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Attachment 2 Item 11.2.2 April 23, 2015

Kawartha Pine Ridge District School Board

Low Enrolment

Secondary School Report

April 15, 2015

Presented by: Steve Girardi, Superintendent of Education: Student Achievement

Greg Ingram: Superintendent of Education: Student Achievement

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Low Enrolment Secondary School Report

Table of Contents

Section Page # Enrolment and Demographic Summary 3 Principal Focus Group Summary 6 District Visits 7 School Community Focus Group Summaries Campbellford District High School 9 Student Focus Group Information 11 Clarke High School 12 Student Focus Group Information 14 Lakefield District Secondary School 15 Student Focus Group Information 17 Norwood District High School 18 Student Focus Group Information 20 Port Hope High School 21 Student Focus Group Information 23 Video Conferencing Student Survey 24 Video Conferencing Appendix A 26 Summary of Focus Group Key Considerations 28

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Low Enrolment Secondary School Report Enrolment and Demographic Summary The five Community Focus Groups were presented historical and projected enrolment figures as well as demographic data for their respective Associated School Groupings (ASGs). Each session began with an overview of Board-wide information. The Board historical enrolment data is: 2006/2007 2013/2014 Change % Change Elementary Headcount

25,013 21,824 (3,189) (12.7%)

Secondary Average Daily Enrolment (ADE)

13,455 11,109 (2,346) (17.4%)

Total 38,468 32,933

(5,535) (14.4%)

The decline in elementary enrolment has levelled off, however, secondary is continuing to decline as the small grade sizes from elementary move through to the secondary schools. Birth data on a Board-wide basis for the period of 1990 through 2012 showed a significant decline from their peak in 1991 to a low point in 2000:

Year 1991 2000 2012 Births 3,349 2,407 2,893

The data sources are the Provincial Birth Registry, Canada Revenue Agency Child Tax Credit information and the Census. The Boards planning software projects that over the next ten years births will continue to increase gradually and they are expected to be approximately 3,100 in the year 2024. Based on this information, as well as other demographic trends, the Boards enrolment is projected to increase to just under 35,000 by the year 2024. Within this total, secondary is projected to continue to decline over the next five years, bottoming out at an estimated head count of 9,300 in the year 2020, after which a gradual rebound is projected to bring the enrolment above 10,300. Elementary head count is projected to gradually increase to over 24,300 by the year 2024.

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The school specific data is as follows: Campbellford District High School (CDHS) Campbellford District High School has experienced a 30% drop in enrolment over the past 15 years. In 2014/2015 we are projecting an ADE of 507, which represents a utilization rate of 71.3% of building capacity. CDHS retains almost all the graduating Grade 8 students from its feeder schools and attracts a further 15 to 25 students annually from the coterminous boards local elementary school. In 2013/2014, 93.92% of the students in the catchment area between the ages of 14 to 17 attended CDHS, with another 5.87% attending other KPR schools. The 10 year enrolment projection predicts that the school will remain relatively stable with headcounts between 450 and 500 students. Clarke High School (CHS) Clark High Schools enrolment has declined by 27.45% over the last 15 years. The projected ADE for 2014/2015 is 370, which represents a capacity utilization of 64.23%. In 2013/2014 there were 737 children between the ages of 14 to 17 in the catchment area and 54% of these students attended CHS, 15% attended other KPR secondary schools and the remaining 31% attended other boards. The Pines Senior Public School is the main feeder school for CHS. In 2014, 10 of the Grade 8 graduating class (12%) left to attend high school in another board. Our 10 year enrolment projections predict a headcount of 337 in 2023/2024. Newcastle is experiencing significant housing development growth and our Educational Development Charge (EDC) consultants are more optimistic and are projecting a headcount of 462 in 2023/2024, and their 15 year outlook suggests an enrolment of 619 by the year 2029/2030. Lakefield District Secondary School (LDSS) Lakefield District Secondary School has experienced a 52.3% decline in enrolment over the last 15 years. The 2014/2015 projected ADE of 312 represents a building capacity utilization rate of 44.4%. LDSS had 55% of the catchment population between the ages of 14 to 17, in 2013/2014. Lakefield Intermediate School is the primary feeder school. In 2013/2014, 65% of the graduating Grade 8 class went on to attend LDSS, with 12% attending other KPR high schools and the remaining 23% left to attend another board. The 10 year enrolment forecast projects LDSS will have a headcount of 272 by the year 2023/2024.

