Sue Huff, Trustee, Ward C, EPSB

NEW BLOG SITE

2010-11-07T07:27:00.000-08:00

I've started up a new blog- which will cover a wide variety of topics that interest me- like education, politics, family, theatre and anything else that is banging around in my head trying to get out.

I hope you will come by for a visit:

http://suehuffedmonton.wordpress.com/

What an election- ARTES a gamechanger

2010-10-19T07:15:00.000-07:00

Last night, I watched the election results come in at Trustee Dave Colburn's gathering at the Highlands Golf Club. Dave was acclaimed, so it was, from the outset, a different kind of celebration- it was about other people. Dale Hudjik was there, from ARTES, the Association for Responsive Trustees in Edmonton Schools, a grass-roots, volunteer organization that formed to encourage and support progressive candidates in this election for school board. ARTES had specific qualities it wanted to see in trustees: forward-thinking, progressive, responsive to the community, transparent and independent in thought. They held monthly meetings, discussed good governance and provided mentorship and support to candidates. ARTES was instrumental in the community-led forums for candidates that sprang up when EPSB cancelled their forums and provided a constant source of information to interested citizens through twitter (@yegtrustee, @stolenfire) and their website. They even supplied a report card for each candidates, with the majority of their top picks being successful last night.

There were some very noteworthy results last night: Sarah Hoffman had over 14,000 votes in Ward G, to knock off incumbent and retired principal George Rice. Sarah was second only to the mayoral candidates in terms of number of votes- she had more votes than any councillor and I would guess more votes than any trustee EVER. Heather MacKenzie was in a three-way race in Ward E (west end), but in the end was victorious. She is one of four trustees under the age of 35 on this new board...another record. Michael Janz did very well- proving that in Ward F (University, downtown) people are more interested in electing someone with board/political/community experience than an experienced principal/adminstrator. To me, the results last night represent a fundamental shift in how the public perceives the trustee role and how seriously they take the job. It is clearly seen as a political role, requiring political skills, rather than the logical next step for retired administrators. In fact, other than Ken Shipka, not one of the educators who ran, was successful.

Last night, I texted Christopher Spencer (Ward C) some words of congratulations before he had been officially declared a winner, but when it was obvious that he would be successful. He texted back his thanks and added, "but I'm most excited for Heather, if she can just hang in there."

Heather will not walk into that first meeting, as I did...a lone individual. She will be walking into a group that knows her and values her already. This is perhaps the most valuable things ARTES did- it provided a meeting ground for the board-mates before they were thrown into the pressure-cooker of board life. Almost all of the candidates elected last night know each other already through ARTES meetings. They will walk into their first meeting as a team, with respect and trust already established. What a gift. I think this board will do great things. And I thank the volunteers of ARTES, most notaably Dale Hudjik, for the support and encouragement they have given these new trustees.

The Board of 2010-2013
Ward A- Cheryl Johner
Ward B- Ken Shipka
Ward C- Christopher Spencer
Ward D- Dave Colburn
Ward E- Heather MacKenzie
Ward F- Michael Janz
Ward G- Sarah Hoffman
Ward H- Catherine Ripley
Ward I- Leslie Cleary

And, now I sign off- my blogging as a trustee ends here. I am returning to my first love: acting. I start rehearsals today for "The Fourth Graders Present the Un-named Love/Suicide" for Northern Light Theatre. It is a very dark script about bullying and will be performed Nov 2-14 at the Arts Barns. Tickets available through Northern Light Theatre.

After that, I will be performing in "True Grid" a hilarious comedy about four rabid Edmonton Eskimo Fans, Nov 24, 25, 26 at the Stanley Milner Library Theatre downtown. This show is part of the official Grey Cup celebrations and tickets are available now through TIX on the Square.

Thanks for reading. It's been fun!

I'll post the address for my next blog on politics, life and whatever else strikes my fancy....sometime in early November.

Oct. 16 Sector Review Think Tank Cancelled

2010-10-15T12:32:00.000-07:00

Here is a message from Dialogue Partners: October 16th Think Tank workshop cancelled

The public engagement process for sector planning was to have included an event on October 16th, to bring together a variety of participants from different organizations to discuss creative ways to work together going forward.

We've heard from many participants that they have concerns about the timing of this meeting, which was to have been two days before the civic election. We have also received complaints from participants about Trustee Candidates and an existing Trustee campaigning and/or attempting to influence discussion at workshops.

Based on this input, we have decided to cancel this session. After the election, we will ask the new Board of Trustees for their input on how they would like to proceed.

