Good Morning!

Hugh Gloster, Superintendent of SchoolsSchool District No. 23 (Central Okanagan)

August 24, 2010

TIMING OF THE RUTLAND AREA GRADE CONFIGURATION CHANGE

Public Consultation Presentation 2014

PUBLIC MEETING AGENDA

6:30 – 6:40 – Introduction and Welcome

6:40 - 7:00 – District Presentation

7:00 - 7:20– Local School Information

7:20 - 7:30 – Next Steps - Process and Timelines– Questions and Answers

BOARD MOTION AND DECISIONDecember 12, 2012

THAT: The District work towards the long-term goal of phasing in a consistent grade configuration in all areas of the District with K-5 elementary schools, Grade 6-8 middle schools and Grade 9-12 senior secondary schools.

• The timing of changes to the grade configuration structure will be based upon:– The best needs of the students– The needs of each individual and unique community within the

School District– The need to manage growth and the best use of existing

school buildings– Financial considerations

HISTORICAL CONTEXT

1993 First Middle School

Grade 7 – 9 Middle Schools

2012 Approval Long Term Facility Plan

Long Term District Grade Configuration (K – 5, 6 - 8, 9 -12)

GRADE CONFIGURATION AND THE LONG-TERM FACILITY PLAN

• Guided by the following principles:– All decisions are made in the best interest of students– Community and partner group input are valued

• To foster an outstanding learning experience for students, Rutland Grade Configuration should:– Be driven by curriculum, program, instruction and assessment

needs– Provide conditions and opportunities which support the

development of the Attributes of a Learner in the 21st Century– Support the integration and use of learning technologies– Optimize the integration of services to support students

EDUCATIONAL DRIVERS

• Designing Student Transitions that Support Learning– Grouping students to meet the social/emotional and developmental needs more

effectively– Provide Grade 9 students a transitional year at the secondary school to prepare for

graduation program processes such as provincial exams

• Align Educational Programming and Curriculum with the BC EdPlan and the Graduation Program

– K – 5 Elementary Schools• Focus on early learning, literacy and foundational skills

– 6 – 8 Middle schools• Focus on exploratory curriculum that is developmentally responsive

– 9 – 12 Secondary Schools• Focus on preparing students to effectively meet the learning outcomes of the

graduation program

• Creating Developmentally Responsive Teaching and Learning Environments

EDUCATIONAL BENEFITS

• Grade 6 – 8 aged students are more developmentally similar and appropriate in terms of physical, intellectual, social and emotional needs and characteristics, and their educational program can be more streamlined to meet these needs:– Flexible schedules– Teacher teams– Mentorship/advisory program– Exploratories– Enrichment opportunities in areas of interest

WHAT WILL THE NEW PROGRAMLOOK LIKE?

• WEB (Where Everyone Belongs) Transition Program• A static, more elementary style timetable – allowing for

more flexibility, daily physical activity, project-based learning, etc.

• Teaching teams (generally 2 teachers) to take advantage of teacher strengths and assist with joint planning to meet their students' needs

• Mentorship/advisory program – students will meet in smaller groups first thing in the morning every day to connect with their mentorship teacher (a teacher who will also act as the students' advocate) and organize for the day ahead

WHAT WILL THE NEW PROGRAMLOOK LIKE?

• Exploratory options – all students will participate in the regular core curriculum and four 10 week exploratory options (art, music/band, home ec, and tech ed) for 3 – 57 minutes classes per week.

• Enrichment block – a 114 minute block of time per week for students to work with a teacher in a mutual area of interest (ie. Social Justice, Leadership, Robotics, Community Quilting, Outdoor Education, Dance, Band, Video Production, Foreign Language and Culture, Drama, etc.)

WHAT WILL THE NEW PROGRAMLOOK LIKE?

• Extra-curricular opportunities – includes a variety of sports for all grade levels, intramurals, WE Day, spring drama production, etc.

• Support services – learning assistance teacher(s), counsellor, resource room teacher, Aboriginal advocate(s), behavior intervention teacher, CEAs

Q & A

POTENTIAL IMPLICATIONS

• Loss of Grade 6 Students at the Elementary– Leadership opportunities– Enrolment Trends

• French Immersion Program at Belgo• Maintaining Status Quo

– Individual school vs K to 12 perspective – Timing of the change

PROCESS AND TIMELINES

YOUR FEEDBACK IS IMPORTANT

• ThoughtExchange Online Process– Questions regarding the timing of the Rutland Grade

Configuration Change• Benefits• Challenges• Recommendations

– Feedback will guide staff recommendation and Board decision

What are potential benefits that you could identify if the grade configuration change was implemented:

Starting September 2015 Starting September 2016

What are the potential challenges you could identify if the grade configuration change was implemented:

Starting September 2015 Starting September 2016

Considering the benefits and challenges, what recommendations

do you have?

QUESTIONS

?