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Norwood District High School (NDHS) Norwood District High Schools enrolment (ADE) has decreased from 528 in 2000/2001, to 296 in 2014/2015. This represents a decline of 43.9% over the 15 year period. Their 2014/2015 building capacity utilization rate is 43.46%. In 2009/2010, 80% of the children aged 14 to 17, living in the catchment area, attended NDHS. This percentage dropped to 69% in 2013/2014. The long term-projection predicts the head count of 282 students in the year 2023/2024. Port Hope High School (PHHS) Over the last 15 years, Port Hope High Schools enrolment has declined from an ADE of 759 to 396 in 2014/2015. This represents a drop of 47.8%. During the same time frame the total enrolment at the PHHS feeder schools has decreased from 1,698 in 2000/2001 to 987 in 2014/2015, a drop of 41.9%. Dr. M.S. Hawkins Senior Public School is the primary feeder school and in 2013/2014, 22% of the graduating Grade 8 students left to attend high school with another board. PHHS captured 64% of the catchment area population of children aged 14 to 17 in 2013/2014. The 10 year enrolment projection predicts a continued decline, with the 2023/2024 head count projected to be 316.

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Principal Focus Group Summary The principals of the Low Enrolment Secondary Schools convened to discuss areas of concern given low student populations and to provide input as to how to ensure equal opportunities for all of our students across KPR. Immediate and long-term solutions were discussed. Principals identified the following: Programming A wide variety of programming is more difficult to offer because of the smaller student populations. Programming of compulsory subjects in senior grades becomes challenging and leads to more multi-level courses. Staff often have to teach outside their area of qualifications. Staffing Less staff are available at the school to support students. In a small school, the loss of one teacher can greatly affect programming for students, e.g. Specialist High Skills Majors (SHSMs). This also makes it more challenging to offer a wide range of extra-curricular activities. Facility As enrolment decreases, overall school utilization becomes limited. Overall appearance and facility upgrades are identified as an on-going concern. School Community Reputation Some parents in the community feel that a small school has less ability to offer students a quality program. Parents often select to have their children move to bigger schools which greatly affects low enrolment schools. The uncertain future of a school influences the choices of Grade 8 students. Next Steps Continue to utilize strategies to maximize programming opportunities for students. These strategies include: Combine classes across levels/grades E-learning Video conferencing explore utilizing on a system level Examine programming across the system to share students Offer courses every other year Consider other potential strategies to maximize programming opportunities for students. Those strategies include: Top up staffing at small schools to assist with scheduling Improve the appearance of our low enrolment schools Examine positive methods to market our local schools demonstrate benefits to the

school community Look at restructuring school day into 5 periods in order to provide further alternative

programming Allow adults to attend the schools to further utilize the buildings

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District Visits Enrolment has declined not only within the Kawartha Pine Ridge District School Board but also across the province. Other school boards are faced with similar concerns of how low student enrolments affect programming. We visited two other school boards to learn about how they are supporting low enrolment schools and allow for the best opportunities for students. The two school districts selected to visit were Upper Canada District School Board and Bluewater District School Board. In the Upper Canada visit, our focus was on examining programming options in schools with less than 500 students. In the Bluewater school district our visit focused on K-12 models. Visit to Upper Canada District School Board (January 2015) Upper Canada District School Board is a school district with a large number of low enrolment schools. They have 22 secondary schools with a total student population of approximately 9,500 students. In contrast to KPR, we have 13 secondary schools with a student population of 10,200 students. Upper Canada District School Board has a number of schools with less than 500 students. All of the secondary schools are 7-12. Our visit included discussions with senior personnel, school principals and classroom teachers, and visits to two different low enrolment schools. Below is a summary of key findings: Flexible in their staffing to allow for creativity in meeting student needs. For

example, teacher-librarian sections may be utilized for other classes within the school. Library technicians operate the library. As well, guidance, special education, co-op are all part of the classroom allocation which allows for flexibility at the school. Some of the credit combinations are different than combinations we have staffed in our schools.

They use similar methods to support student learning including combining classes, e-learning, and offering courses every other year. Upper Canada District School Board did not utilize video conferencing at this time nor did they twin any schools or share resources in that manner.

There are no partnerships between schools but they did allow students to bus to any school within the area so that they did not lose students to other school districts.

All of the secondary schools in this district are Grades 7-12, which allows for more staff and more opportunities to provide extra-curricular activities. Like KPR, the schools utilize volunteers and are dedicated to meet student needs.

Specialist High Skills Majors are offered at different schools across the district. While there did not appear to be specialized transportation for different programs, students were allowed to bus anywhere within the system to access program.

