71commentforms(or

18%)werecompletedinlanguagesotherthanEnglish.Translationsofthesecomment

formswerecompletedandanalyzedforthisreport:Chinese(49),Vietnamese(15),

Spanish(7)commentforms.Thecommentformswereanalyzedtoidentifythemajor

themesexpressedbythepublic.

Thedistrictalsoreceivedatotalof202othersubmissions(e.g.emails(116),letters(28),

petitions(6),briefsandpresentations(45)andother-artworketc.(7)fortheBoards

consideration.

Ofnote,inaddition,severalpetitionswerereceived.Theywerefor:

ChamplainHeightsAnnex MacdonaldElementary McBrideAnnex BruceElementary CarletonNeighbourhood,GrahamBruceandSirGuyCarleton QueenAlexandraElementary

Summariesofthe10consultationmeetingswerecompiledbasedonnotestakenateachmeetingandanyfeedbackfromnotespostedonstoryboards.Inadditionto

concernsandimpactsaboutthepotentialschoolclosures,peoplealsoprovidedideas

thatcouldbeundertakentogenerateadditionalrevenueorfundingfortheschools.

Thesynopsisandevaluationsofthosepublicconsultationprocessesarepresentedin

eachoftheindividualschoolreports.AllmaterialwasmadeavailabletotheBoardand

summarieswerepostedonthedistrictwebsite.


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Section3Analysis

AnalysisofCommentForms

Thefollowingchartsarebasedoncommentformscollectedbyorsubmittedtothe

District.Dataforallschoolswerecombinedandrepresentedaccordinglytoprovide

Districtstaffageneralindicationoffeedbackonacollectivebasis.Open-ended

questionswereanalyzedformajorthemesthatemergedduringthereview.Themes

wereidentifiedbasedonfrequencyandoverallconsistency.Meetingnotesbyschool

(andsummariesprovidedtotheBoard)arelistedintheschoolclosuresectionofthe

website.

Pleasenotethatcommentformswerecompletedtovaryingdegreesandthenumberof

responsesforeachquestionvaries;however,allinformationprovidedwasreviewedand

consideredintheanalysis.

Thefollowinggraphsforquestionsonetofourarerepresentedinnumberofresponses

perschoolandcorrespondingpercentageoftotalresponsesforallschools.


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Question1Schoolsofinterest

Note:Respondentswereaskedtoidentifywhichschool(s)wasofinteresttothemand,

ifapplicable,couldcheckmorethanoneschool.

Question2Accesstootherschool/communityprograms

Note:OtherincludesESL,music,sportsandsuperscienceclub.


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Question3Walkingtoschool

Question4Displayboardinformation(atmeetings)

Note:Thefollowingquestions(5to10)wereanalyzedformajorthemesthatemerged

forallschoolsduringthereview.Themeswereidentifiedbasedonfrequencyand

overallconsistency.Thetopthemesareprovidedforeachquestionbelow.Dataona

perschoolbasisarelistedinthemeetingsummariesbyschoolsection.


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Question5Mainconcernsaboutclosure

Whatisyourmainconcernaboutthepotentialschoolclosure?

1. Distancetootherschools2. Theschoolisattheheartofthecommunity3. Disruptingastableenvironment

Otherthemesincluded:

Safetytoreachotherschools Separationfromfriends Futuregenerationsofstudents Whichschoolmychildwillattend Generalchildwelfareandstress Abilitytomaintainschoolprograms Accesstodaycare Lostopportunities Teacherslosingtheirjobs

Question6Impactsofschoolclosure

Whatwouldyoulikethetrusteestoknowaboutthepotentialschoolclosure?

1. Impactonlocalbusiness/neighbourhood/community2. Impactonparentsandgrandparents3. Impactonlow-incomefamilies4. Impactonqualityofeducation(i.e.overcrowding,senttoworseschoolsetc)


Schoolislikeasecondhome Impactonat-riskchildren Psychologicalimpactofmovingschools Impactonspecialneedschildren


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Question7Uniquecharacteristicsofschools

Whatcharacteristicsdoyouthinkareuniqueaboutyourschool?

1. Heritage2. Communityenvironment3. Teacher/administratorquality4. Sizeandfocusonindividualstudents


Multiculturaldiversity Safety Breakfast/lunchprogram Qualityofstaff ESLprograms Artsprograms FirstNationseducation Buildingandfacilities StrongStartandspecialneedsprograms

Question8Preferredschoolifcurrentschoolwasclosed

Ifyourschoolweretoclose,whichschoolwouldyouchoosetosendyourchildto?

1. Uncertain2. Other

Note:Therewerefewresponsestothisquestionlessthanhalfofthetotalrespondents

answeredthisquestion.Other'includedresponsessuchasprivateschool,homeschooland

anotherdistrict.

Question9Otherinterests

Isthereanytopicrelatedtoschoolclosuresyouwouldlikemoreinformationabout?

1. Futureuse/saleforthebuilding/propertyifclosed

Note:Whiletherewerefewresponsestothisquestion,nearlyatenthofthetotal

respondentsansweredthequestionandtheabovewasconsistentlythetoptheme.


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Question10Othercomments

Anyothercomments?

1. Don'tcloseourschool2. Futurehousingdevelopments

Note:Therewerefewresponsestothisquestionaboutaquarterofthetotal

respondentsansweredthisquestion,andtheabovewerethetoptwothemes.

Majorthemes

Majorthemesthatwereexpressedthroughoutthe10publicmeetingsarelistedbelow: Donotcloseourschool Ourschoolisattheheartofthecommunity Trusteesareinatoughposition Itsadonedeal Standbyus;wellstandbyyou Impactonstudentsandfamilies Ourteachersarethebest

Ideasgenerated

Ideasgeneratedtoresolvechallenges,seekadditionalrevenueorfundingfellintofourmaincategories:

Schoolprogramming Communityservices/partnerships Properties Schoolboundaries


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Section4-MeetingSummariesbySchool

Thefollowingsectionincludessummariesofthe10consultationmeetingsorganizedby

school.Thesummariesarebasedonnotestakenateachmeetingandanyfeedback

fromnotespostedonstoryboards.Thecommentformscompletedforeachschoolwere

alsoanalyzedtoidentifythemostcommonthemesintheresponses.Inadditionto

concernsaboutthepotentialschoolclosures,peoplealsoprovidedideasthatcouldbe

undertakentogenerateadditionalrevenueorfundingfortheschools.

CarletonElementaryPublicMeetings

October25,2010

Bythenumbers

Attendeeswhochecked-in: 389+children

Speakers: 39

Keypointsfromspeakers

114-yearhistory,heritagebuilding Diverseculture,largeimmigrantpopulation Morehousingdevelopmentsarecoming,leadingtohigherenrolment Concernaboutlongertraveldistancetootherschoolsbystudentsand

grandparents

Concernsaboutcrossingbusyroadstoreachotherschools(e.g.Kingsway,Joyce,41stStreetorRupert)

StanduptotheProvincialgovernment Convenientlocation Childrenwithdisabilitiesshouldnotbemoved Impactonlocalbusinesscommunity Languageinstructionforchildrenandadultsveryimportanttocommunity Increaseincrimeifbuildingisempty Parentswillsendtheirchildrento:privateschool,Burnaby,homeschool Pickingonschoolsontheeastside Confusionaboutcatchmentboundaries Seismicconditionofbuilding


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Commonissuesraisedbyspeakers

Istheschoolbeingconsideredforclosurebecauseofthecostofseismicupgrades?

