Compilation of Data: Ecole Christine Morrison Ecole Mission Central French Immersion & English Programs
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1 Compilation of Data: Ecole Christine Morrison Ecole Mission Central French Immersion & English Programs 1
2 Overview In December 2014, Mission Public Schools Senior Staff discussed with the Board their recommendation for a single track French Immersion Centre. The Board was presented with pros, cons & options and it was decided to bring the subject to the public board meeting in January. At that meeting, the motion was passed that, "That the Board of Education direct the superintendent to bring a recommendation on the feasibility of implementing a single-track, stand alone school housing the French Immersion program, and that parent input will be sought as part of this process." In February 2015, It was decided to hold off on making any changes until the 2016/2017 calendar year, in order to give staff the time required to implement the middle and high school reconfigurations. We have been compiling information into this formalized document. The information herein is intended to provide information to parents and the community. At the public board meeting on Tuesday, November 17, 2015, the Board will be making its decision in regard to the feasibility of a single-track French Immersion School. 2
3 Board Responsibility OUR MISSION: Mission Public Schools is dedicated to inspiring a passion for learning and developing the attitudes, skills and knowledge that will enable all students to maximize their potential as positive, responsible participants in our democratic society and the global community. We must make financial decisions that will bring the greatest benefits to the greatest number of students and remain fiscally responsible within budget constraints Our responsibility is to provide the best educational experience for all students 3
4 What We Know Disparity exists between the French Immersion programs and the student populations at Ecole Christine Morrison and Ecole Mission Central The disparity is driven by perception, location, changing demographics, districtwide student decline and manifests itself in an imbalance of student enrolment No school has the capacity to house all of the French Immersion students and remain dual track with their English population Both schools have champions who do not want their school s configuration to change Many will perceive any change as winning or losing No decision will make all parties happy 4
5 But We Also Know A building is not what makes a good program Both schools have strong professional teachers who will continue to provide excellent education no matter what the configuration of the school Both schools have passionate parents who will continue to advocate for and support their children no matter which building they attend Administration teams will work hard to ensure that students are supported through any transition that might come about Change brings opportunities to rejuvenate and recommit to best practices 5
6 Options Status Quo Single-track French Immersion school 2 dual-track schools with New Boundaries to balance student enrolment in French Immersion Which choice provides the best balance of benefit and risk? 6
7 As of October 14, 2015 Current French Immersion Enrolment School Name KF Gr 1 Gr 2 Gr 3 Gr 4 Gr 5 Gr 6 Total Ecole Christine Morrison Ecole Mission Central
8 Current English Enrolment As of October 14, 2015 School Name KF Gr 1 Gr 2 Gr 3 Gr 4 Gr 5 Gr 6 Total Ecole Christine Morrison Ecole Mission Central
9 Aboriginal Enrolment at Ecole Christine Morrison and Ecole Mission Central Christine Morrison 8% of French Immersion Students are Aboriginal 25% of English Students are Aboriginal 15% of the Total School Enrolment at Christine Morrison is Aboriginal Mission Central 24% of French Immersion Students are Aboriginal 40% of English Students are Aboriginal 34% of the Total School Enrolment at Mission Central is Aboriginal 9
10 Special Education at Ecole Christine Morrison and Ecole Mission Central Christine Morrison 1% of French Immersion Students are designated Special Education 7% of English Students are designated Special Education 4% of the Total School Enrolment at Christine Morrison is designated Special Education Mission Central 4% of French Immersion Students are designated Special Education 12% of English Students are designated Special Education 9% of the Total School Enrolment at Mission Central is designated Special Education 10
11 Current Enrolment for all Elementary Schools September 30, 2015 SCHOOL KF G1 G2 G3 G4 G5 G6 Internati onal Aboriginal Head count Total Current FTE Total Albert McMahon Cherry Hill Christine Morrison (English) Christine Morrison (Imm) Deroche Dewdney Edwin S. Richards Hatzic Hillside Traditional Academy Mission Central (English) Mission Central (Imm) Silverdale West Heights Community School Windebank ELEMENTARY SUBTOTAL