Vacant classrooms in underutilized schools remain accessible to the school. They did try to have Grade 9 and 10 students from three schools attend one school

for 11 and 12. They felt this environment had a negative impact on school culture and abandoned this idea after five years.

Similar to findings in KPR, specialized programming did not attract students from other school districts.

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Bluewater District School Board (November 2012) The visit included visits to two different K-12 schools Walkerton District Community School and Peninsula Shores District School. The visit included Trustees, the Director, members of Senior Administration, and two elementary principals. A report was brought to Program Review Committee in April 2013. The benefits and challenges of the move to a K-12 school in each community was discussed. Among the topics discussed during the visits were: programming, student achievement, community relations, partnerships, declining enrolment, school operations, school culture, student safety, and facilities.

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School Community Focus Group Summary Campbellford District High School Secondary School Experience The following priorities were identified as critical to the secondary school experience in this community: Programming Learning opportunities for all students was a common theme. It was felt that students should have a variety of choices and the ability to access appropriate choices that address their diverse needs and interests. These opportunities need to prepare students for post-secondary school and give them options that lead toward their post-secondary school destination. In addition, students identified the importance of technology in their learning both in the skilled trades area and through technology such as computers and tablets. School Culture Schools must be places that are inviting and places that students want to be. This comes from having appropriately qualified teachers who are teaching subjects they are interested in. It is important the students feel that they are part of a community within the school and have a strong sense of belonging. Schools need to be safe and caring places for learning. In addition, students indicated that positive relationships are very important; student/student, student/teacher. Community It is important for the school to have a strong connection to the community and for the community to have a strong connection with the school. This would come through extra-curricular and curricular opportunities. Extra-Curricular Opportunities for students beyond the classroom should be available for all students. Students emphasized the need for a wide variety of opportunities so that all students could find something they are interested in. Strengths The following strengths were identified: Staff The school has a caring staff that is connected both to students and the community. Extra-Curricular Activities There are a wide variety of extra-curricular activities available to meet the needs of students. School Culture There is a caring culture in the school between staff and students. This perception was also shared by students.

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Programming The community members felt that the amount of specialized programming (music, SHSM) was a strength, as was the use of varied learning approaches (e-learning/video conferencing). Students also recognized the variety of courses, especially those in the skilled trades as an area of strength. Community There is a positive relationship with the community. This is evident in both the extra-curricular activities and in the financial support provided by the community to the school (scholarships/sponsorships). Students also identified the wide number of special events and community support work completed by the school as a strength. Areas for Growth The following areas for growth were identified: Facilities Investment in updating various areas of the school to better serve the speciality programming. It was also suggested that the field needed to be refurbished. The need for improved cafeteria both in appearance and food quality. Programming Participants felt that the expansion of specialized programming would help in better connecting students with employment opportunities in the community. It was also felt that increased use of the school by the community for such things as night school would provide added value to the community. Students emphasized the need for a wider variety of courses that are available every year. They would like to see more optional courses available at the university level in Grade 12. Resources It was noted that subject areas like science and technology would benefit from updated equipment. Student also noted that computer technology needs to be updated. Extra-Curricular Expansion of sports opportunities is needed. Areas to Consider The following next steps were identified: Continue to look at alternative means of course delivery, i.e. video conferencing and

e-learning. It was recommended that we look at joint programming and extra-curricular activities

with Norwood District High School. Seek out additional funding for small schools so that staffing can be increased. Students emphasized the following: the need for late bussing so that all students

could access after school activities; better common areas for students so that they had a better sense of belonging in the school; more course options; improved computer quality; and authentic learning related to real jobs.

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Campbellford District High School Student Focus Group In responding to the question about school vision, Campbellford District High School students felt that the secondary school experience should offer a wide variety of courses as a high priority. The courses that are offered should help students to access the post-secondary programs they are interested in. Students also identified the importance of sports at the school. They want to see a variety of options related to extra-curricular activities. The quality of teaching is a priority for students. They want to see teachers who are committed to their students and excited about the courses they are teaching. A warm, friendly and supportive school culture is important as well. Students also value specialized programming such as music and technology classes. In the area of strengths, students identified their music program and also expressed pride in their school-wide breakfast club. Students felt that they have excellent coaches and a good variety of extra-curricular activities. They also value their teachers and the principal who students find is willing to make investments in the school that they value. Small class sizes are important to students and they believe this helps to create a supportive and positive learning environment. Areas for growth identified by students included references to the upgrading of school facilities. The cafeteria and weight room are two areas they identified. They are not happy with the food quality in the cafeteria and feel the area should be improved. Students also suggested that they would like to have more course options especially in the senior grades. Updated computer technology is an area of need according to students. Almost all participating students expressed an interest in having late busses so that all students could access extra-curricular activities after school.