Whatsgoingtohappentotheland? Whichschoolwillmychildattend?Fearthatotherschoolswillbefull,splitup

siblings.

WhataretheprioritiesfortheVSB? Whataretheplansforfutureshortfalls? IsWeirfull? Whowilltakecareoftheheritagebuildingafterclosure? Areyouclosingtheschoolbecauseoftheresponsibilityofmaintainingaheritage

building?

Howlongwillthepropertybevacant? Wherewilltheteachersgo? Enoughseatsforstudentsforcedtoleave? Whydidtheconsultationmeetinghappenonlyaftertheannouncement? WhatistheannualMinistryofEducationbudgetforeducationinBC? WhydidCollingwoodopen?Ourenrolmentsufferedafter2000. Whatissourceof2019projectionsandhowreliableisitindeterminingclosure? Wouldtheboundarychangesaffectthecurrentschoolspopulationsaswell? Norquayhas560studentsandyouthinktheyshouldtakemore? WherewillCollingwoodkidsfrom4-7go? WhyarewenottacklingtheProvincialbudgettoincreasefunding? WhydontyoucloseMacCorkindale-Enrolmentonly240butsurplus248?

November2,2010

Bythenumbers


Speakers: 39

Keypointsfromspeakers:

Carletonhasrepeatedlybeenpromisedseismicupgradeswhichhaveneveroccurred

Studentswillmisstheirfriendsandlosetheirsenseofbelonging

Studentswillmisstheirteachers Localbusinesseswillmissthebusinessthattheschoolgenerates Localbusinessessponsorschoolactivities Theschoolisafamily Concernedaboutovercrowdingatneighbouringschools Schoolsoperatingatmaximumcapacityarenotefficient Futureenrolmentwillincrease,considertheWallDevelopment NotacceptabletosendCarletonstudentstosevendifferentschools


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Itsaheritagebuilding Closingtheschoolwillnotresultinfinancialsavings Strongmusicprogram 114-yearhistory,heritagebuilding Convenientlocation Thebudgetcutsarethefaultoftheprovincialgovernment Impactofclosureonimmigrantfamilies

Commonissuesraisedbyspeakers:

WillVSBfundbustransportationtotheotherschools? Ifclosed,whatwillhappentothebuilding? WhatisthestructurewithintheBoardtoaddresstheideas/solutionsthat

peoplearepresenting?

Wherewillthestudentsgotoschool?

CarletonElementaryCommentForms

Intotal,230commentformswerespecifictoCarletonElementary.

Topthemesfromcommentforms:

Dontcloseourschool Heritageoftheschool Distancetootherschools Stressonstudents Nearbyschoolsarefull

Somequotesfromcommentforms:

Itisahistoricallandmarkprecioustothiscommunity Ijustwantthetrusteestoconsiderhowmanychildrenwouldnotbeabletowalk

assafelytoschooliftheyhavetocrossabusystreetsuchasKingswayorJoyce.

ManyoftheCarletonkidsarewalkedtoschoolbyelderlygrandparents.Thiswill

betoofarformanytowalk.

Whereismychildsstabilityintheeducationsystem? TheclosestschooltoCarletonisWeirandWeironlyhaslessthan30spotsleft.

400kidsto30spotsisnotareasonableratio.

Ifwegotoanotherlocation,itisnotsafeandwehavetospendtransportationcost,itisaburdenonourlowincomebudget

IbelieveCarletonisbeingtargetedbecauseoftheenormouscostthatitsseismicupgradewillinvolve.ThiswassomethingpromisedatCarletoninthe2004-05

schoolyearwearestillwaiting.


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IdeasGeneratedforCarletonElementary

Inadditiontoconcernsaboutthepotentialschoolclosures,peoplealsoprovidedideas


Mainideasinclude:

Schoolprogrammingo DesignateCarletonasafineartsfocusedschool

Communityservices/partnershipso PartnerwiththeCollingwoodLibrary,whichisinneedofexpansion,to

creategreaterefficiencyofspace

o CreateapartnershipwithGreenThumbtheatreo Allowhealthyadsonbuilding(i.e.CarletonsgymfacesKingsway)

Propertyo Recommendpartialseismicupgradeso Selltheupperplaygroundo Sellthenorthfieldforadditionalfunding

Boundarieso RedrawWeirscatchmentareatogiveCarletonafewofWeirscityblockso ConsiderthenaturalboundariesoftheareatoestablishCarletons

catchment

Summary

AnyconsiderationforthepermanentclosureofCarletonshouldincludeacareful

considerationoftheschoolsheritagevalue,itscentralitytothecommunity,andthe

widespreadimpactofastudentpopulationifaclosureproceeded.Inaddition,itisa

significantfactorthatthebuildingisamongthehighestseismicprioritiesinVancouver.

Untilaseismicprojectiscompleted,studentsandstaffremainatriskinthecaseofa

significantearthquake.


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18

ChamplainHeightsAnnexPublicMeetings

October26,2010

Bythenumbers


Speakers: 20


Excellentsupportforspecialneedsstudentsattheannex Childrenreceiveahigherqualityofeducationatsmallerschools ConcernsaboutwalkingdistancetoChamplainHeightsElementary Iftheannexisclosed,someparentswouldchoosetheneighbouringschoolin

BurnabyoverChamplainHeightsElementary

Theannexhasalreadybeenseismicallyupgraded


NewdevelopmentinEastFraserLandswillresultinanincreasingstudentpopulationinthenext4-5years,wherewillthesechildrengotoschool?

WhatwilltheBoarddowhenyouhavetospendmoremoneyreopeningschoolsinthefuturewhenenrolmentincreases?

Isthereaguaranteethatthelandwillnotbedevelopedinthefuture? Isthereaplantomorefundamentallyreorganizetheschooldistrictsystemby

amalgamatingunder-capacitymainschools?(e.g.therearethreeunder-capacity

elementaryschoolsinthesoutheast/ChamplainHeightsneighbourhood)

WhyarealltheschoolsconsideredforclosureinEastVancouver? Ifclosed,whowilltakeownershipoftheproperty?(concernedaboutvandalism) Whydoesnttheprovincialgovernmenttransfersufficientfundstotheschool

districttocoverthenecessarycosts?Ifthegovernmentnegotiatesthewagesof

employees,whydonttheycoverthecostsofthepaycheques?

Ifclosed,whatdoyouintendtodowiththeschoolandproperty?

November3,2010

Bythenumbers

Attendeeswhochecked-in: 132+childrenSpeakers: 27


BusinesscaseforChamplainclosuredoesnotmakesense Ifclosed,31familieswouldsendtheirchildrentoaBurnabyschool,resultingin

lessfundingforVancouver


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Annexescreateauniquelearningenvironment Theschoolistheheartofthecommunity OneoffewVancouverneighbourhoodsthathasaffordablehousing VSBisnotencouragingfamiliestostayinthisneighbourhood Concernedaboutdistance/terraintootherschools Provincialgovernmenttoblameforlackoffunding Willcostmoremoneytoreopentheannexinthefuture Concernedaboutthevisualimpactofboardinguptheschool Impactofclosureonspecialneedschildren Closingtheschoolwillnegativelyimpactpropertyvalues


WherewillthechildrenfromthefutureEastFraserLandsdevelopmentgotoschool?