12 School Name Current Urban Core School Capacities # of classrooms # of classrooms used for enrolling classes # of classrooms used by other user groups Official Capacity Current Enrolment Space Available Albert McMahon Cherry Hill Ecole Christine Morrison E.S Richards Hatzic Elementary Hillside Traditional Academy Ecole Mission Central West Heights Community School Windebank
13 Notes on Elementary School Capacities Currently, there are over 800 seats available within our urban core schools This is the equivalent of 26 classrooms with 30 students each. If we factor in lower class sizes for primary grades, this number increases 26 classrooms/800 students is comparable to 2 elementary schools It is important to note that some of these empty seats/classrooms are currently being used for other purposes such as the Early Years Centre at Windebank & Strongstart Programs Note: Capacity numbers and seats may fluctuate depending on class/grade configurations 13
14 Total District Enrolment September Year Total District Enrolment Sept Sept Sept Sept Sept Sept Sept Sept Sept Sept Sept Sept Sept Sept Sept Sept
15 French Immersion Enrolment Full Day Kindergarten K-6 Open Boundaries. K-7 Grade Christine Morrison Fr. Im. K Morrison Full Day Kindergarten K-6 Open Boundaries K-7 Grade Mission Central Fr. Im. K Central schools FR. IMM September September
16 English Enrolment K-7 Full Day Open Kindergarten K-6 Boundaries September Grade Christine Morrison English K Morrison K-7 Full Day Open Kindergarten K-6 Boundaries September Grade Mission Central English K Central Schools ENG. Total
17 Attrition Rates Why attrition data is important: All French Immersion and Francophone programs face attrition Students only enrol in kindergarten and grade 1 therefore enrolment only grows at later grades when a French Immersion Student from another district moves into Mission Intensive French offered starting at Grade 6 is not French Immersion but an intensive version of Core French Average Attrition Rates in BC: Grades % Grades % (Source: CPF 2009/ ) 17
18 Ecole Christine Morrison French Immersion Enrolment spanning 13 years Program moved from ESR to Morrison K-7 Full Day Kindergarten K-6 Open Boundaries Grade September Ecole Christine Morrison K Morrison
19 Ecole Mission Central French Immersion Enrolment spanning 13 years Program moved from ESR K-7 Full Day Kindergarten K-6 Open Boundaries September Grade Ecole Mission Central K Central
20 K-Grade 6 French Immersion Attrition Rates Ecole Christine Morrison Attrition Rates K Total Gr 6 Total Attrition Rate K Gr % K Gr % K Gr % K Gr % K 2007-Gr % K 2008-Gr % K 2009-Gr % Total Average K-6 Attrition Rate 16% Ecole Mission Central Attrition Rates K Total Gr 6 Total Attrition Rate K Gr % K Gr % K Gr % K Gr % K 2007-Gr % K 2008-Gr % K 2009-Gr % Total Average K-6 Attrition Rate 60% 20
21 Factors That Contribute to Attrition Difficulty experienced by the student in understanding, speaking or reading French Parent s frustration with not being able to understand French The child not being able to read English early in his schooling Poor relations between the student and the immersion teacher, or the parent and the immersion teacher A student s emotional or behavioural challenges Lack of French language support services The level of support and information provided to parents Too quickly transferring a student from the French Immersion Program to the English Program without exploring other options Source: Further Reference Material: cpf.ca/en/files/understanding-attrition-from-french-immersion-programs.pdf 21
22 2011 French Immersion Catchment Boundary 22
23 If 2011 FI Catchment Boundaries were re-introduced Current French Immersion Students Living in Old Christine Morrison FI Catchment Current French Immersion Students Living in Old Mission Central FI Catchment
24 Current Students living in Ecole Christine Morrison English Catchment, but attending another school Cross Boundary School or School of Choice Total Mission Central English Catchment Albert McMahon 8 Cherry Hill 1 Dewdney 1 E. S. Richards 2 Hillside Traditional 24 Ecole Mission Central 3 West Heights 9 Windebank 2 Total Christine Morrison Eng students not Attending Christine Morrison 50 24
25 Current Students living in Ecole Mission Central English Catchment, but attending another school Cross Boundary School or School of Choice Total Mission Central English Catchment Albert McMahon 5 Cherry Hill 9 Christine Morrison Eng 7 Dewdney 1 ESR 18 Hatzic Elem 3 Hillside Traditional 17 Silverdale 1 West Heights Community School 5 Windebank 17 Total Mission Central Eng students not Attending Mission Central 83 25
26 Improvements at Ecole Mission Central In Recent Years New structure built in Original building torn down Physical Support to help improve image and safety Aboriginal Garden Paint Front Entrance Way Roll down shutters to protect against break-ins Security cameras installed Extra outside lighting on motion sensors Clear out bushes to keep sight lines open Gates on parking lot Installed deep garbage cans to limit overflow of garbage Clean up ravine Stairway enhancement project House pole in foyer 26