Sue's comments:
I have repeatedly raised concerns about the timing of this event. It seemed strange to try bring councillors and trustees together for an "out of the box" think tank two days prior to an election. Even if something productive were to come of the discussion, many of the participants would not be around three days later to follow through with the ideas. I was also concerned that it would turn into a last-minute campaigning session for candidates and quickly de-generate into sound bytes and accusations. Thinking outside the box takes courage, creativity, trust, openness, playfulness and hope. I am not convinced that those qualities will be in strong evidence two days prior to an election. So, I support the decision to cancel it. The timing of the decision, however, is poor. This event should have rescheduled long ago. To cancel it on such short notice feels disrespectful to those who were planning to attend and to leave its future status vague is unsettling.

I hope, in the flurry of activity post-election, the new EPSB board can find time to discuss this matter and confirm a date. The community has been asking for a conversation around alternatives to closure and cross-jurisdicational cooperation for a long time.

EPSB Information Night for Parents from African communities

2010-10-14T16:02:00.000-07:00

What are parent teacher interviews? Where do I go for information?
What is my role as a parent in the school?
What is an IPP and why does my child need one?
How do report cards work? What do students think?
What are assessments and why are they needed? What is CTS? What is RAP?

Do you have questions about Edmonton Public Schools?

Come to an information session for immigrant and refugee families of African background.

WHEN: Saturday, October 30 at 3:30 p.m.

A simple meal will be provided at the end of the session.

WHERE: Africa Centre 13160 – 127 Street

WHY: Make connections and have your questions answered.

RSVP: To register call Chem Chinoda at 780-616-5732,
or email c.chinoda@bbbsedmonton.org by October 22, 2010.

Organized by Partners in Education Program, Edmonton Public Schools and Big Brothers Big Sisters.

Hosted by Africa Centre.

Optimal Enrolment Limits for schools

2010-10-07T16:00:00.000-07:00

Last year, I argued that we needed to use accurate, reliable and realistic capacity numbers for schools. I argued that the provincially calculated ACU was woefully inaccurate and presented a false picture of underutilized space in the District because it included non-teaching space like hallways in its calculations. I argued that it was physically impossible and educationally irresponsible to even CONSIDER filling schools to the ACU number. Although our funding is tied to this calculation, I argued that we should not be using it to make critical decisions about combining school populations in closure scenarios.

I argued that the ACOL capacity was more realistic, as it was calculated by multiplying the number of actual classrooms in a school by the Alberta Commission on Learning recommended class size for those grades. (12 classrooms X 20 students in a class = school capacity of 240)

I also argued that the even-finer calculation called Optimal Enrolment Limit (OEL) was ideal. The OEL is a number devised by the Principal and the Planning Department, looking at the on-the-ground realities schools are facing. It allows for adjustments, for instance, for special needs students in designated sites, who are not expected to operate in a classroom of 20. For their educational needs, smaller class sizes are essential. It also takes into consideration multiple programs offered at a school and ensures that if a child starts in Kindergarten in an alternative program that there will be room for them all the way until grade 6. OEL is a practical, real number for individual schools to prevent over-crowding. And surely, that is what we all want.

Just to give some concrete examples, so you can understand how wildy varying these three capacity measures are, here are three examples in my ward:

Westminster (ACU: 837, ACOL: 650, OEL: 535)
Westglen Elementary (ACU: 452, ACOL: 300, OEL: 240)
Parkview (ACU: 957, ACOL: 855, OEL: 725)

I pushed the issue and the Board agreed to use all three numbers in school closure discussions. Therefore, I was disappointed to see when I attended a sector review meeting last week, that only ACU and ACOL numbers were listed on the map on each table. I searched through the sheets available on the table, found OEL numbers and wrote them onto the map at the table I was sitting at. However, I am guessing that most tables were continuing to explore options using the ACU and ACOL, without the benefit of realizing that some of the schools in Ward C are already over-capacity according to their OEL. To add more students to these schools would be unthinkable. When you need to ensure space for children not only for this year, but every year, it is not simply a matter of adding X and Y together to get Z. As you can see below, some schools have enrolment limits set for the entire school with no caveats, some have notes about limits for specific programs or even specific grades. The capacity of the school is far more complex than many might think!

As well, it's worth noting that several schools are "small by design". Their optimal enrolment is under or around 200. So, again, a school's enrolment that may look small on paper (and seem empty according to the ACU) but it is actually full. You could not increase enrolment without risking over-crowding.