WhatwillitcostVSBtoinsuretheemptybuilding? Howmuchdoesthesummerschoolprogramcost?

ChamplainHeightsAnnexCommentForms

Intotal,42commentformswerespecifictoChamplainHeightsAnnex.


Dontcloseourschool Benefitsofasmallschool Distancetootherschools ValueofStrongStartprogram SupportforspecialneedschildrenSomequotesfromcommentforms:

ThekidsfeelsafeinChamplainAnnex.Theschooldoesnotneedtobeseismicallyupgradedliketheotherschools.WhenEastFraserLandsare

developed,thosekidswillneedtogotoChamplainAnnex.

ManypeoplecometotheAnnexfromdownthehill.ThereisnobusthatwouldtakethemfromMarineDrivetotheMainSchool;thewalkwillbetoolong.

Asasinglemom,theAnnexhasprovidedmychildrenwithstability,astrongsenseofcommunity,aswellasasafeplacetogrowandlearn

Mysonhassufferedfromseparationanxietyandhasjustrecentlystartedtoenjoyit.Hesnotusedtobeingaroundalotofpeople,andhavinghiminalarger

schoolrightnowwouldbeverydifficult.

DistancetoChamplainMainSchoolistoofar.Howcanyoutelllow-incomefamiliestheymustincurtheextraexpenseofbussingordrivingchildrento

school?


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IdeasGeneratedforChamplainHeightsAnnex



Mainideasincluded:

Schoolprogrammingo EstablishtheannexasaflagshipschoolfortheSmartBoardtechnology

Communityservices/partnershipso Establishrelationshipswithcommunitypartnerso Useemptyclassroomsforadulteducationandotherprogramstomake

money

Propertyo Leasethenortheastcornerasarevenuestreamtosupporttheoperation

costsoftheschool,includedaycare,retailandsocialhousing

Summary

Throughthepublicconsultationprocess,theBoardheardthatChamplainHeightsAnnex

isofgreatvaluetothelocalcommunity.Parentsspokeoftheefficacyinhavingasmall

neighbourhoodschoolandexpressedconcernsthatshouldtheschoolcloseparentsmay

optfortheirchildrentoattendschoolinnearbyBurnaby.Throughtheconsultation

process,theBoardalsoheardthevalueofdaycareandtheconcernsfordistancestobe

walkedtoanewschoolshouldaclosureoccur.Therewassomeuncertaintyaboutthe

lengthoftimethattheschoolwouldremainclosedgivenpotentialdevelopmentofthe

EastFraserlands.


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21

MacdonaldElementaryPublicMeetings

October27,2010

Bythenumbers


Speakers: 27


Keepingtheschoolopenisaninvestmentinthecommunity Theschoolsupportsmorethanthestudents;itsupportsthecommunityasa

whole;itsaplacepeoplecomeforhelp

Safetyconcernswithtravellingtotheotherschoolsthatarefurtheraway Theteachersworkwithandsupporttheparentsofspecialneedsstudents Smallerclasseshelpsupportthespecialneedsstudents Theinner-cityschoolprograms(i.e.breakfast/lunch,Aboriginaleducation)must

becontinued

Concernoverincreasingdrop-outrate Concernaboutstudentsbecominginvolvedwithdrugsandcrime Theamountsavedbyclosingtheschoolissosmall,itdoesntmakeitworthwhile Mostparentsdonothavecars,whichmakestravellingfurthertootherschools

difficult

LosingtheschoolwouldcompromisetheopportunitiesforFirstNationsstudents Studentsneedstability


Whatwillhappentothespecialneedsstudents? Willthebreakfast/lunchprogrambeprovidedatotherschools? Whowantstheschool?Areyouplanningtosellit? Thereiscurrentlyababyboominthearea,areyouconsideringthatinfuture

enrolment?

Howcanwebeassuredthattheinner-cityprogramswillbecontinuedatotherschools?

Howmuchmoneydoessupportedchilddevelopmentget? Howmuchdidthereport,storyboardsandhandoutsatthemeetingcost? Property

o RelocatetheVSBsAboriginalEducationdepartmenttoMacdonaldtosavemoneyonofficespace

o Useemptyclassroomsforadulteducationandotherprogramstomakemoney

o Rentouttheparkinglots


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November4,2010

Bythenumbers


Speakers: 37


ValueofAboriginalcultureattheschool DispersedAboriginalstudentswillbeathigherrisk ClosingtheschoolgoesagainsttheAboriginalEnhancementAgreement Catchmentareashouldbelargertoattractmorestudents Concernedaboutimpactonspecialneedschildren Theschoolisahometothestudents Concernedaboutmaintainingthebreakfastandlunchprograms Concernedaboutdistancetootherschoolsandsafetyofchildren Concernedstudentswontgetenoughsupportatlargerschools OpportunitytopartnerwithlocalAboriginalgroupswhohaveaccesstofunding


Wheredoesthefundinggothatyoureceive? Hasanyotherdistrictclosedaninnercityschool?Isthereastudyonthis? Couldaproposalbepreparedforournewgovernmenttodeferthisdecision

untilabetterplancanbedrafted?

Howwillyouensurethatthespecialneedsstudentsreceivethesamelevelofcareatotherschools?

MacdonaldElementaryCommentForms

Intotal,42commentformswerespecifictoMacdonaldElementary.

Topthemesfromcommentforms

Dontcloseourschool Stableenvironmentforstudents Safetyanddistancetootherschools FistNationssupport Breakfast/lunchprogram

Somequotesfromcommentforms

Schoolscreatecommunitynotjustforthestudentswhoattendtheschool,butfortheirfamiliesaswell.Closingthisschoolwouldfractureaveryvibrant

community.Itisalsoveryimportanttonotethatthisschoolisinoneofthe


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23

poorestneighbourhoodsinVancouverandishometomanyatriskkids.These

kidsneedthestabilityandprotectionthattheircommunityschoolprovides.

Thisschoolismorethanjustaplaceoflearning;itisacommunityhub.Itbringsallourmemberstogether.

Please,thinkhardaboutthevulnerablekids.Thereareahighnumberofthemlivingnearbywhoneedthisschool.

Thefederalandprovincialgovernmentshavealegalobligationtotakecare/assistAboriginalsundertheAboriginalAgreement.

Itiseasierforustowalktoschool.Wewillfinditdifficulttotravelbybustoschool.

Mychildwillhavetowalkacrossbusystreets.Idonotfeelshewillbeassafeorprosperasmuchinalargerschool.Macdonaldislikefamily.

IdeasGeneratedforMacdonaldElementary



Mainideasincluded:

Schoolprogrammingo Bringinadditionalprogramstotheschooltoattractmorestudentso Movethepreschoolsintotheschoolso PromoteMacdonaldasaschoolsforkidswithanxiety

Communityservices/partnershipso Addacommunitycentretotheschoolo Partnerwithuniversitiesintheareao Partnerwiththecityonaffordablehousingagreementso HostanAboriginalforumontheimpactsofthecutsonourmost

vulnerablepeople

Summary

Throughthepublicconsultation,theBoardheardofMacdonaldElementarySchools

importanceasastabilizingentityinacommunitythatfacesmanychallenges.Thereisa

significantpercentageofAboriginalpopulationattheschoolandthecommunity

expressedawillingnesstoworktogetherwiththeBoardofEducationtokeeptheschool

openandtoenhanceitsprominenceasaplaceoflearningwithafocusonAboriginal

learners.