27 Other Supports Given to Improve Quality of Education at Ecole Mission Central Community Links funding to support Breakfast & Lunch program Non-teaching principal, even when numbers don t warrant this Historically a Vice-principal even when numbers didn t warrant this Aboriginal Education Siwal Si wes offices located at the site Additional hours given for Youth Care Worker Strong Start program at the school Community Events such as Riot of Reading, Pow wows 27
28 Optimal Numbers for Elementary Schools Students 59 studies were reviewed and it was concluded that these are the optimal numbers of students in an elementary school. Factors reviewed included: Academic Achievement, Attendance & Engagement, behaviour, safety, cost effectiveness and teacher retention Leithwood, Professor at Ontario Institute for Studies in Education at the University of Toronto 28
29 Minimum Enrolment for a French Immersion School 22 kindergarten starts a program and it grows from there Preferable to have at least one class or more at every level K-6 (1 full class at each gr. = 184 students) 29
30 Growth Projections for the District of Mission On average, Mission grows by people per year From Mission grew by 1.2% per year It is projected that by the year 2061, Mission s population will increase to approximately will be in Southwest Mission 7988 will be in Cedar Valley 5507 will be in Central & Fraser 947 will be in Rural Mission This is an anticipated growth rate of 1.5% per year The Southwest & Cedar Valley Areas are projected to grow approximately 7 times faster than Central & Fraser Source: Mission Economic Development Office 30
31 Growth Projections from Baragar Year Christine Morrison Elementary Regular French Immersion - Early: Total Mission Central Elementary Regular French Immersion - Early: International Total
32 District Growth Projections from Baragar Enrolment Projection: Baragar assumptions without local knowledge Mission Public Schools District as a school A Projection of Total Enrolment: ALL Programs Grade K K to to K to Total
33 French Immersion Growth Rates average provincial growth rate: 3.35% (Canadian Parents for French) There are currently 337 Elementary French Immersion students in Mission. If we assume a growth rate of 3.35% per year, every year, in 5 years French Immersion would add an additional 60 students. This would bring the Elementary French Immersion population to 397, which is well within the capacity of either Ecole Christine Morrison or Ecole Mission Central. Our actual growth rate from is less than 1% per year 33
34 Total French Immersion Enrolment and Growth Rates * Significant increase in 2010 due to Full-Day Kindergarten, which was introduced at Christine Morrison & Central, but not all elementary schools in Mission Year FI Enrolment Yearly Growth Rate % % % % % % 2010* % % % % % % Total Overall Growth Rate from Total Overall Growth Rate from Average overall growth rate per year % 7.5% Less than 1%/year 34
35 Projected French Immersion Growth* Year Projected Enr * Assuming 1.5% growth rate per year
36 Total French Immersion Enrolment and Growth Rates Year FI Enrolment Yearly Growth Rate % % % % % % 2010* % % % % % % * Significant increase in 2010 due to Full-Day Kindergarten, which was introduced at Christine Morrison & Central, but not all elementary schools in Mission Total Overall Growth Rate from Total Overall Growth Rate from Average overall growth rate per year % 7.5% Less than 1%/year 36
37 Single Track vs. Dual Track Research in the area of single versus dual-track language programs is limited; however, results from the available research indicate the following: Effort must be put forth within a dual-track setting, to create a harmonious environment for all program stakeholders (students, staff and parents). Single-track immersion students are perceived, by both teachers and students, to be exposed to more French and less peer pressure than their dual-track counterparts (Kissau, S.P. 2003). A school environment which encourages the maximum use of French results in superior achievement on the part of immersion students in several aspects of French and English skills. While this is more easily done in a single-track school, it is possible for dual-track schools to encourage optimal use of French within the classroom (Lapkin, S., Andrew, C.M., Harley, B, Swain, M., Kamin, J. 1981). Continued 37
