Sun Peaks Education Plan Final July 26 all photos copy

Community Education Plan

… Innovative and personalized education experiences

…in Sun Peaks

Prepared by: Anne Cooper

A Z Cooper Consulting — 1712 Windsor Drive, Revelstoke, BC T: 250-‐814-‐4807 E: [email protected]


Sun Peaks Mountain Resort Municipality Page 2

Table of Contents Community Education Plan Background ..................................................................................................................................... 3

Community Overview ................................................................................................................................. 4 History ......................................................................................................................................................................................... 4 Sun Peaks Resort Community Plan ............................................................................................................................................. 5 The Secwepemc People .............................................................................................................................................................. 6 Community Vision ....................................................................................................................................................................... 6 Educational Vision ....................................................................................................................................................................... 7

History of Educational Offerings in Sun Peaks ............................................................................................ 8 Initial Educational Offerings … from 2010 -‐ 2012 ........................................................................................................................ 8

Governance (Municipality, SPRC, and SPES shared) ............................................................................................................... 8 School Facilities ...................................................................................................................................................................... 8 Programs, Budgets, School Organization (support from @Kool SD# 73) ............................................................................... 9

Educational Offerings … from 2012 -‐ 2014 ............................................................................................................................... 10 Governance (Municipality, SPRC, SPES and SD #73 shared) ................................................................................................. 10 School Facilities .................................................................................................................................................................... 10 Programs, Budgets, School Organization (support from @Kool SD# 73) ............................................................................. 10

The Urgency to Move Forward ................................................................................................................. 12 Increases in Enrollment Projected ............................................................................................................................................ 12 Site Constraints ......................................................................................................................................................................... 13 Impact of Education for the Community ................................................................................................................................... 14

Future Education Offerings ...................................................................................................................... 14 Governance (SD #73) ................................................................................................................................................................ 14 School Organization Options ..................................................................................................................................................... 14

Potential Pilot Opportunities .................................................................................................................... 15 Blended Learning Pilot .............................................................................................................................................................. 15 Sun Peaks Ski Academy Pilot ..................................................................................................................................................... 17

The Nancy Greene International Race Center ...................................................................................................................... 18

Securing Publicly Funded Facilities ........................................................................................................... 19 Site Acquisition (support from Municipality) ............................................................................................................................ 19 School Facility Allocations ......................................................................................................................................................... 19 Community Partnerships/ Neighborhood Learning Center ...................................................................................................... 21 Case Study -‐ Big White .............................................................................................................................................................. 23

Next Steps ................................................................................................................................................ 25

Appendices ............................................................................................................................................... 26 News Article – Ski Canada, Fall 2011 .................................................................................................................................... 26 e-‐Learning Ontario Overview of Blended Learning ............................................................................................................... 27



Community Education Plan Background

The Sun Peaks Mountain Resort Municipality (SPMRM) has endorsed this draft Community Education Plan for discussion with Sun Peaks’ residents, the Board of Education of School District #73, and prospective partners and funders. This document articulates student growth, educational imperatives, possible pilot opportunities and the potential to secure community amenities co-‐located within a publicly funded school.

This plan describes some urgency to move forward considering the projected student population and the limitations of the current facilities and site. Potential pilot opportunities to support educational delivery in Sun Peaks and very preliminary estimates for space allocations for classrooms and ancillary school spaces are provided.



Community Overview History

Sun Peaks ski area was originally developed at the base of Tod Mountain in the early 1960’s. In 1961, the Burfield Lodge and Burfield double chairlift were opened. Expansion at Tod Mountain continued in 1972 with the installation of the Shuswap Double chair (now the Sunburst Chair alignment) and in 1988, a 49-‐lot subdivision for duplexes was constructed across the valley from the Burfield Lodge. By 1990, the paving of the access road from Whitecroft Village to both day lodges was completed.

In April of 1992, Nippon Cable Company Ltd., of Tokyo, Japan, purchased Tod Mountain. Nippon Cable Company Ltd. owns and operates five ski resorts and one sightseeing resort in Japan and is the owner of the Harvest Golf Club in Kelowna and 22% owner of Whistler Blackcomb. Nippon Cable’s strategy for Tod Mountain was to upgrade lift and trail systems and continue an orderly expansion into a four-‐season, destination resort with year round amenities.

Nippon Cable created a new long term Master Plan that was approved by the Province of B.C. On April 13, 1993, the resort name was changed from Tod Mountain to Sun Peaks Resort.

In 1995, the Sun Peaks Mountain Resort Improvement District was created to provide local government services such as firefighting and street lighting to the new resort community. A Fire Hall was constructed in 1996 and a volunteer firefighting force created.

In June 2010, following a favorable referendum vote, the Provincial government incorporated the Sun Peaks Mountain Resort Municipality (SPMRM). The SPMRM took over the services of the Improvement District and the responsibility of land use planning from the Thompson-‐Nicola Regional District (TNRD). The Municipal council recently approved an Official Community Plan and will adopt this plan by October 2014. The plan outlines the vision for future growth at Sun Peaks.