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24

McBrideAnnexPublicMeetings

October28,2010

Bythenumbers

Attendeeswhochecked-in: 38(nochildren)

Speakers: 8


FraseristhenewMainStreet(akaFraserhood)majorgrowthwillimpactfutureenrolment

Concernofcrimeandproblemsonschoolgrounds $170,000isjustadropinthebucket Itsadonedeal Burdenofcomingupwithanswershasshiftedtotheparents Needotheroptionstogeneraterevenue Feelingofdisappointmentandthattheresasystemicproblem Wehaveoneofthehighestvulnerabilitystatisticsandcrimeratesinthecity


Whatwillhappentotheschool? OtherannexesgouptoGrade4.WhynotMcBride? WhyisnttheBoardresponsibleforcomingupwithanswers? Whatsgoingtohappentothebuildingiftheschoolisclosed?

o Temporaryclosurevs.tear-downisverydifferent Ifschoolstays,is$5,000forsecurityenough?Whatisthebasisforthisnumber?

Whatlevelofsecuritywoulditprovide?

Ifourstudentsgotoanewschool,willtheytakespacesfrom(ordisplace)studentswhoarenotinthecatchment?

WillthereberoominthenewschoolfortheReadySetLearnprogram? Whatwillhappeniftheresjuniorkindergarten?Howwillitimpactenrolment?

Andclasssize?

WhyisTyeeover-enrolled? Ifweletthemcloseourschoolthisyear,whatwillthey(Province)dotousnext

year?


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November8,2010

Bythenumbers

Attendeeswhochecked-in: 78

Speakers: 18


Mainschoolcannotaccommodateallofthestudentsfromtheannex Populationgrowthintheneighbourhoodisoccurringandwillcontinuetogrow Uneconomicandshort-sightedtoclosetheannex Childrenwithspecialneedsthriveattheannex Strongcommunity/schoolspirit Needtooffermorealternativeschoolstokeeppeopleinthepublicsystem Concernedabouttheimpactofcrossboundaryenrolmentandtheabilityof

youngersiblingstofollowoldergrandfatheredstudents

ModularclassroomatMcBrideElementarywillbemorecostlythankeepingtheannexopen

Valuethesmallschoolsize Vacantschoolcouldleadtoincreasedcrime


WhenwilltheBoardreachitsfinaldecision? Willyounotifytheparentsbyletteraftertheannexisclosed? Iftheannexisclosed,willthebudgetgotothemainschool? Isitreasonableaccommodationiftheyoungersiblingsofgrandfathered

studentsatthemainschoolcantattendbecauseofovercrowdingduetothe

annexstudents?

McBrideAnnexCommentForms

Intotal,20commentformswerespecifictoMcBrideAnnex.


Dontcloseourschool Benefitsofasmallschool Distancetootherschools OvercrowdingatMcBrideElementary Increaseincrime/vandalismifschoolisclosed


EverystudentatMcBrideisunique.Themagicthathappenseverydayatourschoolisunique.Ourmulticulturaltapestryisunique.Ourrelationshipsare

unique.


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Thereisarealfearinthecommunitythatitwillbecomeasparktoincreasegeneralpropertyandviolentcrimeifclosed

Thisisaboomingarea!Therearesomanyyoungkidsaround.Theschoolwilldefinitelygrowinthenextfewyears.

Weareworriedaboutourkindergartenerfeelingsmall,lostandlonelyinsuchalargeschool(McBrideElementary).Alsoworriedabouttheolderkidsinfluenceonour5and7yearolds.

MymainconcernisthatbyclosingMcBrideAnnex,wewouldbeoverfillingMcBrideMain.McBrideMaincannotholdalloftheAnnexkidstherewillbean

overflowofatleast20kids.

IdeasGeneratedforChamplainHeightsAnnex



Mainideasincluded:

Schoolprogrammingo CreatetheEdibleSchoolYardprogram(www.edibleschoolyard.org)o Tagalogimmersiono Marketthepublicsystemtohelppromoteourschoolo AddMontessoriprogramso IncorporateReady,Set,Learn,MotherGoose,andseniors

programmingtoincreasefunding

Communityservices/partnershipso Openadaycarewhichwillhelpalleviatewaitlistissueso UBCsCommunityServiceLearningUBCstudentsfromallfaculties

wouldbeencouragedtoshareknowledgeandskillswhilefulfillingtheir

practicumrequirements

o PartnerwithMulticulturalHelpingHousetobecomeacentrefornewrefugeesandimmigrants

Propertyo Rentthefacilities

Summary

Throughthepublicconsultationprocess,theBoardheardabouttheimportanceof

McBrideasasmall,welcomingprimaryschool.Thereweremanyconcernsexpressed

aboutwhatwouldhappentothesiteshouldtheschoolbeclosedasthismayinvite

vandalismandothercriminalactivity.Someparentswhohavecross-boundaryenrolled

toMcBridewereconcernedabouttheabilityfortheirchildrentoremainwithpeers

shouldtheschoolcloseandthepopulationbedispersedtomultiplecatchmentschools.


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QueenAlexandraElementaryPublicMeetings

November1,2010

Bythenumbers


Speakers: 36


Stabilityiscentraltothesuccessofchildren Manyparentsdonthavecarstodrivetoschoolsfurtheraway Toofarforgrandparentstowalkwithchildrentoschoolsfurtheraway Concernsaboutsafetytravelingto/fromschool Parentscantaffordbusfaretoreachschoolsfurtheraway Closurewouldimpactspecialneedschildrenthemost Theschoolprogramsareintegraltochilddevelopment Needtomaintainthedaycare Westandwithyouinsayingnototheprovincialgovernment YouneedtohonourtheAboriginalEnhancementAgreement Valuethebreakfastprogram Valuethesportsprograms KidSafeprogrammustbemaintained Historicalvalueoftheschool


WherewillthechildrengowhoattendthedaycareandStrongStart? Whataboutthesafetyofchildrengoingfurthertoschool?CrossingBroadway? Willtherebebusestotransportthechildrentonewschools? Whatwillhappentothestaffandchildrensbelongings? HowcanwegetthesamemusicprogrammingatQAEattheotherschools? Areyougoingtoinformthemothersfromourtransitionhousesthattheyhave

furthertotravelwiththeirchildren?

Arethereotheroptionslikerentingtheschool,fundraisersorbecomingabusinesscentre?

Canwebecreativewiththesite? WhatwillVSBdowiththeschoolifitsclosed? WhyQAEinsteadofGrandviewElementary? IfeveryonefromQAEwantedtogotoaschoollikeLauraSecord,willtherebe

enoughroomforeveryone?

WhyareallthepotentialclosuresinEastVancouver? HaveyoudiscussedpossibleuseswiththeVCCKingEdwardCampus? Whataretheplansfor5/10yearsinthefuture?


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November9,2010

Bythenumbers

Attendeeswhochecked-in: 161+childrenSpeakers: 34


Makeitafineartsschooltoincreaseenrolment(DistrictMulticulturalFineArtsSchool)

Convenientlocation Needtovaluethebenefitsofsmallschools Valuetheschoolsprograms(breakfast/lunch,daycare,SarahMcLachlanMusic

Outreachprogram,dramadepartment,gardenprogram,KidSafe)

Concernedaboutdistancetootherschools ConcernedaboutovercrowdingattheotherschoolsifQAEisclosed Mostfamiliesdonothavecarsandbusfarewillbeexpensive Safetyconcernsaroundclosedschool Concernedaboutlackofdaycarespacesatotherschools

Commonissueraisedbyspeakers:

Whataretheadditionalcoststotheschoolstakingstudentsfromtheclosedschools?