38 Continued In respect of the question as to whether differences exist in achievement, self report measures of school effectiveness and attrition rates between students attending French immersion programs in the single-track and dual-track groups in this investigation, significant differences in attrition rates emerge as the sole measure that distinguishes the single track and dual track groups in this 10 investigation. Further study is warranted to better understand the factors that contribute to this finding. (Halton DSB Research Report 2009) No research was found to suggest that ELL students are disadvantaged in a dual-track school setting. (Upper Grand DSB 2009) In summary, both benefits and drawbacks can be identified for single-track and dual track immersion settings. 38
39 Benefits for the dual-track include: Helping all students in the school appreciate the country s two languages and two cultures Immersion students have access to English resources in the school library which is beneficial to the English portion of their program Teachers of both programs benefit from each other s expertise Community involvement is enhanced because the school may be closer to the child s home or is the home school Integration of two cultures fosters an understanding between the two languages May help to keep community schools open 39
40 Benefits for the single-track include: If available, bilingual staff, principals, teachers, librarian, secretaries, increase the opportunity for students to use the language outside the classroom Certain of adequate numbers for a robust program by clustering students Students exposed to more French and less peer pressure Specialist teachers are more likely in all subjects Easier to use French in all aspects of the school day French teachers report greater satisfaction with resources and overall teaching situations 40
41 Drawbacks for the dual-track setting: Immersion students may speak French less outside the classroom Principal must manage two streams in one building & maximize student exposure to French e.g. French language in assemblies, hallways so immersion students exposure to the second language is not limited to the classroom Greater likelihood that the support staff may be English English regular program staff may feel intimidated by the immersion program Teachers, students and parents may fear the displacement or disappearance of the English program The English program may seem second best English/French cliques may develop among students and /or the parent community 41
42 Drawbacks for the single-track setting: Displacement of English home school students for French only program If in a new school, community may resent benefits of a new building being dedicated to an optional program Perception that immersion is an elitist program lacks development of cultural tolerance Finding bilingual support staff is difficult May increase time spent travelling from home if program is limited to centres When the school reaches capacity re-location is difficult (Source: Peel School District Board (2012) Final Report of the FI Review Committee, Elementary, Ontario) 42
43 Would becoming a Single-Track English School Limit the English Programs? The students in the English programs from Christine Morrison and Mission Central schools would either remain in their building and be joined by others or they would become part of another school All Schools in the district are supported with the same funding formulas and programs: Library, Learning Support, Counselling, Aboriginal, ESL, ESD Within the urban core Cherry Hill, Christine Morrison, Mission Central, West Heights and Windebank all have room to house more students as a single track English school Within the urban core Albert McMahon, ESR and Hillside do not have room to expand significantly 43
44 Where Would the English Students Go? If Ecole Christine Morrison held the French Immersion program: English students could go to Cherry Hill, Mission Central or West Heights There is room at all 3 of these schools Students attending Christine Morrison on a cross-boundary could also return to their neighbourhood school If Ecole Mission Central held the French Immersion program: English students could go to Christine Morrison, West Heights or Windebank There is room at all 3 of these schools Students attending Mission Central on a cross-boundary could return to their neighbourhood school 44
45 What are the repercussions for the English Schools? Christine Morrison as a single track English School: Currently: 8 divisions Bus: Perhaps 1 or 2 more divisions would be filled particularly if Central s bused students were brought here Walking: Some of Central s students from just east of Cedar and above 7 th would be well within walking distance to Morrison. Many of Central s students live closer to Windebank French Students that would stay: It is likely that some of the French Immersion population would stay as they may choose to attend their neighbourhood school and leave the French program. This would increase the English student population Risks: 11 empty classrooms Mission Central as a single track English School: Currently: 5 divisions Walking: A few Christine Morrison students currently live in the Mission Central catchment so could easily walk here. The majority of the Morrison students would live in closer proximity to West Heights or Cherry Hill. French Students that would stay: : It is likely that some of the French Immersion population would stay as they may choose to attend their neighbourhood school and leave the French program. This would increase the English student population Risks: 14 empty classrooms. Concern that with just 5 or 6 divisions, Central s reputation as an inner city school would not improve. It would likely become even more difficult to attract families to this school 45