Over the past 20 years, considerable development has occurred at Sun Peaks transforming the regional ski area into a four-‐season mountain destination. Improvements to the mountain, expansion of terrain, construction of a golf course and acquisition of other amenities have all occurred. In addition, approximately 1,670 units of public and private accommodation have been developed. 1

As of 2013, the total assessed value of Sun Peaks’ properties is $523 million dollars. Sun Peaks’ property owners contributed some $ 1.46 million dollars in school taxes that year. In addition, the Sun Peaks community contributed some $230,600 in regional hospital funding and almost $800,000 for regional services such as solid waste management.

1 Sun Peaks Mountain Resort Municipality’s (SPMRM) Draft Official Community Plan, 2014



Sun Peaks Resort Community Plan

The SPMRM boundaries coincide with the Controlled Recreation Area (CRA) defined in the Master Development Agreement between the Province and SPRC. The SPMRM extends from just north of the summit of Mount Tod to just south of the summit of Mount Morrisey and encompass the McGillivray Creek valley for a total area of 4,140 hectares. The community improvements are located at the southeast base of Mount Tod, in the McGillivray Creek valley, approximately 40 kilometers (“as the crow flies”) northeast of Kamloops, British Columbia.2

Strong organizations exist to support collaboration on business and community development: Sun Peaks Mountain Resort Municipality, Sun Peaks Resort Corporation, Tourism Sun Peaks, and Sun Peaks Business Advisory Committee,a municipal advisory body.

A central resort village, alpine lift bases and an 18-‐hole resort golf course have shaped the conceptual anchors that have defined the land use concept. A planning principle in the valley land use is to provide ski-‐in/ski-‐out access to all public accommodation parcels and as many of the residential parcels as possible to reduce the need for automobile use at the resort. A valley trail system provides a valuable pedestrian link between the resort amenities, accommodation and the valley open space network.

The Village of Sun Peaks is located on a gently sloped area with a southwestern exposure at the base of the Sunburst, Sundance and Morrisey chairlifts. The Village (town center) is bounded by ski trails to the north, McGillivray Creek and the Sun Peaks Golf Course to the south and hillside residential units to the east and west. The Village contains the resort’s core public accommodation, some recreation and most commercial facilities. Medium-‐density public and residential accommodation has been placed on slopes overlooking the village site. The East Village is proposed around the base of the Morrisey Express Lift and the future Orient Ridge lift. Lower density developments, such as single-‐family chalets and townhouses, are located on the hillsides surrounding the valley floor, as well as around the golf course. In addition, commercial services, light industrial, and maintenance as well as waste treatment and collection have been concentrated around the Burfield Base at the west end of the Resort.

The official community plan describes three key components related to education:

(a) Work with SD #73, the Province of BC and the Sun Peaks Education Society (SPES) to develop a Neighbourhood Learning Centre facility at Sun Peaks,

(b) Obtain the land for a school site that meets community needs, and

(c) Review opportunities to co-‐locate community facilities and services such as school, health center, library, community meeting room and other institutional uses and potential indoor recreation facilities, in order to take advantage of potential synergies as well as capital costs and operational efficiencies through a common location.

SPMRM has entered into an agreement with the Province of BC for the purchase of recreational lands and a school site east of the area commonly known as P5. This site is approximately 5 hectares.

2 Sun Peaks Mountain Resort Municipality’s (SPMRM) Draft Official Community Plan, 2013



The Secwepemc People

The Secwepemc People, known by non-‐natives as the Shuswap, are a Nation of 17 bands occupying the south-‐central part of the Province of British Columbia, Canada.3 The ancestors of the Secwepemc people have lived in the interior of British Columbia for at least 10,000 years. At the time of contact with Europeans in the late 18th century, the Secwepemc occupied a vast territory, extending from the Columbia River valley on the east slope of the Rocky Mountains to the Fraser River on the west and from the upper Fraser River in the north to the Arrow Lakes in the south. Traditional Shuswap territory covers approximately 145,000 square kilometers (56,000 square miles). The traditional Secwepemc were a semi-‐nomadic people, living during the winter in partially underground “pit-‐houses” and during the summer in mat lodges made of reeds. The Secwepemc traveled throughout their traditional territory on a seasonal basis to correlate with the peak availability of plant and animal resources.

Community Vision

The following vision statement guides a Resort Development Strategy developed by Sun Peaks municipality:

3 Our Story, The Secwepemc Cultural Education Society

Sun Peaks will become the best mountain resort community in British Columbia with leading year round attractions and services and a diversified economy that provides meaningful employment and lifestyle enjoyment for all residents and property owners in Sun Peaks.



Educational Vision A vision has been articulated by the Sun Peaks Education Society:

“To provide the best small school education available in the Province.” supported by statements regarding students and learning:

“Our students are encouraged to be true explorers who aspire to academic excellence in an individual learning environment that provides flexibility to challenge and support each student.