QueenAlexandraElementaryCommentForms

Intotal,58commentformswerespecifictoQueenAlexandraElementary.


Dontcloseourschool Distancetootherschools Heritagebuildingthatshouldbepreserved Theschoolisasecondhometoourchildren Daycare


IfQAEisclosed,thenVancouverwillloseavaluableheritage ForthestudentsofQueenAlexandtheirfamiliesQAissomuchmorethana

school.Itisthestableenvironment,thesafetynet,thesecureplace,the

supportaswellastheproviderofeducation,whichistheonlytruechanceat

equalitymostofthesekidshave.

Thecommunityisalow-incomecommunity.Additionalbusfarewillpushfamiliesmoretowardsthepovertyline.


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Willaffectthelow-incomestudents/childcarepopulation,themostvulnerablepopulation

Beingalow-incomeneighbourhoodQAisoneofthefewstableinfluencesmanyofthesechildrenhave

QAEisveryconvenientbecausetheyprovidebreakfast/childcaresince7:00am,sotheparentsaremoreateasewhentheyhavetogotoworkearlyinthemorning

IdeasGeneratedforQueenAlexandraElementary



Mainideasincluded:

Schoolprogrammingo MakeQAEaMulticulturalFineArtsschool

Communityservices/partnershipso CedarCottageNeighbourhoodHouseiswillingtobeapartnerinfinding

solutionstohelpkeeptheschoolopen

o Usetheschoolforseniorcitizenprogramsordaycare Property

o Costcuttingprogramsliketurningoffunusedlights

Summary

ThroughthepublicconsultationprocesstheBoardheardabouttheeffectivenessof

QueenAlexandraasaschoolanditsdiversityofprograms.Therewasadeeplyheld

cultureofacceptanceofallchildrenandafocusonsupportforAboriginallearners.

Thereisamulti-layeredfocusintheschoolonthevalueoftheartsandthestaffwork

cohesivelytointegratetheartsintoprograms.TherewasaproposalmadetotheBoard

toconsidertheschoolbeingadistrictFineArtsSchoolasawaytoexpandupontheir

existingprogramsandtodrawstudentsasameanstoincreaseenrolment.


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SummaryofPublicmeetingsbyschool

PursuanttotheVancouverBoardofEducationSchoolClosurepolicyandregulations(FLandFL-

R),districtfacilitiesshouldberegularlyreviewedandassessedtoensuredistrictresourcesare

beingutilizedforefficientandeffectivedeliveryofeducationalprogramsandservices.Schools

maybeconsideredforclosurewhensuchanassessment:

a) Identifiesthatthestudentscouldreasonablybeaccommodatedinotherlocalschools,b) Thosestudentscanbeprovidedwithaccesstoappropriateeducationalprograms

CarletonElementarySchool

WithrespecttoCarletonElementarySchool,bothcriteriacanbemet.Inthecaseof

Carleton,thedistributionofthestudentpopulationtoupto7otherschoolsmakesfora

verycomplextransition.TheseismicissuesatCarletonremainofsignificantconcern.

IftheBoardchoosestoretainCarleton,thenconsiderableeffortsneedtobemadeto

seekrapidseismicupgradetothefacility.ThisschoolwouldbeanidealsitetoestablishaNeighbourhoodLearningCentre.

ChamplainHeightsAnnexSchool

WithrespecttoChamplainHeightsAnnex,bothcriteriacanbemet.However,ifthe

BoardchoosestoretainChamplainHeights,theneffortsshouldbemadetoseekoptions

forearlylearningandchildcareandothercommunityservicestosupporttheschooland

surroundingcommunity.Thisschoolalsohasastrengthintheuseoftechnology.This

couldbeexpandedandbroadenedasademonstrationschool.

MacdonaldElementarySchool

WithrespecttoMacdonaldElementarySchool,bothcriteriacanbemet.Onlyonethirdofstudentsincatchmentattendtheschooland,yettheschooliscentraltothe

Aboriginalcommunity.IftheBoardchoosestoretainMacdonaldElementary,then

effortsshouldbeginimmediatelytoworkwiththeAboriginalcommunitytodevelopand

implementastrategicvisionforthefutureofMacdonaldwithanexplicitplanto

improveenrolmentwithintheschoolscurrentcatchmentarea.

McBrideAnnexSchool

WithrespecttoMcBrideAnnex,bothcriteriacanbemet.However,iftheBoardchooses

toretainMcBride,theneffortsshouldbemadetoseekoptionsforearlylearningand

childcareandothercommunityservicestosupporttheschoolandsurrounding

community.

QueenAlexandraElementarySchool

WithrespecttoQueenAlexandraElementarySchool,bothcriteriacanbemet.

However,iftheBoardchoosestoretainQueenAlexandraElementary,thentheschool

shouldworkwiththecommunitytodevelopamulti-culturalfocusonpersonalized,

project-basedlearningthroughtheFineArts.


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Otherinformation

Commentsrequiringfurtherclarification:

TheBoarddoesnothavelocaltaxationauthorityandsomustdependongovernmentfundingthroughperstudentgrantsandseekalternatesourcesofrevenuetoaugmentprovincialfunding.

TheBoardhasnodirectrelationshipwiththeCityofVancouverandsothereforecannotdependonthecitytocontributefundsdirectlytoouroperatingbudgets.

TheBoardhasnodirectsayoverprovinciallydeterminedgovernmentpriorities.

TheBoardcannotsellpropertyorenterintolong-termleases(over10years),withouttheexpresspermissionoftheMinisterofEducation.

IftheBoardweretocloseschools,staffwouldbeabletopostintojobsacrossthedistrictdependingontheirqualificationsandlevelofseniority.

Savingsontheschoolclosuresunderconsiderationatthistimeareminimalrelativetotheoverallprojectedbudgetshortfall.However,thepredictedcost

savingsareannualandsoovertime,consolidatingbuildingsandprogramscan

resultinsubstantivesavings.

Therearecostsinclosingaschool.Basicmaintenanceandminimalutilitycosts,non-financialcoststothecommunityandthepotentialforgreaterareasofcrime

andvandalismarereal.Atthesametimetherearepotentialrevenuestreams

throughthecommunityuseofemptybuildings.Therearealsopotentialsavings

forthelargercommunitybymaximizingtheuseofavailablespacethroughthe

co-locationofcommunityservices.

CapitalfundingtoseismicallyupgradeandrenovatebuildingsisdeterminedbytheProvinceandnotbytheschooldistrict.Vancouverhasadisproportionate

numberofschoolbuildingsthatareconsideredtobeatahighlevelofseismic

risk.

Over92%oftheschooldistrictbudgetisusedforsalariesandbenefits.Mostofthesecostsarecontractualobligations.

Collectivebargainingforcostitemsincontractsislargelyprovinciallynegotiated.

Thereremainssomeuncertaintywithregardtotheprovincialgovernmentearlylearningagendainsupportingtheinclusionof3and4yearoldsinschools.

TheprovincialgovernmentismovingforwardwithplanstoencourageNeighbourhoodLearningCentres.