46 Which is the Best Location for a Single Track French Immersion Site? Advantages of having the Fr. Im. Program at Christine Morrison: Christine Morrison has the larger French Immersion population so establishing the program here would mean that fewer families and fewer teachers would be disrupted by a move to a new location Room exists in the two neighbouring schools within walking distance (Cherry Hill & West Heights) to house the 8 English Divisions from Morrison The parking lot at Christine Morrison is less bus friendly so the English students that are currently bused to Mission Central could continue to be bused there Aboriginal Support Services, offices and resources would not be displaced from Mission Central 46
47 Which is the Best Location for a Single Track French Immersion Site? Continued Advantages of having the Fr. Im. Program at Mission Central: Locating the Fr. Im. Program here would raise numbers for a school whose catchment has a small neighbourhood population Parking lot and drop-off is more easily accessible than at Morrison A large number of students in the English program come by bus so transportation would not be a challenge for these families if their children were to be bused to a different school Room exists in the three neighbouring schools (Christine Morrison, West Heights and Windebank) to house the 5 English Divisions from Mission Central Closer proximity to Heritage Park Middle Secondary for joint activities with the 7-9 French Immersion Students Closer proximity to Windebank for joint activities with the grade 6 Intensive French Students 47
48 French Immersion Proposed Catchment Boundary with Cedar Street as Division Line (2015 Enrolment Numbers) 178 Ecole Christine Morrison 159 Ecole Mission Central 48
49 Previous map zoomed in to show Street Names (urban core) 49
50 Expenditures Cost of moving programs mostly involves the cost of moving resources French Classroom Resources Text books Library Books Teachers personal materials If a single track Fr. Im. Program is located at Mission Central then the move would also include costs involved in moving Siwal Si wes (Aboriginal Education) office and resources Strong Start Some costs are related to extra hours needed to aid transitions Assistance for Librarians to transfer French books Extra hours for Clerical transferring files Some costs are related to signage and name change Removing Ecole from school signs 50
51 Cost Savings Greatest cost savings comes in the way of salaries in maximizing class numbers Cost savings of approximately $ /year or more in Fr. Im. Program based on Maximized class size numbers No extra costs by providing an extra teacher to avoid 3 grade splits No extra cost of an EA to support 3 grade splits Cost savings of approximately $ /year in Eng. Programs based on Maximized class size numbers No extra costs by providing an extra teacher to avoid 3 grade splits or by running small class sizes Cost savings on resources Not having to duplicate French resources in 2 buildings 51
52 Opportunities for Consultation January 20, 2015: Public Board Meeting original motion February 17, 2015: Public Board Meeting motion to defer decision to school year March 10, 2015: Public Board Meeting April 8, 2015: Public Round Table Forum at Ecole Mission Central April 21, 2015: Public Board Meeting April 29, 2015: Public Townhall Meeting at Ecole Christine Morrison which included feedback received from the community and presented information which was later posted on website Townhall Presentation May 26, 2015: Canadian Parents for French presentation at Mission Central October 6, 2015 Board & Senior Staff attended a presentation from Neighbourhood School Champions October 27 & 29 Board met with teachers from both schools to receive their feedback Throughout the process the Board has encouraged parents and community members to provide feedback. Members of the Board have engaged in conversation with parents and all stake holders during the process. 52
53 Emotional Impact We acknowledge that any decision may significantly impact staff, students and families, and that change can be difficult. We recognize that these types of decisions have an impact on our community at large. We wish to thank everyone who has participated in this process. 53
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