The goal is to foster a fresh learning environment which goes beyond the norm: where all students are inspired to be the best they can be”

Based on a commitment to children and youth, and the importance of education, the community has begun to articulate goals for the future of education within the community. Through discussion of this draft, the initial goals listed below can receive further refinement.

ü To create a stimulating, positive learning experience by offering unique opportunities based on the mountain environment

ü To ensure families with school aged children can continue to live within the community ü To promote and educate children on healthy choices and the importance of fitness ü To attract new families as a result of offering quality public education



History of Educational Offerings in Sun Peaks Initial Educational Offerings … from 2010 - 2012

With the exception of a one-‐room school located in the Heffley-‐Louis Creek valley operating from as early as 1918 to the late 1950s and a Whitecroft schoolhouse that was built around 1957, closing in 1989 due to low enrolment, there were limited educational opportunities for children in the surrounding area of Sun Peaks. In terms of educational governance, Sun Peaks is located within the provincial jurisdiction of the Board of Education of School District 73, Kamloops – Thompson. The schools operated by School District 73, involve the following distances:

• Sun Peaks to Heffley Elementary: 37 km (1 hr. by school bus) • Sun Peaks to Rayleigh Elementary: 45 km (1.25 hr. by school bus) • Sun Peaks to Brocklehurst Secondary: 56 km (1.5 hr. by school bus)

Governance (Municipality, SPRC, and SPES shared)

In 2010, a group of parents and community members formed the Sun Peaks Education Society (SPES), a not for profit society whose goal was, and remains, to provide education for the children of the community -‐ within the community. At that time, parents and community members, young and old, came forward to respond to the need for schooling in Sun Peaks, raising $140,000 within the Sun Peaks community for education in Sun Peaks.

The vision of the Sun Peaks Education Society (SPES) is to offer the most stimulating educational experiences in British Columbia to children in the community of Sun Peaks.

School Facilities

With the assistance of Sun Peaks Resort Corporation (SPRC) and SPMRM, a school site and building was secured and the Discovery Center for Balanced Education (DCBE) commenced. The facility is located at the top of the Village Platter lift.

The initial school building consisted of one classroom with kitchen and washroom facilities

for K-‐5 students. Facilities were expanded in Year 2 of operation to include two classrooms, serving students K-‐6.



Programs, Budgets, School Organization (support from @Kool SD# 73)

In 2010/2011, its fledgling year, the Discovery Center for Balanced Education enrolled 21 students, from kindergarten to grade five, with exceptional results. Arrangements were made with the Kamloops Open Online Learning program (@KOOL) to provide a remote @KOOL teacher and curriculum. To ensure student success with the online program, an independent educator was hired by the SPES to support the students on site. Volunteers provided students with reading support and monitoring during lunchtime. Organizationally, a 4 day week was established to support parent work schedules, activities outside of the community related to the @KOOL program and to support athletic opportunities in Kamloops.

SPES, with an annual budget of $80,000 engaged one teacher and volunteer support staff in its first year of operation.

In year two, 2011/2012 the educational staff, building facility and student base was expanded to meet the needs of 36 students, K-‐ 6. This enrollment exceeded the society’s best expectations. The 4-‐day week continued as it was strongly supported by parents.

In Year 2, the budget of $110,000 included two teachers and numerous volunteers to support the students.



Educational Offerings … from 2012 - 2014

Governance (Municipality, SPRC, SPES and SD #73 shared)

Year three, 2012/2013, brought major changes to the Sun Peaks schooling model. The Board of Education of School District #73 voted in favor of supporting a Kindergarten to Grade 5 program by designating Sun Peaks as a public school within the district. Student enrollment for 2012/2013 in K-‐ 5 was 45, with a total school enrollment, K-‐ 12, of 54. The grade 6 – 12 students continued with a program offered in the Discovery Center for Balanced Education with the support of the remote @Kool staff, and a teacher facilitator engaged by the Sun Peaks Education Society.

School Facilities

The school district entered into a lease agreement with the municipality for the existing facilities for a three-‐year term, ending August 31, 2015. The agreement commits the school district to janitorial services, including labor and supplies; water; sewer and electricity costs. The municipality is committed to maintenance and insurance costs for the buildings. The facilities are leased for a token one-‐dollar per year.

Programs, Budgets, School Organization (support from @Kool SD# 73)

In the current school year, 2013/2014, the Board of Education of School District #73 expanded its responsibility to include Grade 6, with the remainder of students served through the SPES @Kool model.

Enrollment in K-‐ 12 totals 69 students, of which 49 are enrolled in the K-‐ 6 program offered by School District #73. School District #73 employs 3 teachers, provides Certificated Educational Assistant and Learning Assistant Teacher support, custodial staff and has designated a Principal with shared duties at Rayleigh and Heffley Creek schools. In terms of the building operations, the School District provides equipment, such as photocopiers and educational technology, instructional resources, custodial supplies and resources for the three district employed teachers. Sun Peaks Resort Municipality provides all building maintenance.