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Independentschoolenrolmenttrends

ThefollowingtablecomparesVBEandIndependentstudentenrolmentfrom1999to

2006.InpreparationfortheEFRconsultationprocess,thedistrictcommissioneda

specialenrolmentstudyonindependentschools.TheconsultantwasgrantedMinistry

permission(in2007)toaccessindependentschoolstudentrecordsandthengeo-code

therecordstodeterminehowmanyofthestudentsattendingindependentschools

locatedinVancouveractuallyresideinVancouver.Theresultsofthisspecialstudy

indicatedthattheVBEretainsapproximately84%ofelementarystudents(K-Gr.7)

residingwithintheschooldistrict.

Year VBEelementary

school

enrolment(K-7)

Independent

school

enrolmentin

Vancouver

Combinedtotal

Enrolment

VBE+

Independent

schoolsin

Vancouver

Percentof

students

attendingVBE

publicschools

1999 32,488 5,569 38,057 85.4%

2000 32,728 5,678 38,406 85.2%

2001 32,545 5,824 38,369 84.8%

2002 32,248 5,956 38,204 84.4%

2003 31,947 6,003 37,950 84.2%

2004 31,859 5,927 37,786 84.3%

2005 31,746 6,096 37,842 83.9%

2006 31,257 6,228 37,485 83.4%

Source:MinistryofEducation(2007)

Overthe1999to2006timeframe,VBEelementaryenrolmentdeclinedby1,231

studentswhereasIndependentstudentenrolmentincreasedby659.Althoughthe

contextofindividualdecision-makingregardingschoolchoiceisnotknown,itseems

reasonabletoconcludethatIndependentschoolshaveenrolledsomestudentsthat

mighthavetypicallyattendedaVBEschool.However,basedonthesedata,

independentschoolgrowthwouldnotfullyaccountforthedeclineinVBEenrolment

overthistimeperiod.

Overallstudentenrolment,byindependentschool,isreportedontheMinistryof

Educationwebsite.Manyindependentschoolsdrawfromawidegeographicalarea.

TheMinistryretainsstrictcontroloverIndependentstudentrecords.Therefore,theVBEdoesnothavetheabilitytoconductanalysisonspecificcatchments.


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Independentsurveydata

Theinvolvementofparentsandcommunityateachofthepublicconsultationmeetings

generallyreflectedthesizeoftheschoolpopulations.Itwasdeterminedthatfurther

inputwasneededfromthewiderVancouvercommunitysinceanydecisiontocloseor

notcloseaschoolhasimplicationsacrossthecity.Mostparticipantsattheschool

closuremeetingswerefromtheimmediateschoolcommunityunderconsiderationfor

closure.

Atotalof500telephoneinterviewswereconductedbyIpsosReidwitharandomly

selectedrepresentativesampleofVancouverresidentsaged18yearsorolder(91%

wereage25andolder).AllinterviewswereconductedbetweenNovember12and18,

2010.InterviewingwasconductedinEnglishandChinese.Toensureappropriate

representationfromkeydemographicsegments,quotasweresetbygender,age,and

areaofthecity.Quotaswerealsosettoensurethatmorethan100interviewswere

conductedwiththosewhohavechildrenattendingaKindergartentoGrade12schoolin

theCityofVancouver.Thefinaldatawasweightedtoensurethatthesamplesage/genderandneighbourhooddistributionreflectsthatoftheactualpopulationin

Vancouveraccordingtothe2006Census.Overallresultsareaccuratetowithin4.4

percentagepoints,19timesoutof20.Themarginoferrorwillbelargerforsample

subgroups.

90%ofrespondentshavechildrenattendingapublicschoolinVancouver 68%ofrespondentshavechildrenattendinganelementaryschoolinVancouver 52%ofrespondentsliveontheEastsideofVancouver(48%areWestside

residents)

62%ofrespondentshavelivedinVancouverfor15yearsorlonger

Thesurveyresultsaresummarizedasfollows:

76%ofrespondentswereawareofthebudgetarysituation 37%supportclosureand55%opposeclosure(somewhatorstrongly) 41%supportclosuretosavemoney/helpbalancethebudget 40%supportclosureduetolowenrolmentatschoolsslatedforpotentialclosure

----

32%donotsupportclosurebecauseofthedistancestudentswillneedtotraveltoattendnewschool

17%donotsupportclosurebecausethereshouldbearevisionoffundingstructuresinsteadofclosingschools

15%donotsupportclosurebecauseofthebeliefthatclosingschoolscausesovercrowdinginotherschools

13%donotsupportclosurebecauseofthebeliefthatschoolsareimportanttoaneighborhood/community


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34

48%prefertheVancouverBoardofEducationcloseschoolsversusmakingcutstoschoolstaff,resources,andprogramsinordertomakeupforthebudget

shortfall

32%prefertheVancouverBoardofEducationmakecutstoschoolstaff,resources,andprogramsinversusclosingschoolsinordertomakeupforthe

budgetshortfall

----

59%feelthatschoolsizeisofsignificantimportanceforstudentlearning Themeanoptimumnumberofstudentsforanelementaryschoolis371 Themeanminimumnumberofstudentsforanelementaryschoolis224 Themeanmaximumnumberofstudentsforanelementaryschoolis630 7%feelthattheoptimumnumberofstudentsforanelementaryschoolisless

than200

54%ofrespondentsfeelthatthemaximumdistanceachildshouldhavetotraveltoattendtheirneighbourhoodelementaryschoolislessthan2Km 62%ofrespondentsfeelthatthecurrentlevelofpublicschoolfundingprovided

bytheprovincialgovernmentistoolittle

EarlyLearninginBritishColumbia

Thereislittledebateaboutthevalueofqualityearlylearningprogramsinthe

developmentofaprosperoussociety.Throughouttheschoolclosureprocess,callsfor

qualitychildcarewereheardnotonlyasattractiveadditionstoschools,butasessential

partsofstimulatingvibrantcommunities.ThegovernmentofBritishColumbiahasrepeatedlysentveryclearsignalsthatschoolingforthreeandfouryearoldsisavery

strongdesire.TheintroductionoffulldayKindergartenandtheexpansionofStrongStart

programsaretwoexamplesofagovernmentcommitmentthatincludesfurther

expansiontoearlylearning.

Ifthreeandfouryearoldsweretobeaccommodatedinourschools,assignaledbythe

February2010ProvincialThroneSpeech,thiswouldplaceanadditionalrequirementfor

space.In2009-2010,theschooldistricthadapproximately3,500studentsin

Kindergarten.Iftherewereaprovincialrequirementtoprovideservicesfor3and4year

olds,thiswouldaddaneedfor7,000seatsinVancouverSchoolDistrict.Whiletherehasbeennoclearprovincialdirection,thedistrictneedstoplanforthepotentialof

significantlyexpandingourearlylearninginitiatives.


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Personalized21stCenturyLearning

TheMinistryofEducationhasclearlyindicatedthatitistimeforsignificantchangeto

theschoolsystem.Theimpactofglobalization,technology,andchangingdemographics

iscausingleadersinallsectorstore-thinkhowstudentscanbepreparedforarapidlythischangingsociety.StudentseducatedinBCarecompetingwithstudentsfrom

aroundtheglobeforcareers.Technologyisprovidingunprecedentedaccessto

information.Theroleoftheschoolandtheteacherisshiftingfromaplaceandsite

whereinformationispassedtothestudenttoaplacewhereteacherexpertsguide,

provideaccessanddevelopcriticalthinkingandproblemsolvingskillsinsupportof

project-basedlearningdesignedtodeveloparangeoflearnercompetencies.

