Good evening. My name is Kathy Vassilakos and I will be presenting the ARC recommendations. Thank you to the Trustees, Board staff and members of our school communities for being here. I would like to first summarize our overall recommendation and then go through some background on how we came to this recommendation. Finally I will discuss recommendations for implementation.
To go back to the beginning …. read
And so … read
Briefly …. read
Details on how we came to our recommendation can be found in the document submitted to the AMDSB and can be found on the website. I will go over the points that we feel summarize the important factors we considered in coming to our conclusions.In doing research on French Immersion programs across Canada some frequent challenges were identified …. read. With respect to this first point we asked a series of questions to determine whether there is sufficient benefit to a Single Track French Immersion school to warrant closing of a neighbourhood school.
I would like to quickly cover the costing issues associated with the two French Immersion delivery models ….. here we have some general cost considerations ……. ReadOn the next slide are some specific notes with respect to schools in the City of Stratford.
From the previous few slides the balance of considerations would indicate that the Single Track Model, which requires the closing of a neighbourhood school, does not offer sufficient benefit over expansion of the current dual track model.
And so …Having determined that the ARC would recommend expansion of the current dual track model we asked some questions around how to best implement another dual track site.
This is a repeat of an earlier slide. Having dealt with the first challenge we now addressed the next two.
First we asked … read
Read ….Please note that Romeo, Shakespeare and Hamlet did not meet the space, size or accessibility criteria for a dual-track site. Having determined that Anne Hathaway and Avon do meet these criteria we asked a couple additional questions.
Read ….Both scenarios offer a reasonable distribution of the French Immersion program in Stratford.
In summary …. read
In addition to the overall recommendation with respect to which French Immersion model should be pursued we came up with a series of recommendations for implementation the goal of which are to …. Read.
In conclusion ….
Stratford ARC Slide Presentation 2012
S T R AT F O R D A R C 2 0 1 2 1
What was the task of the Accommodation Review Committee?Alleviate significant over-capacity at the AMDSB’s onlyFrench Immersion dual-track school.Balance enrolment across the City of Stratford byincreasing enrolment at schools that are under-capacity. TASK S T R AT F O R D A R C 2 0 1 2 2
After extensive consultation with parents, communitymembers and professionals in fields relevant to theissues being addressed by the AccommodationReview, the members of the ARC have come to aconsensus regarding the optimal recommendation toaddress the future of the French Immersion programand balancing public school enrolment in the City ofStratford. INTRODUCTION S T R AT F O R D A R C 2 0 1 2 3
The Stratford ARC recommends a second dual-trackschool at either Anne Hathaway or Avon School.This would alleviate enrolment pressures at BedfordSchool and create two French Immersion sites withbalance between the elective and core programs.This also creates either a North/South or East/Westdistribution for the French Immersion program,increasing access across the city of Stratford.Moreover, expansion of the current dual track modelwould not require the closure of any communityschool in Stratford. RECOMMENDATION S T R AT F O R D A R C 2 0 1 2 4
What are the challenges to successful French Immersion Programs?• Displacement of community schools for stand-alone French Immersion schools is socially divisive for the community.• Balance between French Immersion and English Streams in dual-track schools.• Access to French Immersion programs (Waiting lists, lotteries and caps are very unpopular). CHALLENGES TO FRENCH IMMERSION PROGRAMS S T R AT F O R D A R C 2 0 1 2 5
Comparison of Single Track and Dual Track French Immersion Schools• Educational Outcomes :Studies show that there is no difference in achievement between French Immersion students in single versus dual track schools. Neutral• Educational Policy: Good educational policy dictates that schools reflect the diversity of society. Segregation of students by program or ability is contrary to the principle of inclusion. Dual track preferred.• Community Values: Community schools are the heart and soul of communities and as such need to take precedence over elective programming. Dual track preferred. SINGLE VERSUS DUAL-TRACK S T R AT F O R D A R C 2 0 1 2 6
Comparison of Single Track and Dual Track French Immersion Schools• Educational Continuity: Single track schools do not provide continuity for JK/SK students transferring into the program or to students who subsequently transfer back to the English stream. Dual track preferred.• Financial: No evidence that single track schools are more financially stable than dual track schools . In fact single track schools may be at increased risk as enrolment fluctuates from year to year. Neutral• Administration: Multi-track schools are more difficult to administer, however we feel the benefits to students and communities out-weigh the challenges to administration. Single track preferred by administration but not community. SINGLE VERSUS DUAL-TRACK S T R AT F O R D A R C 2 0 1 2 7