In the current school year (2013/14), the SPES’s primary mandate is to continue to support the Distributed Learning program to students in Grades 7 through 12 in the Discovery Center for Balanced Education (DCBE). This is accomplished by supplementing the @KOOL distance education program with a locally employed teacher facilitator.

For both the 2012/2013 and 2013/2014 school year, SPES, with annual budgets of $80,000 engaged 1 teacher and a number of volunteers.



The Urgency to Move Forward Increases in Enrollment Projected

Sun Peaks boasts between 400 – 500 year round residents plus 500 year round residents in the Whitecroft/Louis Creek area, many of whom work in Sun Peaks. During the winter season, the resident population grows to 1500 residents including 500 winter residents (5 months). During the winter season, more than 800 employees reside in Sun Peaks serving on average some 2,250 daily overnight guests.

Consistent with the growth at the resort, enrollment has grown steadily since the inception of the Discovery Center for Balanced Education, with the K – 12 populations more than tripling since 2010/2011. Forecasts for 2014/2015 indicate stability in the school enrolment. Overall, the enrollment growth in the past four years is among the strongest within the District.

SUN$PEAKS$SCHOOL$ENROLMENT$

PROJECTED$ENROLMENT$ACTUAL$ENROLMENT$

GRADES$ 2010/2011

2011/2012

2012/2013

2013/2014

2014/2015

2015/2016

2016/2017

2017/2018

2018/2019$

Kindergarten 4 7 9 6 3 7 8 9 9K$Total 4 7 9 6 3 7 8 9 9

Grade11 3 6 7 9 6 3 7 8 9Grade2 5 5 8 10 9 6 3 7 8Grade13 2 5 5 9 9 9 6 3 7Grade14 3 4 6 5 10 9 9 6 3Grade15 4 5 5 5 5 10 9 9 6Grade161 4 5 5 4 5 10 9 9Total 17 29 36 43Grade171 0 4 7 5 4 5 10 9

48 46 49 52 51Grade18 0 1 4 6 5 5 6 11Grade19 0 3 3 4 6 6 6 7Grade110 0 0 5 3 4 7 7 6Grade111 0 0 0 3 3 5 7 8Grade1121 0 1 1 0 3 3 5 7Total$ 0 9 20 16 21 26 31 39

KB12$TOTAL$ 21 36 54 69 67 74 83 92 99

PRE$SCHOOL$ESTIMATE 10 11 14 16 19



Site Constraints

The current site, uniquely located at the top of the Village Platter lift, is fully developed, boasting four portables and additional washroom facilities. There is no vacant area at this location to add school facilities, nor is there the infrastructure capacity to address further utility (electrical) needs.

The current site also has access constraints due to its location, which also precludes normal playfields and playground equipment usually associated with schools. The municipality is proactively identifying a site for a future school.



Impact of Education for the Community

The Sun Peaks Mountain Resort Municipality holds the strong belief that education is an integral part of community building. The retention of resort employees has greatly improved with the establishment of a school at Sun Peaks. Many of the new employees and other professionals have moved to Sun Peaks because of the educational opportunities available locally.

The community truly believes that to become one of the best resorts in BC, Sun Peaks must first become the best community that it possibly can be. Education, early childhood programs and services and healthy lifestyles are the building blocks of this vision.

Sun Peaks conducted a community wide survey in 2011 and 71.5% of 348 respondents stated that securing a school facility was a very important objective.

Future Education Offerings Governance (SD #73)

It is the desire, and goal of the Sun Peaks Mountain Resort Municipality and the community to have education within the community provided fully by the Kamloops-‐Thompson Board of Education. This governance structure would involve the Board having total responsibility for program delivery, staffing and building operations, in a new publically funded facility secured on a new school site.

The Kamloops-‐Thompson Board and its administration are viewed as having the capacity and expertise necessary to provide capable governance and oversight to educational programming and school operations.

School Organization Options

For the 2014/2015 school year, the school district is expanding its program offerings to include Grade 7, completing the elementary programming in the community. This K – 7 organization is viewed as a very positive direction, and a necessary step in achieving the governance model articulated above.

In terms of future school organizations offered by SD #73, an elementary K-‐7 school is considered a baseline for the Sun Peaks community. Expansion of education to either K-‐9 providing elementary and middle school education, and/or K-‐ 12 with the full range of elementary, middle and secondary education are two clear options to meet the municipality’s goal. In both of these organizational options, blended learning offers significant potential to deliver quality programming. For this reason, it is explored in some detail as a potential pilot opportunity.

In a model where the program offerings include K-‐9, students in grades 10 – 12 would either be bussed to Kamloops for their education, or continue to participate in distance education. With a K – 12 program organization, options for a rich delivery of programs in grades 10 – 12 would need to be developed.



Fortunately, the community of Sun Peaks offers rich opportunities for students’ social development, around programs such as skiing, golfing, first aid training with regional peer groups who also participate in the Sun Peaks based training programs and with visitors from across Canada and around the world. There are many prospects in Sun Peaks to support the Kamloops-‐Thompson Board in the provision of education. It is clear that the Sun Peaks Mountain Resort Municipality, the Sun Peaks Resort Corporation and the Sun Peaks Education Society would be willing and capable partners in the delivery of quality education and possible ski programs to students.