Childrenlearnbestwhentheypursuetheirpassionsandarepermittedtoexplorenew

ideas,investigatephenomena,andcreatewiththeirhandsandminds.Thisgoestothe

fundamentalprinciplesofourpublicschoolsystem:

Learningrequirestheactiveparticipationofthestudent Peoplelearninavarietyofwaysandatdifferentrates;and Learningisbothanindividualandagroupprocess.

Thepressureslistedabovearecausinganeedtoreconsiderhowwedefineschoolsand

understandteachingandlearning.Ourschoolsneedtoblurtheboundariesbetweenthe

home,schoolandcommunityandtoreachoutandvaluelearningthattakesplaceina

widerangeofsituationsandlocations.

The21stcenturylearningagendahassomepowerfulimplicationsfortheVancouver

SchoolDistrict.Ifwearetoreshapewhatwemeanbyschooling,teaching,andlearning,

thenweneedtogivestrongconsiderationtohowweviewthenatureofschoolandhow

wecanmoveclosertoourcommunitiesintermsofofferingschoolprograms.

Weneedtohelpprepareouryounglearnersforthischangingglobalcommunity.Our

studentsneedtobehighlycreative,strongcommunicators,goodproblemsolvers,

informeddecision-makers,andhavewelldevelopedresearchandinquiryskills.They

mustbefullyengagedindeep,personalizedlearningexperiencessothattheyare

acquiringtheseessentialskillsandbeactiveparticipantsinthisnewlyemerging

knowledgesociety.Studentsmustbereadytoenterpostsecondaryeducationprograms

inordertofurtherenhancetheseattributes.Theymustbewellpreparedforexcitingnewemploymentopportunitiesandreadytocontributetoandcompeteinthisrapidly

evolvingandhighlytechnicalworld.

Learningformanystudentsdoesnotcomefromatextbookorfromaclassroomlecture.

Handson,self-directed,butfacilitated,problem-basedlearningiswhattrulyengages

ourstudents.Itinspiresthemtowanttolearnmore.Itsparks,motivatesandfeedstheir

imaginationandcreativity.Itignitestheirpassionandintrinsicmotivationtogodeeper


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andfurther.Ifwearetograduatetheverybeststudents,ifwearetoproduce

innovative,creativegraduatesreadytocompeteonaglobalscale,thenwemustalso

givethemtheskills,toolsandtechnologiesthatwillassistthisendeavor.Thisbeginsin

theelementaryschoolandisrefinedatthehighschoollevel.

Wemustfocusattentionontrulyengagingourstudentsintheirlearningandredesignoursystemtomeettheirneedsandnotourowntheseconceptswillremainatthe

foreofourconversationsoverthenextseveralyears.

NeighbourhoodLearningCentres(NLCs)

Buildingonthenotionof21stcenturylearningistheconceptthatschoolscanplaya

morecentralroleinsupportingtheircommunities.Inmanycases,schoolsarestand-

aloneentitiesthatcloseafterschool,onweekendsandduringtheholidays.Aswemove

towardsapersonalizedlearningagenda,schoolsneedtomodelthemselvesmoreafter

thenotionofcommunityschoolsorneighbourhoodcentreswithformallinkstoother

serviceprovidersandagenciesco-locatedintheschoolbuilding.

NeighbourhoodLearningCentresarebeingembracedandsupportedasapositive

directiontopromotestrongschool-communitypartnershipsthatuseschoolfacilitiesto

bettermeettheneedsofchildren,youth,familiesandthewholecommunity.The

approachistodevelopNeighbourhoodLearningCentreslocallythroughacollaborative

approachwiththeprovince,cityandotheragenciesthatreflectstheuniqueneeds,

assetsandpotentialofeachschoolandcommunity.NeighbourhoodLearningCentres

aredefinedaswelcomingplaceswherepeopleofallagescanaccesshealth,education,

care,cultureandservices,sevendaysaweek,twelvemonthsayearhelpingto

promotewellbeingforchildren,youth,familiesandthewholecommunity.

GoalsofNeighbourhoodLearningCentres

Expandtheuseofschoolfacilitiestoaccommodatearangeofprograms,servicesandactivitiesforchildren,families,seniorsandallcommunitymembers,seven

daysaweek,year-round.

Enhancestudentsacademicachievementandoverallwellbeingbyengagingparentsandthewidercommunitymoredirectlyinthelifeofeveryschool.

Buildstrongpartnershipsamongschools,familiesandthewidercommunity,includingAboriginalpeoplesandotherculturalgroups.

Provideopportunitiesforschools,familiesandcommunitiestoengageincollaborativeplanningtodeterminewhichservicesandprogramsbestmeettheirneeds.

Increasecollaborationamongschooldistricts,schoolpersonnel,serviceprovidersandothercommunitypartnersinthepublic,non-profit,volunteer,and

privatesectors.

Reducebarrierstoservices,maximizingaccessibilityforvulnerablechildrenandfamilies.


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Section5-Options,considerations,decision-making

Options

Withoutquestion,throughoutthepublicconsultationprocess,theBoardofEducation

heardloudandclearthatschoolsarecentraltoeachneighbourhood.Schoolsarethe

heartofthecommunityandsouloftheneighbourhood.Closingaschoolwouldbe

seenbymanyasamajorblowtothecommunity.Lastyear,throughthebudget

consultationprocess,facedwithsignificantcutstostaffandprograms,theBoardof

Educationalsoheardverystrongsupportforsustainingeducationalprogramsviewedas

criticaltoprovidingqualitypubliceducationforthestudentsinVancouver.

Thetensionbetweenthechoiceoffacilitiesandprogramswasacknowledgedbymany

speakersthroughoutthepublicconsultationprocess.TheBoardheardmanyspeakers

talkofthedifficultdecisionfacingtheBoard.

Basedonthefeedbackthroughthepublicconsultationprocessandaftercareful

considerationofinformationavailable,seniorstaffintheVancouverSchoolDistrict

couldrecommendseveraloptionsforBoardconsideration.

Ingeneralterms,thereareseveraloptionsavailablefortheBoardtoconsiderwith

respecttothefiveschools:

Recommendthatnoclosurestakeplace Postponerecommendinganyschoolbeclosedatthistime RecommendclosureforSeptember2012(oratanotherlaterdate) Recommendthatonlythesmallannexesbeclosed Recommendonlycertainschoolsonthelistbeclosed RecommendthatallschoolsonthelistbeclosedforSeptember2011

Considerations

Ourgoalwithintherealmofauniversallyaccessible,publiceducationsystemisto

providetheverybesteducationalexperiencepossibleforeverychildsothateachand

everylearnerinhisorherownwayisabletomaximizetheirindividualpotential,

achievepersonalsuccessinthebroadestpossiblesenseandbecomeactive,

contributing,productivecitizensasmembersofourpluralisticanddemocraticsociety.

World-renownededucator,MichaelFullanattheUniversityofTorontoargues,Moral

purposeisaboutendsandmeans.Ineducation,animportantendistomakea

differenceinthelivesof(all)students.Butthemeansofgettingtothatendarealso

crucial.


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Theschoolclosureprocesshasbeenoneofextremechallengeanddifficultyforall

concerned.Itisaprocessinitselfthatneedsathoroughreview.Indeepphilosophical,

historical,politicalandethicalterms,themeansmaynotnecessarilyjustifytheends.