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School Community Focus Group Summary Clarke High School Secondary School Experience The following priorities were identified as critical to the secondary school experience in this community: Programming A quality educational experience was identified as an important factor. Students should be in classes that are not combined with multiple grades or streams. There should be a focus on technology and trades. Students should have the opportunity to take courses in areas of interest and strength without the worry of cancelled courses. Students should have the choice of a variety of options in courses. Safe, Caring Environment The school should offer a caring environment where students are taught to be good citizens. Students should feel safe to take risks and feel a sense of belonging. Community There was a great emphasis placed on the importance of community within the school and its surrounding areas. It was felt that a positive community environment that continues on from the elementary feeder schools was important. Extra-Curricular A wide variety of activities for students is critical to an overall positive secondary school experience. Strengths The following strengths were identified: Programming There was a strong feeling that Clarke High School provided its students with a strong academic background, especially for students in Grades 9 and 10. Positive academic and EQAO (Education Quality and Accountability Office) results were mentioned specifically. Creative time-tabling maximizes opportunities for students. Staff There were several comments that spoke about a caring and dedicated staff. Extra-Curricular Activities There is a good variety of activities for the students of Clarke High School. Another positive is that students will make the team if they try out. The school offers a number of well-rounded opportunities for students (academic, athletics, clubs, and student support). School Culture The school allows for everyone to know each other. It provides a good learning environment. The fact that the school is small offers the opportunity to address individual student needs and support at-risk students. Community There is a strong, supportive school community. The annual outdoor graduation ceremony was mentioned as an outstanding event at the school.

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Areas for Growth The following areas for growth were identified: Staffing With declining enrolment the school has lost many teachers that bring specific strengths and skills to the school. It is important to have staff that bring a variety of skills for students. Facilities An infusion of money to breathe new life into the building would assist the school in attracting and retaining students. Additions such as a dance studio, new track, upgraded science rooms or a weight room would improve the schools image. Programming The school has difficulty providing programming to students, especially in Grades 11 and 12. Offering a wide variety of programs in the arts or different languages would be good for students. Marketing An area for growth would be to better market or rebrand the school. As well, it is felt that developing the relationship with the feeder schools is an important part in this process. Advertising the strong academic programs is critical. It would be great to see students highlighted in an engaging, student-centred website. Community Partnerships The school could look for further community partnerships to enhance the relationship with the community. This will allow for students to feel better associated with Clarke High School. It is also important the community becomes more involved with the school. Areas to Consider The following next steps were identified: Rebrand the school as one that focuses on literacy and numeracy. School staff and leadership must be invigorated. Increase staffing to the school to support low enrolment schools and limit combined

classes. Run classes regardless of size. Combine extra-curricular activities that cannot be offered at Clarke High School with

Bowmanville High School. Better market the school to focus on strong academic programming and overall

school climate update the school website. Become more involved with local businesses and community groups. Build a better connection with the elementary feeder schools to improve and

increase the schools visibility. Consolidation of Kirby Centennial and Orono Public Schools into The Pines Senior

Public School make Clarke High School a 7-12 school. Change the boundaries to increase enrolment. Change course offerings at other local secondary schools that would encourage

students to attend Clarke High School and increase enrolment. Continue to be creative with regards to staffing. Provide late buses that would allow for more flexibility for extra-curricular activities,

clubs and overall community feeling. Build a road to access the back of the school and not use Highway 115.

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Clarke High School Student Focus Group The vision for students at Clarke High School was that they wanted an education that was enjoyable and provided them with good memories. The environment had to be safe and supportive where students were also able to learn from their peers. Students were focused on obtaining the necessary skills and knowledge to be successful in the future whether it be in the work place or moving on to university and college. Having favourable choices for courses and a wide variety of extra-curricular activities was important. Students felt that teachers played an important role in all students education. The strengths of the school focused on having strong, supportive teachers, a close tight-knit community where everyone knew each other, and the ability for students to participate and make a wide variety of school teams and activities. Students felt CHS provided a good foundation in the core subjects, appreciated the homework club and the fact that teachers support students in the school. Students were proud of CHS and enjoy the small atmosphere the school provides. Students from CHS outlined some areas for improvement and growth. They spoke of improvement to the physical building, including improving the track and the school courtyard. Other types of plant improvements mentioned include a bigger gym and weight room, better computer lab, and upgraded science labs. It was mentioned that adding a course that other schools did not have would also be beneficial. Students identified that the many combined classes do not provide the best opportunities for students. School spirit could also be enhanced with some different spirit days.