Potential Pilot Opportunities Due to the unique assets the municipality of Sun Peaks has to offer, two pilot projects should be explored to support education within the community. Blended Learning and a Sun Peaks Ski Academy are described in more detail below.

Blended Learning Pilot

In small school settings, Blended Learning offers a real option to provide a breadth of programming and personalization of education. In the scenarios discussed previously, K-‐9 or K-‐12, a pilot Blended Learning delivery model could be a real resource.

Blended Learning is essentially a combination, or blend, of face-‐to-‐face and online learning. There are two clear components to blended learning models, an online component, and some portion of supervised or supported instruction.



Depending on how schools wish to organize, blending learning looks different in each school and for this reason it is said that blended learning falls on a spectrum.4

Blended learning offers some element of student control over time, place, path and/or pace, and for this reason is being adopted in secondary schools around the province in order to personalize learning for students. 5

6

A good reference for blended learning can be found at Christensen Institute Blended Learning

The current model of instruction at Sun Peaks for Grades 7-‐12 can be described as being on the spectrum of Blended Learning, since students attend at the facility, work with materials provided by School District #73 @Kool program and are supported by a teacher. With a teacher available to provide instruction, this differentiates the program from a strict online program (the @Kool Online program). The anomaly in this blended model is that the teacher is not an employee of School District # 73, but of the Sun Peaks Education Society.

A similar Blended Learning model is operated by School District 23, the “Online Middle School”. The Online Middle School is a blended online and onsite school model where students meet their teachers and classmates daily in a virtual classroom and have opportunities to meet weekly for activities ranging from skiing and sailing to arts and cultural activities. This program supports students who are academically motivated but are not able to attend a traditional academic setting due to travel, anxiety/health, or athletics. More information about the program in Kelowna is available at BC Blended Learning

Considering the enrollment, and the commitment by the Sun Peaks Education Society, Sun Peaks Mountain Resort Municipality and Sun Peaks Resort Corporation, a Blended Learning pilot program could be a very successful endeavor.

4 Ontario Ministry of Education, An Overview of Blended Learning, 2011 5 Staker and Horn, 2011 6 Source: “Roadmap for Reform,”



Sun Peaks Ski Academy Pilot

Small schools, offering secondary education, often struggle for enrolment, and sport and cultural academies have proven successful to attract students to communities. In addition, academies offer a unique and important option for students and their parents. Such an academy, in Sun Peaks, as part of School District #73, would permit talented young ski athletes to obtain a quality education combined with a high level of alpine ski training at one of Canada’s best training slopes.

The ski academy would be supported by a partnership with the Sun Peaks Mountain Resort Municipality, the Sun Peaks Education Society, School District #73, Sun Peaks Resort Corporation (SPRC) and the Sun Peaks Alpine Club. Each partner can bring to bear significant expertise to attract and sustain athletes from around the province, and perhaps around the world.

The program would be strengthened by the Sun Peaks Alpine Club technical team, coaches and trainers. SPRC, as a key partner, would provide the venue, the training slope. The Municipality could provide non-‐slope training facilities.

For BC residents, Ski Academy fees would only include the cost of ski training. The program would be athlete focused, operated by School District #73 as opposed to being operated as a commercial venture or private academy.

Year one could be focused on regional based athletes, estimated at approximately some 8 to 10 students. In year 2, the academy could move into a province wide program with the potential for some limited foreign athlete participation. For foreign, or out of Province athletes, educational tuition costs would be levied, and ski training costs would be slightly higher thus permitting the academy and the club to financially support an additional international level coach. The additional revenue provided to the Kamloops-‐Thompson Board could be directed to support programs and services within the Sun Peaks school, or elsewhere in the district.

Initial discussions are underway in the community to realize The Sun Peaks Ski Academy. The objective is to offer the most affordable opportunity in Canada for public education and athletic development for student ski athletes. By offering quality instruction in B.C.’s robust curriculum, with the highest level of alpine ski coaching, the Sun Peaks Racers will meet their goal

… to create an environment in which students are motivated to excel in both academic and athletic performance. Foster the competitive desire, the love of skiing, passion and commitment to the pursuit of excellence both in alpine ski racing and personal education and achievement.

Overview of Program Organization

In order to deliver the B.C. Ministry of Education curriculum successfully, a heavier academic focus would be placed in the months leading up to on-‐snow training. When the Nancy Greene International Race Center opens, athletes will ski train at the optimum level for their age level. After most training sessions, the athletes would return to the classroom environment for their academic studies. Following the competitive ski season, the organization of the day will emphasize academic instruction.



The Nancy Greene International Race Center

The Nancy Greene International Race Center is a world-‐class facility that offers challenging safe training for the sport of Alpine Skiing.