Dual Track Model Single Track Model • Potential for decreased• Increased bussing costs bussing costs• One time increase in resource • One time increase in resource expenses for expenses for moving English moving French Immersion classes classes• Administrative savings • Short term cost to phase-in program • Administrative savings No significant difference between the two models SINGLE VERSUS DUAL-TRACK FINANCIAL CONSIDERATIONS - GENERAL S T R AT F O R D A R C 2 0 1 2 8
• Junior cohort class sizes are the largest in the province. This would indicate that there are no staffing savings through consolidation.• Projected junior cohort numbers for the French Immersion program indicate that two dual track sites could function efficiently.• Schools in Stratford generate sufficient funds to operate within their grant allocation and without drawing funds from other schools. As such there is no financial reason to close a neighbourhood school in Stratford. SINGLE VERSUS DUAL-TRACKFINANCIAL CONSIDERATIONS - STRATFORD S T R AT F O R D A R C 2 0 1 2 9
Single Track School: Expansion of Dual closing of a Track Model: neighbourhood diversification of another community school community school Expansion of Dual Track Model: diversification of another community school SINGLE VERSUS DUAL-TRACK COMMUNITY CONSIDERATIONS S T R AT F O R D A R C 2 0 1 2 10
ARC Decision:Expansion of the Dual Track Model S T R AT F O R D A R C 2 0 1 2 11
What are the challenges to successful French Immersion Programs?• Displacement of community schools for stand-alone French Immersion schools is socially divisive for the community.• Balance between French Immersion and English Streams in dual-track schools.• Access to French Immersion programs (Waiting lists, lotteries and caps are very unpopular). CHALLENGES TO FRENCH IMMERSION PROGRAMS S T R AT F O R D A R C 2 0 1 2 12
What are the qualities of effective dual track French Immersion Programs ?• Have balanced enrolment between the English and French Immersion Streams.• Have sufficient classrooms to accommodate an entire cohort of each stream without necessitating combined grades (i.e. 12 classes for Grades 1-6).• Distribution and location of the program (geographically) to reflect demand for the program and equal access. EFFECTIVE DUAL-TRACK FRENCH IMMERSION PROGRAMS S T R AT F O R D A R C 2 0 1 2 13
Schools withclassroom and OTG Schools with adequatecapacity for a Dual- green space and Track French accessory room usageImmersion Program Bedford Avon Anne HathawayPHYSICAL CONSIDERATIONS S T R AT F O R D A R C 2 0 1 2 14
Dual-track schools that would result in two viable French Immersion streams. Unlikely to dwarf the English stream but still allow for growth of the program. Bedford Avon Anne HathawayBALANCE CONSIDERATIONS S T R AT F O R D A R C 2 0 1 2 15
Accessibility : No physical barriers for enrolment in the French Immersion Program Bedford Avon Anne HathawayACCESSIBILITY CONSIDERATIONS S T R AT F O R D A R C 2 0 1 2 16
Geographic Distribution of the French Immersion Program Bedford & Avon Bedford & Anne East/West Hathaway North/SouthGEOGRAPHIC CONSIDERATIONS S T R AT F O R D A R C 2 0 1 2 17
Demand for French Immersion Avon Outside of Bedford ward, Avon ward currently has the highest number of French Immersion studentsDEMAND CONSIDERATIONS S T R AT F O R D A R C 2 0 1 2 18
Real estate development and population growth in the City of Stratford Anne Hathaway The French Immersion program at Anne Hathaway would reserve capacity at Avon for projected growth in the North end of the city.PROJECTED ENROLMENT CONSIDERATIONS S T R AT F O R D A R C 2 0 1 2 19
Both Avon and Anne Hathaway meet the criteria for space andaccessibility and provide viable options for a second dual trackschool. Beyond these basic facilities criteria each may have meritwith respect to items such as geographical location and current FIdemand.Although the ARC is expected to recommend a specific dual tracksite it was felt that we do not have sufficient information withrespect to the underlying criteria that will be used by Trustees toallow for determination of a specific site.In addition, the ARC does not feel we have the data required tomake specific recommendations with respect to border changes. SUMMARY S T R AT F O R D A R C 2 0 1 2 20
Recommendations for implementation of a second Dual-Track site. Goals are to decrease disruption and increase benefits to students and the community.• FI boundaries should match school boundaries .• Border adjustments should strive to balance enrolment across all schools in Stratford.• The French Immersion program should be phased in at the second site.• Border changes should be phased in allowing for grandfathering of existing students.• Border changes and bus routes should be optimized to minimize cost and maximize walkers.• Balance between the two streams should be maintained. GOALS AND RECOMMENDATIONS S T R AT F O R D A R C 2 0 1 2 21
Stratford needs its community schools.The elementary schools in Stratford arefinancially stable.Expansion of the dual track model wouldleave our schools intact, would aid inmaintaining enrolment balance betweenthem and would do so without addingadditional financial constraints. CONCLUSION S T R AT F O R D A R C 2 0 1 2 22