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School Community Focus Group Summary Lakefield District Secondary School Secondary School Experience The following priorities were identified as critical to the secondary school experience in this community: Programming A wide range and variety of courses is a priority. It is important for students to have choice. The programming needs to meet the needs and interests of all students and prepare them for this century and support them through innovative teaching practices. School Culture The school needs to be a safe learning environment where all students feel included. Community The school needs to create a strong sense of belonging for students in the school community. In addition, strong community partnerships are important. Extra-Curricular The school should provide a diverse and inclusive number of extra-curricular opportunities for students. Opportunities should range from clubs and activities to the arts and sports. Strengths The following strengths were identified: Staff The school staff is dedicated and work to find creative ways to support student needs. Students have a strong connection to their teachers. Extra-Curricular Activities Participation on school teams is easier for students when enrolment is lower. Programming Specialized programming opportunities are strong, i.e. Dual Credits; Specialist High Skills Major and Geo-Venture. Students also take advantage of e-learning opportunities. Students indicated that extra help was always available. Students value the small class sizes that often occur. Community There is a close relationship within the school and positive relationship with the community. Students identified having positive relationships with peers and teachers as an important part of a secondary school experience. School Culture Students felt that the school was inclusive and that the staff were caring. Facility Students felt the quality of the gym and the size of the school were an asset.

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Areas for Growth The following areas for growth were identified: Facilities Investment in updating various areas of the school to better serve the speciality programming was a concern. It was also suggested that the field needed to be refurbished. The need for improved cafeteria both in appearance and food quality. School Culture School morale is low due to the perceived uncertain future of the school. Students identified the uncertainty of course offerings as part of the low school morale. They also identified student wellness as a continued area of focus. Programming There is a limited number of course options due to low enrolment. This is especially a problem for students in the academic stream and for senior students who have more specialized course needs. The use of e-learning and video conferencing is a result of students not getting what they need at the school. Some students are leaving the area to access regular and specialized programming at other schools. Students also noted that resources and technology need to be updated. Students indicated that they would like more courses directly related to college programs such as communications technology. Students were concerned that some of the more difficult classes are only being offered through e-learning or video conferencing. Staffing Concern for teachers having to teach outside of their area of specialization was expressed. It was also noted that with fewer staff, fewer people are trying to offer the same number of things to all students. Extra-Curricular There is a limited number of extra-curricular activities. Areas to Consider The following next steps were identified: Provide and market new specialized programming that will bring students to LDSS.

This could involve a greater emphasis on health and wellness and/or the environment.

Establish programming partnerships with other schools within the City of Peterborough. Move French Immersion to LDSS.

Consideration should also be given to developing an alternative school so that people in Lakefield do not have to go into Peterborough.

Petition the Ministry to increase funding to support small secondary schools which would allow for more teachers in low enrolment schools.

Consider changing the school catchment area to increase the number of students who attend LDSS.

Increase the use of the school by the community.

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Lakefield District Secondary School Student Focus Group The Lakefield District Secondary School student focus group felt that having positive peer and teacher relationships is a critical part of the secondary school experience. Students also emphasized the importance of having access to courses that would allow them to access the post-secondary program they are interested in. A variety of extra-curricular activities are important to students as well. It was also important to students that the secondary school experience occur within a safe and caring community. Students felt that the small class sizes were an asset at the school. This allowed for closer student/teacher relationships and availability of extra help. Students are pleased with the extra-curricular activities that they have but they would like to see more. Senior level students expressed frustration with some teams being cut in recent years due to low enrolment. Students would like to see more course options especially at the academic/university/college level. Improvement in the quality of computers available at the school is an area for growth identified by students. Students also indicated that having more students would result in having more teachers and as a result more course options.

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School Community Focus Group Summary Norwood District High School Secondary School Experience The following priorities were identified as critical to the secondary school experience in this community: Programming A variety of learning opportunities (courses and programs) should be available that will prepare students for life after high school. The school should have high academic standards. Community members attending emphasized the need for specialized programming that would support the local economy (i.e. Agricultural SHSM). In addition, students value experiential learning opportunities in the community through programs such as co-op. Safety The school environment must be safe, caring and inclusive. Extra-Curricular The school should provide a wide range of extra-curricular activities that are accessible to all students. Staff Inspiring, hardworking staff focused on creating a safe environment to help all students to achieve. It is important for all staff to know every student. Community Strong community connections to support the safe culture and program opportunities for the school. The school should also feel like a supportive community for all students. Community members emphasized the importance of a small school and the connection it allowed between teachers and students. Transportation Student time on a bus should be kept to a minimum. It was also suggested that late bussing should be provided so that all students have access to after school activities. Strengths The following strengths were identified: Programming The school community values the specialized programming (Forestry, Hockey and Manufacturing) and the varied course delivery methods (video conferencing and e-learning). Extra-Curricular Wide variety of activities available and accessible to all students. Community There is a strong sense of community within the school and with the community at large. Community facilities are also available to support the school programming. Staff A committed, caring and supportive staff. There are positive relationships with students and low student/teacher ratio in classes. Safe and Caring The small size of the school lends itself to a nurturing and caring environment.