The center is staged on a run called the OSV that the Austrian Ski Team proposed to optimize their training prior to the 2010 Olympic Games in Vancouver. This facility has left a fantastic training legacy for high quality training from early November to late April. Having a training center is a huge benefit in many ways:

ü Safe environment -‐ Full B-‐Nets, specific grooming, quality training snow ü Access early – The center opens in early November before the hill opens to the public ü Elevation Chairlift – an 8 minute turn around means maximised time on snow ü Opportunities to train with other athletes; the center is utilized by teams from all over the world so our

racers have opportunities to meet and train alongside world-‐class athletes. ü FIS Homologated for Slalom and Giant Slalom – Able to host top-‐level races. ü Challenging and changing terrain make for a quality learning environment ü Sun Peaks Resort Corporation fully supports ski racing and runs this center with athlete development in

mind.

The community of Sun Peaks, the Sun Peaks Education Society, School District #73, the Sun Peaks Resort Corporation and the Sun Peaks Racers have the opportunity to create an extraordinary program for children keen on winter sports. This would be the first on slope alpine ski academy of its kind in the Okanagan!

Both of these pilot opportunities, Blended Learning, and a Ski Academy would support a vibrant schooling experience in Sun Peaks.



Securing Publicly Funded Facilities Site Acquisition (support from Municipality)

New school facilities are a priority for moving forward with education in Sun Peaks, beginning with securing a suitable school site. The municipality is prepared to be a full partner in locating and securing a suitable site; and this initial work is nearing completion. It is imperative that a school site be acquired in a timely fashion, to ensure that a future capital project can proceed. The Kamloops-‐Thompson Board could consider the inclusion of this project on their upcoming capital plan submission to the Ministry, and undertake to acquire the site, while there are good options available. Discussions with the Ministry of Education would generate suitable support for a school site in the municipality.

An assessment of school site sizes recommended by the Ministry of Education indicate that whether for an elementary, or K-‐ 9 or K-‐12 configuration, at least 1.2 hectares of land should be set aside for the school; larger would be preferable.

School Facility Allocations

Until decisions are made regarding the scope of education offerings, be it K-‐7, K-‐9, K-‐12 or another option, actual facility size cannot be determined. The Ministry of Education Area Standards prescribe areas for space in elementary, middle and secondary schools. These standards apply to all facilities that are to be either newly constructed or enlarged. The capital planning process includes completion of a Design-‐Aid Sheet, based on enrollment, to summarize space entitlements based on nominal and operating capacities.

Local trends are taken into account when determining the most appropriate nominal capacity. For example, elementary enrolment projections and population growth rates may justify a nominal capacity higher than current enrollment in an area where enrolments are increasing, but lower than current enrollment where future increases seem unlikely. Based upon actual enrolment figures and future projections, the nominal capacity and the corresponding operating capacity must be agreed to by the Ministry.

The Ministry term nominal capacity represents a theoretical student capacity of a school. Nominal calculations are based on the following enrollment per instructional space:

ü Kindergarten -‐ 20 pupils per classroom ü Elementary -‐ 25 pupils per classroom ü Middle & Secondary -‐ 25 pupils per classroom and vocational module.

To accommodate capacity adjustments for grade structure and classroom student capacity, the nominal capacity is adjusted to an operating capacity. The operating capacity of a school is determined by adjusting the nominal capacity to reflect grade structure and classroom student capacity, based on class sizes. This is important when considering design of non – standard school configurations, such as would be planned for Sun Peaks.

The Area Standards consider K-‐12 schools to be a “non-‐standard” grade configuration, and one would consult with the appropriate Ministry of Education Capital Planning Officer to finalize an allocation of space for the school. This has not been undertaken at this stage of the education plan.



Based on projected enrollments, a very preliminary estimate for a K – 12 school facility would generate a nominal capacity of 75 K-‐7 and 50 8-‐12 students, (125 total nominal capacity). This produces an operating capacity of approximately 68 K-‐7 students and 50 8-‐12 students. This capacity assumes the potential for combined grade classes with lower class sizes.

In addition to the space generated by the operating capacity, the Board would benefit from a Ministry of Education space allocation for a Neighbourhood Learning Centre, equaling 15% additional space, assuming the Ministry would support such an initiative. This initiative is discussed in more detail, later in this plan.

A detailed analysis of space allocations would be undertaken as part of the Kamloops-‐Thompson Board of Education feasibility planning, once configurations and enrollments are determined.



Community Partnerships/ Neighborhood Learning Center

Neighborhood Learning Centers provide enhanced opportunities for students, families, and communities. The Ministry of Education supports the capital costs of these facilities by funding up to an additional 15% of the total approved school size. This represents a substantial capital contribution by the province in support of community amenities. School facilities are designed and constructed to permit public use and make space available to co-‐locate valuable community programs and services. The Ministry expects that school districts, communities and local governments will all play important roles in making a Neighborhood Learning Center successful. More information is available on the Ministry of Education website at BC Neighborhood Learning Centers

Ministry of Education materials indicate “NLCs spell a richer learning environment for students and stronger community for all”.