However,fromtheoutset,theprocesshasprovidedkeeninsight,informationandhas

placedacruciallevelofimportanceonthequalitative,communityvoicethathas

emergedandpredominatedthepublicconsultativeprocess.

Thedatausedtoarriveatrecommendationsandtobeultimatelyutilizedinthe

decision-makingprocesshaveincludednumericalinformation,whichprovided

quantitativeargumentssuggestingdueconsiderationofclosure.Thesedataremain

cold,hardandalonewithoutthewarm,colourfulandflavouredcontextofeach

community.Thequalitativeevidenceprovidedateachpublicmeetingpaintedarich

andvividpictureofeachschoolandneighbourhood.Eachschoolunderconsideration

forclosureisauniquecasestudy.Mixingthetwosourcesofevidence,objectiveand

subjectivetogether,resultsinamorecompletestoryforeachschool.

However,anothercomponentmustalsoenterintotheinformationgatheringand

decision-makingprocess,andthatisthelargerconsiderationoftheentireschooldistrict

andthestudentsservedthroughoutthesystem;morecloselyaligningcommunity

obligationversusindividualpreferenceandsystemprioritiesversuslocalneeds.

Theimpactofclosingaschoolortheconsequenceofnotclosingaschoolwillhavea

tremendousrippleeffectthroughouttheschooldistrictandacrossthecity.The

locationandtypeofschoolanddistrictprogramswhichattendto21stcenturylearners,

theavailabilityofspaceandseatsatotherschools,thequantityandcondition,including

seismicattributesofallbuildings,thedistancesandtravelroutesbetweenschools,the

considerationforpotentialnewearlylearningprogramsandaffordablechildcarewithinourfacilities,provisionformulti-use,neighbourhoodlearningcentresthatinclude

servicesandsupportswithinourfacilities,thedemographicsandpotentialgrowth

indicatorsforeachneighbourhoodarejustsomeofthefactors,whichmustbetaken

intoaccount.Thefinancialimplicationsfortheschooldistrict,asprojectionssuggest

significantandcontinuedbudgetpressuresontheBoard,mustalsobeconsidered.The

vibrancyandeducationalviabilityofaschool,whiledifficulttoaddress,isalsoa

componentofthedialogue.Thequestionofwhetherornottoprotectbuildingsover

staff,resourcesandprogramsisattheheartofthedecision-makingchallenge.


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Decision-makinganethicaldilemma

TheBoardinhavingultimateresponsibilityfordeterminingthepathwayandchoiceto

takeisfacedwithanethicaldilemma.Trusteesmusteachweighalloftheevidence

placedbeforethemandcollectivelycometoafinalresolution.Theirthoughtprocesses

mustpittheneedsofthecommunityforretaininganeighbourhoodschoolhouse

againstthebroadneedsoftheschooldistrictformaintainingstaff,resourcesand

programs.

Itisdifficulttoascribetheneedformoralcouragewiththissituation.Infact,traditional

definitionsofcourageinvolvingdangerandendurancedonotseemtohaveaplacein

thisethicaldilemma.However,addingthethirddimensionofprincipleenablesoneto

seeaconnection.Itisaprincipledpositionthatwillhelpdescribeapathwayto

resolution.Thisisaquestionofcommitmenttoprincipleinthefaceofpotentially

significantpressureovertheneedsofindividualsversuscommunityandthefiscal

responsibilityfortheappropriateuseofpublicfunds.Inthefinalanalysisthisisnotjust

aboutthefinancialcostsinvolved;onemustalsoconsidercourageandwhatisrightinamoralsense.

Thefirstapproachtoresolvingthisdilemmaistotakeautilitarianstance.Thisends-basedthinkinginshortseekstoprovidethegreatestgoodforthe

greatestnumber.Theconsequentialoutcomedemandsactionsthatservethe

greatestgoodorthatmaximizebenefit.

AsecondpathwaytoresolutionistousetheGoldenrule.Inthisphilosophy,theresolutioncomesfromacare-basedprinciple:dountootherswhatone

wouldwantotherstodotous.Inpromotingtheinterestsofothersaheadof

ourselves,weseektoplaceourselvesintheshoesofthoseaffected.Theintent

istoavoiddoublestandardsorambiguous,inconsistentaction.

Athirdavenuetoresolutionofsuchdilemmasreliesonrule-basedthinking.Here,onemustseekthehighestprincipleanddemanduniversalapplication.This

pathwayconsidersthatduty-boundobligationsbeconsideredatthesupreme

levelsofconscience.Itsdetractorsargueagainstthisrigid,unbendingdirection

suggestingthatsuchastrictapproachcanlockoneintoanuntenableposition

whenthereisconflictwithotherrulesofhighermoralground.

However,thereisanotherway


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Section6Anotherway

Intryingtoreachasensibleandcrediblesolutionthatbalancestheneedsofthelarger

communityandthoseofthelocalschoolandneighbourhood,theeither/orscenario

maynotbetheanswer.Inseekingthenecessaryresolutiontothedilemmafirstposed,

inthefinalanalysis,theremaybeathirdwayforwardthatprovidesmiddlegroundfora

resolution.Itstillenablesthegreatestgoodforthegreatestnumber.Itcomesdownto

communicationanddialogue.Itisacompromiseandittakestime.Intheshortterm,it

potentiallycreatesgreatfrustrationandfurtheruncertainty.Itrequirestheinitiationof

conversationanddebateamongallmembersofthecommunity.Itdependsonthe

commitmentanddedicationofallwhohaveastakeintheeducationalenterprise.It

requirestheactiveparticipationofeveryonewhoattendedthepublicconsultation

meetingsandmore.

Thesolutionproposedistoputaholdonallschoolclosuresforaninterimperiod.Itcallsonourrespectivecommunitiestoengageinathoroughandcomprehensive

exploration,examinationandanalysisoftheeducationalandphysicalplant

requirementsforeachsectorinthecity.Itcallsforacompletereviewincollaboration

withcityplanners,provincialpartners,communitymembersandschooldistrict

personnel.

Theprimarygoalofsuchareviewwouldbetoalignstudentprogramandspaceneeds

withfacilityresourceswithinindividualsectorsinthecityandfurtheralignandco-locate

othercity-widecommunityresourcesinthesesamefacilities.

Criticalquestionsmayinclude:

Whatistherightamountandneedforschoolspaceandprogramsrequiredto

meettheneedsofstudentslivingandlearningwithinthesectors,andarethe

buildingsappropriatetomeetthe21stcenturycurriculum,instructionand

learningneedsoftodayandintothefuture?

Whatadditionalspaceisrequiredtomeetanyanticipatedchangesinenrolment

acrossthecityforthenext10-15years?

Whatpartnershipscanbedevelopedwiththecity,communitiesandother

agenciestoutilizeexistingschoolcapacity,andwhichisnotrequiredforcurrent

andfuturestudentspaceneeds?


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Withineachsectorofthecity,studentenrolmentandprogramsofferedatthe

elementaryandsecondarylevelsshouldbereviewedinlightofquestionssuchasthe

following:

Whatprogrammingisrequiredtomeettheneedsofallstudentsinasector? Whatschoolspaceisrequiredtosupportthisprogramming? Whatadditionalprogramspaceisrequiredtomeetgro

Documents

Public Consultation on School Closures and Recommendations to the Vancouver Board of Education - December 7, 2010