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Areas for Growth The following areas for growth were identified: Programming Participants suggested that KPR should offer an alternative learning program in Norwood. It was also suggested that the use of video conferencing as an instructional strategy be expanded. The promotion of NDHS programs in other areas of the Board could be used as a strategy to attract students to NDHS. Students emphasized the need for a wider variety of academic programs and courses so that they have more choice. Students would like to see updated music instruments and more access to skilled trades related courses. Staffing Try to keep a consistent staff protected from being bumped out of the school due to seniority. Students would like to see teachers with greater specializations. Community Take advantage of the expertise in the community to support extra-curricular activities. Build strong relationships with elementary schools and students earlier so that they select NDHS as their secondary school. It was also suggested that the Grade 7 and 8 students in the area should attend NDHS. Technology Updated technology for student use. Facilities Updating of the facilities and cafeteria (food and facility). Students would like to see lockers and classrooms updated. Extra-Curricular Students emphasized the need for new equipment to support programming. They were also interested in more choices and would like to see the field/track improved. Areas to Consider The following next steps were identified: Introduce programming that is connected to the local economy (i.e. Agricultural

SHSM). Offer Alternative programming in the area including night school for adults. There was also interest in having the Grade 7 and 8 students attend NDHS. Create improved learning space/experience for e-learning and video conferencing

classes. Community members suggested that more access to senior level courses between

CDHS and NDHS would help to provide students with the courses they need for post-secondary.

Stop providing bussing for students to attend schools outside of the Norwood area. Long bus rides are not acceptable.

Build a partnership with the Peterborough Victoria Northumberland and Clarington Catholic District School Board so that all area students attend NDHS.

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Norwood District High School Student Focus Group The Norwood District High School student focus group felt that a quality education was important to them in a safe and caring learning environment. They also want caring teachers who are willing to provide individual attention when needed. Students also want specialized programming options such as Forestry. Sports and extra-curricular activities are important to students as well. Students felt that the school had strong, dedicated teachers who are willing to support all students. Students value the positive relationships they have with teachers as well which contributes to a positive sense of community. Small class sizes are a positive at this school and students generally feel that they have enough choice in courses either at NDHS or through e-learning. Students feel that the number and type of extra-curricular activities are a strength. They also noted that it is easier to participate on a team due to fewer people competing for positions on each team. Improvement in the quality of technology available at the school is an area for growth identified by students. Students also indicated that having a wider range/variety of courses would be positive for the school. Interest in having transportation technology, more music and French were specifically identified. The quality of food in the cafeteria was also an area for improvement. Students emphasized the need for improvements in the use of video conferencing as a course delivery model. They also identified the need for more academic course options and opportunities for senior students.

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School Community Focus Group Summary Port Hope High School Secondary School Experience The following priorities were identified as critical to the secondary school experience in this community: Programming It is important that students have the courses that are required to graduate as well as prepare them for their path after high school. Students require a good variety of electives that allow them to feel interested in their learning. Safe, Caring Environment The school must be a safe environment. Students and staff know each other very well. Every student feels like an individual and receives personal attention. The environment needs to allow students to develop confidence in their ability and become leaders. Students should be supported socially and emotionally within the school. Community There should be a community feeling at the school where students feel safe and are willing to take risks. Students must go to school within their community. Extra-Curricular There should be a wide assortment of extra-curricular and co-curricular activities for students. It is important that most students have the opportunity to make these teams. Instruction Strong teaching staff with academic and experiential learning opportunities for all students. Students must be engaged in the learning. Strengths The following strengths were identified: Programming Students have the courses that are required to graduate as well as prepare them for their path after high school. There are a good variety of electives given the size of the school to interest a variety of students. Daycare within the building was seen as a positive for a community school. Strong student success team to support students in the school. Safe, Caring Environment There is a safe environment at the school. The small size of the school allows students and staff to know each other very well. Every student feels like an individual and receives personal attention. The environment allows students to develop confidence in their ability. Students are supported socially and emotionally within the school. There is tolerance for different groups. Community There is a community feeling at the school where students feel safe in this environment. It is also positive that the students attend a school within their community.