The Revelstoke Board of Education has delivered a Neighborhood Learning Center that boasts a competition sized gymnastics center, a state of the art Early Learning, Literacy and Health hub, and shared school spaces that support services for youth and adults. These spaces, funded by the Ministry, now operate with lease agreements ensuring that the operating costs do not become a burden to the school district.

Local government leaders, together with an engaged community and school district, are vital to the collaboration necessary to develop a Neighborhood Learning Center. Once a capital project is identified by the school district, and initial planning takes place, discussions should commence immediately regarding NLC spaces.



As a precursor to formal discussions, which would be convened by the Kamloops-‐Thompson Board of Education, the SPMRM has assessed community facility priorities. In terms of community amenities, Sun Peaks must provide services for its residents as well as regional residents and the seasonal employees or nearly 2,500 people during the mid-‐November to mid-‐April period. During the summer months, June to October 15th, the worker and regional resident population are usually at the 1,500-‐person level. These figures do not include the overnight visit or populations of 2,000 persons per day during the winter season and some 750 to 1,000 people during the summer season.

Enhancement of community facilities is a priority, and priorities are summarized in the chart below.

Legend: (1) First priority (2) Second priority (3) Third priority

Current planning documents in the community describe a number of potential areas to explore for Neighborhood Learning Center programs and services. These include:

In the area of learning:

• Library • Early childhood programs and services • Child Care – operated by non-‐profit society • Art studio • Craft room – quilting, knitting • Workshop – wood working, ski tuning • Thompson Rivers University classroom • Adult learning programs – regular learning plus tourism specialty courses with TRU oversight

In the area of health/fitness:

• Full sized gym – adult and seniors fitness programs, basketball, volleyball programs etc.) • Equipment room – weight room and aerobic equipment • Studio or gym – Tae Kwan Do, Yoga, Zumba, dance, aerobic, alpine and cross country ski fitness

programs • Outdoor soccer/softball fields, running track, skateboard park • Outdoor NHL skating rink (funding already in place for this facility) to be built in 2014

Healthcare Education Recreation Civic Trauma Center (1) Elementary School (1) Rink (1) Meeting Space (1) Doctor’s office (1) High school (1) Sports Fields (1) Ski Patrol (1) Pre-‐school/daycare (1) Valley Trails (2)

Fitness Center (2) Skate Board Park (2) Running Trails (3)

Adaptive Sports (1) Gym (elementary) (1) Wellness (2) Sports Fields (2) Physiotherapy (2) Library/Community (2) Social Services (3) TRU Tourism/Adventure (2) Longer Term Projects Dentist (3) Mental Illness (3) Therapy (3)

East Road Feasibility Study (1) Concert Facility (1) First Nation Cultural Ctr. (2) East Road (2)



In the area of social gathering spaces:

• Community meeting space • Large room – Non-‐profit society AGM’s, strata AGM’s, Public Meetings, TSP Board meetings, TSP

AGM, school performances (concerts, plays etc.) • Small room – non-‐profit society meetings, book club, bridge, other clubs that may emerge over time

In a community with few community facilities, the opportunities provided by Neighborhood Learning Centers are immense.

Case Study - Big White

Background -‐ Big White Community School In September of 1997, School District No. 51 (Boundary) opened a public school at Big White Ski Resort (BWCS). The opening of the school followed extensive discussions between the Superintendent of Schools and the executive of Big White School Society. The school opened with a total of nine (9) students on September 2, 1997. Big White’s school population fluctuated with the ski season and the availability of classroom space was hindering the growth of the school. In the 2003/2004 school year, there were 30 students enrolled in kindergarten through grade 9. Secondary students received instruction from the district employed teacher as well as coursework from the Phoenix Learning Centre (DEL) in Grand Forks. This was a very early example of blended learning successfully delivered in the province of British Columbia. In its first seven years of operation, BWCS was located in the Big White Resort administration building in small, renovated facilities. The facilities were inadequate by 2004 to support the numbers of students receiving their education in the community of Big White. Business Case for a Ministry of Education Funded Facility

The Boundary School District did an extensive search for facilities at Big White and was unsuccessful in finding suitable and available space. The critical issue facing the School District was that BWCS would need to be relocated for the 2004/2005 school year.



The Business Case prepared by School District #51 stated in clear terms the expectations of residents of Big White7 (see quote) School District #51 reviewed other options for education for Big White children, including transporting students to Beaverdell (85 km distant) by very difficult roads, particularly in winter. That option was ruled out.

Transporting students to Kelowna, was carefully considered and the business plan notes the following:

“The option of transporting students to Kelowna schools has been well researched by the district. As is the case with relocation to Beaverdell Elementary School, the Big White road presents a problem. The weather conditions and the narrowness of the road make it unpredictable and a safety concern. From the Big White turnoff, Kelowna continues to be a 45 to 50 minute drive and during ski season there is major traffic congestion on Highway 33 guaranteeing much longer driving times as well as a greatly increased safety risk. One-‐way travel times to Black Mountain Elementary for example is estimated at one hour 15 minutes to as much as one hour 30 minutes. Students traveling from Big White would face a long day leaving home at 7:00 a.m. and not return until 4:55 p.m.