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Extra-Curricular This was seen as an area where students had the opportunity to be on any team available because of the size of the school. Activities such as student leadership, student trips, and athletic teams were all identified as positive attributes within the school. Instruction Strong and devoted teaching staff are able to meet the needs of all students in the school. Areas for Growth The following areas for growth were identified: Staffing Smaller schools should be provided with more staffing to allow students to have a wider variety of programming opportunities. Extra-Curricular Smaller schools should be provided with extra funding for extra-curricular activities. Programming More programming opportunities for students would be beneficial. The French Immersion program is an area where the school should focus more resources to support the program. As well, it was identified that an Esthetics program would support the school. The Specialist High Skills Majors at the school should be enhanced. Improved funding for small schools would support Low Enrolment Schools. Transportation Bussing for Port Hope High School was identified as an area that should be improved given the nature of the community and location of the school. Areas to Consider The following next steps were identified: Improve SHSM programs at the school. Offer tech courses at Dr. M.S. Hawkins Senior Public School to encourage students

to move from the local feeder schools to the intermediate school. More funding for smaller schools to support programming as well as extra-curricular

activities. Consider moving the boundaries for students in Bewdley to have them attend Port

Hope High School. Look at ways to better market or promote Dr. M.S. Hawkins Senior Public School

and Port Hope High School within the community and with its feeder school. Improve communication and relationship with the local feeder schools.

Change transportation guidelines in the Port Hope area. Upgrade the science labs to better support student learning.

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Port Hope High School Student Focus Group Students felt that options for course selection, specialized teachers, school sports, and a positive, close knit environment were important factors for a good high school experience. Further, students wanted to develop life-long friendships, have school trips, and have a safe environment during these important years. Students mentioned some different options for programming at the school that would be interesting such as some different shops for girls. Students wanted friendly and understanding teachers and wanted the ability to develop everyday life skills. Strengths of Port Hope High School included the fact that everyone can get to know each other well. Students know their teachers and also get to know other students within different grade levels. It is easy to get involved in different activities at the school. Students felt that they were able to be successful in class, enjoyed Link Crew, the Journey of Hope and the Learning and Life Skills classes. They were positive about their friends, sports, and all activities occurring at the school. Students appreciated teachers and their ability to work in different subject areas. The breakfast club was also mentioned as an important aspect for the school. Areas for growth and items to consider focused on improving course selection, improving the reputation of Port Hope High School and improving school spirit. It was felt that the school needed better communication with Grade 8 students, more sports and activities, improving the student population of the school and upgrading the equipment of the school such as textbooks, chairs and desks. Students mentioned specialized staff.

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Video Conferencing Student Survey February 2015 Total Respondents: 30

CDHS: 5 (V-Conference)

TASSS: 13 (Face to Face)

LDSS: 3 (V-Conference)

NDHS: 9 (1 V-Conference only)

(3 Face to Face only)

(5 V-Conference and Face to Face)

Courses Delivered: SBI 4U (Grade 12 University Biology)

SPH 4U (Grade 12 University Physics)

MHF 4U (Advanced Functions)

Summary: Course Completion All students who responded to the survey completed the course. Of note, a study of Trillium records showed that:

7 students began Grade 12 University Level Math (MHF 4U) via video at NDHS; 6 completed the course,

8 students began Grade 12 University Level Biology (SBI 4U) via video at CDHS; 6 completed the course

Similar information is not available for the LDSS students who enrolled in Grade 12 University Level Physics (SPH 4U) via video.

Extra Help Students in face to face courses generally reported being able to access extra help far more easily than those who participated via video. The latter group felt that extra help was challenging, or unavailable, as they could not arrange transportation to meet with the teacher and there was not always a teacher at their home school able to provide support in the senior university level course.

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Course Material Over half of students in face to face classes reported being confident or very confident in their understanding of the course material at its conclusion. This compares with approximately one in five students reporting the same when completing the course via video. Taking another video course? Students would overwhelmingly prefer to take courses face to face and would either not take a course again if it was offered via video, or would only if there were no other options. General Conclusions Challenges to address: Access to teacher for extra help, test support, discussion during class, Technology: audio, video, connection issues, Scheduling of class in the day (different school times).

a) The comments indicate that students who take courses via video conferencing need

additional support which might include the teacher conducting classes at the second site on a regular basis or arranging to meet with video students at their home school.

b) The number of comments regarding problems with technology indicate that this is

something that needs to be addressed as well. Perhaps additional opportunities for the teacher to learn more about technology and other digital options that might be available and more reliable could be explored prior to the beginning of the course.

c) On a positive note, a number of the students who were on the video side

commented that they did appreciate the opportunity to take the course, rather than have it cancelled outright.

d) In a specific situation where comments depict the extra measures that a particular

teacher took to reach the video students through a variety of methods, including operating a web-page and frequently checking email, the students in that course were more positive about the possibility of taking another course via video. They also reported feeling more confident about their understanding of the course material.

e) A similar survey of teachers who deliver video-conferencing would be beneficial to

future planning. Notes from previous years generally have similar comments (NDHS and CDHS). Students who took all of their tests at the school with the teacher found that to be very helpful. One student commented that on occasion the teacher would put the video class on mute to control feedback, however they were then unable to ask questions. Students also had difficulty seeing calculations and explanations because of technology limitations (camera angle). Some students noted that they preferred the video method to e-learning.

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Video Conferencing Appendix A

Survey Responses

Were able to access extra help? % of Respondents

Face to Face 14 Yes 88%

No 12%

V-Conference 7 Yes 50%

3 Yes with Difficulty 21%

4 No 29%

How confident in knowing material?

Face to Face 8 Confident or Very Confident 54%

5 Somewhat Confident 33%

2 Not Confident 13%

1 No Response

V-Conference 3 Confident or Very Confident 21%

6 Somewhat Confident 43%

5 Not Confident 36%

Would you take another V-Conference Course? (only included those participating via video)

3 Only if Necessary 21%

2 Yes 14%

9 No 65%

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Comments Face to Face: Tech problems that took away from learning (7 similar tech related comments). No supervision was in the CDHS side of the class, so cheating and personal issues

resulted from that. V-Conference: It was challenging to hear because of his class being loud. It was also hard to ask

questions. Focussing, not being teacher-assisted in class. Keeping on task was a challenge. The class wasnt cancelled so I still got to take it (3 comments similar). Strengthened my independent and organizational skills. I couldnt go for extra help and I didnt get back marked work or tests. Challenge to never have a teacher come to us. It would have been better to have a

teacher in the class once a week. Limited extra help and I felt less important than the other students in the classroom. Video conferencing courses need to have the same expectations and opportunities

for success both in class and out of class. It was hard to get help, felt neglected. Different bell times were a challenge. It would be beneficial if a teacher or individual with knowledge about the subject was

on both sides. It was a challenge not to have a teacher in the room. It was a disadvantage not having access to the teacher in the same way. Lots of tech issues. Would have rather taken the course at my home school. Would have taken the course at my home school if I had known what this would be

like.

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Summary of Focus Group Key Considerations After review of the information provided through the various focus group meetings and other information gathering methods, the following items have been identified by the groups as central themes to consider in the future in supporting our low enrolment secondary schools: Programming As a system we must ensure that we allow for flexibility for creative time-tabling and programming. Video Conferencing While face to face teaching is our preferred method of instruction, video conferencing and e-learning have been utilized in settings when there are not enough students to take the course on site. Supporting students in the schools where they are receiving the course content via video would improve this type of program delivery. Video conferencing works best when school start and end times are consistent. Further, video conferencing across the system must be examined to maximize learning opportunities for our students. Transportation In the focus group meetings, late bussing was identified as an area of need for secondary schools. It was felt that offering late buses would provide equity or access and support extra-curricular activities, particularly with students in rural locations. Specialized transportation for schools was also identified as something that should be considered. School Stability There exists feelings of uncertainty with respect to the future of these schools given their size. As a system, it is important that communities are given direction regarding their schools future. This would allow for improvement in the facility in the future and also allow students better certainty when selecting a school. Staffing Extra staffing allocations could be considered when allocating sections to secondary schools. School/Community Partnerships A consistent theme in the focus group meetings was related to schools continuing to find ways to enhance or create new partnerships with the local community related to supporting school programming needs. Feeder School Relationship/Transitions and Marketing This relationship was seen as critical in ensuring students move from local feeder schools to the designated secondary school. It was identified that elementary and secondary schools must work together better to develop this relationship and ensure transitions are as seamless as possible. Low enrolment secondary schools must be better marketed to students and communities. This would hopefully lead to better retention of feeder school students. Specialist High Skills Majors (SHSM) While adding extra SHSMs is not necessarily seen as a method to improve school enrolment, ensuring these programs are relevant to local community and economy is important to our school communities.