Additionally, there is no bus maintenance facility within reasonable access due to the isolated location. With the bus and driver being residenced at either Big White or Kelowna, deadhead time, cost of accommodation, layover time, maintenance and lack of transportation redundancies cause a significant increase in costs. For the reasons listed above, the transportation of students to Kelowna is not seen as viable.”

Interestingly, many of these same safety issues would apply to road conditions in the Sun Peaks area.

Feasibility Study Prepared for the Ministry of Education The new school facility was proposed based on a public/private partnership. The School District organized this solution in cooperation with Big White Ski Resort. The partnership proposed that Big White Ski Resort would provide the building site for the school as well as bringing all required services to the building. This included building roads and the provision of water, sewer, and electricity services. Both Big White Ski Resort and the School District contributed ideas and agreed to the design of the new facility. The Resort viewed the school as being very beneficial to their operation and showed a willingness to absorb much of the risk associated with the development and servicing of the land.

7 Big White Business Plan, February 2004

“Additionally, parents working at the resort, or in the Big White community, want and expect their children to be

able to attend school locally and not spend several hours per day on a school bus.

The community pays a substantial amount of school taxes each year for which they feel the right to have a

local school.”



Next Steps There are four key phases related to educational planning for the community of Sun Peaks to move toward greater program offerings in a publicly funded facility.

A critical element to move forward with planning is the necessity for the Sun Peaks Mountain Resort Municipality and the Sun Peaks Education Society to secure a productive relationship with the Kamloops Thompson Board of Education. Decisions regarding the scope of education, site and facility acquisition, and potential Neighborhood Learning Center funding are clearly the responsibility of the Board of Education. Creating a positive partnership with the Board is the first priority.

There are four distinct phases of activity related to the Community Education Plan:

Phase 1: Preparation of a draft community plan for broad based discussion. This draft is intended to provide information and stimulate discussion for parents, Sun Peaks’ residents, the Kamloops-‐Thompson Board of Education and potential partners and funders.

Phase 2: Consult with parents, the community, potential partners, and the Kamloops-‐Thompson Board of Education. Key consultation elements will include preferences and the best options for school configuration (K-‐7, K-‐9, K-‐12 or other potential options).

Phase 3: Finalize the community plan based on feedback provided.

Phase 4: Implement the community Education Plan in consultation with the Kamloops-‐Thompson Board of Education. Phase 4 would include Board of Education activities related to Ministry of Education capital planning and formal discussions regarding, partnerships that would support a Neighborhood Learning Center.

“I know the price of success: dedication, hard work, and an unremitting devotion to the things you want to see happen.” Frank Lloyd Wright



Appendices News Article – Ski Canada, Fall 2011



e-Learning Ontario Overview of Blended Learning

An Overview of Blended Learning For Blended Learning Teachers, School Administrators, and Board Administrators

What Can Blended Learning Look Like?

Blended learning is a combination – or blend – of face-to-face and online learning. Depending on a number of factors -- including teachers’ and students’ access to and comfort with technology -- blended learning can look different. This is why some people say that blended learning falls on a spectrum.

Some blended learning teachers deliver most of their lessons in a traditional manner. They use the learning management system (LMS) to post due dates, reminders, homework assignments, class notes, and enrichment or remediation materials. Students access the LMS mainly outside of class – before and after school, at lunch, on weekends and holidays, and while absent.

Some blended learning teachers have a small bank of computers in their classrooms that can be accessed flexibly. Students may take turns using the computers, or they may work in pairs on some assignments. Teachers of split grades can have one grade access content and assignments online, while the other does group work or is taught a face-to-face lesson.

Some blended learning teachers have access to a full mobile lab or teach in a computer lab. In such classes, teachers may deliver the majority of their lessons online, since there is a high ratio of students to computers. During class, teachers make observations, confer with students, and offer face-to-face instruction to those struggling with difficult concepts.

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Blended Learning OnlineFace-to-Face



Overview of Blended Learning

www.ontario.ca/elearning

www.ontario.ca/elearning

Some blended learning teachers augment face-to-face lessons with other technologies, such as cell phones, personal digital assistants, classroom response systems, and electronic whiteboards. Students use the LMS to discuss, blog, write quizzes, and submit work related to their in-class activities.

Some blended learning teachers supplement computer access by allowing students to bring in their own personal computing devices. Students connect to the school’s wireless system or to a switch with cables and move fluidly between online and face-to-face lessons. The LMS is used on a regular, if not daily, basis and differentiation of instruction is high.

Some blended learning teachers work with students with unique personal circumstances. Students who are unable to attend school regularly for various reasons (e.g., phobias, extreme allergies, medical treatments) may be able to participate in online discussions, lessons, and even group work from outside the school building.

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Documents

Sun Peaks Education Plan Final July 26 all photos copy