I hope the next board will take the important step of discontinuing the use of the ACU in any school closure considerations and only use ACOL and OEL. Encouraging the province to complete its review of ACU, improve this measure and adjust funding accordingly is worthy advocacy. But in the meantime, the next board should not feel obligated to measure water with a funnel instead of a measuring cup.

Here is a list of OEL numbers for EPSB schools as of February 2010.
Please note: not all schools within the District have been assigned an OEL.

SCHOOLS WITH OPTIMAL ENROLMENT LIMITS FOR 2010-2011

A. Blair McPherson 850 3 classes per grade

Abbott 250 Kindergarten - 40 Students (1 Cree extended, 1 regular class),Grade 1 - 6-60 students, Cree extended, 2 regular classes)

Aldergrove 300 Not grade or program specific

Allendale 500 Cogito - 2 classes per grade, German Bilingual - 2 classes per grade

Argyll Not Applicable Traditional Program - 300

Athlone 180 Kindergarten to Gr. 6 - 1 class per grade

Avalon 600 Not grade or program specific

Balwin 475 Not grade or program specific

Baturyn 360 Not grade or program specific

Beacon Heights 150 Kindergarten - 2 classes Early Education - 4 classes Grades 1 to 6 - 1 class per grade

Belgravia 135 Kindergarten - 1 class – 25 Students Grades1 to 3 - 67 Students,Grades 4 to 6 - 51 Students

Belmead 240 Kindergarten- 2 classes – 40 students Grade 1- 1 class

Belmont 310 Logos - 1 class per grade, Regular - 1 class per grade

Bisset 325 Kindergarten - 3 classes, Grades 1 to 6 - 2 classes per grade

Brander Gardens 375 Not grade or program specific

Brookside 330 Not grade or program specific

Caernarvon 420 Mandarin Bilingual - 1 class per grade

Callingwood 275 Not grade or program specific

Centennial 310 Kindergarten - 2 classes

Clara Tyner 175 Not grade or program specific

Crawford Plains 350 Not grade or program specific

Crestwood 415 Elementary - 7 classes, Junior High - 9 classes

D.S MacKenzie 560 200 Students per grade

Daly Grove 375 Not grade or program specific

Dan Knott 500 Not grade or program specific

Delwood 500 French Immersion Program - 2 classes per grade

Dickinsfield 410 Not grade or program specific

Dr. Donald Massey 850 3 classes per grade

Donnan 470 Not grade or program specific

Dovercourt 300 Mandarin Bilingual - 1 class per grade

Dunluce 425 Kindergarten - 1 regular class

Earl Buxton 460 Not grade or program specific

Eastglen 1045 Grade 10 - 350 Students, Grade 11- 350 Students

Edmonton Christian School Senior High Campus 450 Grade 10 - 150 Students

Edmonton Christian School Northeast Campus 581 Not grade or program specific

Edmonton Christian School West Campus 633 Not grade or program specific

Elizabeth Finch 850 3 classes per grade

Elmwood Not Applicable Kindergarten - 30 Students, Grade 1 - 30 Students

Ellerslie Campus 560 Kindergarten - 4 classes, Grade 7 - 2 classes

Esther Starkman 850 3 classes per grade

Evansdale 430 Kindergarten – 55 Students, Grade 1 - 50 Students 2 classes per grade

Florence Hallock School 850 3 classes per grade,

Fraser 300 Not grade or program specific

Garneau 290, Child Study: Kindergarten – 40 students, Grade 1 – 40 students, Grades K to 6 – 10 classes

Regular Program: K & 1 – one class per grade

George H. Luck 400 Not grade or program specific

George P. Nicholson 450 Closed Boundaries

Glendale 165 Not grade or program specific

Glengarry 560 Kindergarten - 4 classes

Glenora 190 Not grade or program specific

Grandview Heights 300 Grades 1 - 6, 1 class per grade, Junior High - 2 classes per grade

Greenfield 540 Regular Program - 12 classes, French Immersion Program - 13 classes

Greenview 475 Regular Program - 1 Kindergarten class

French Immersion Program - 2 Kindergarten classes

Harry Ainlay 2185 Grade 10 - 700 Students, Grade 11- 700 Students

Hazeldean Not Applicable Kindergarten - 28 Students, Grade 1 - 22 Students

Hillcrest 500 Not grade or program specific

Hillview 200 Kindergarten - 21 Students, Grade 1 - 25 Students

Holyrood 500, French Immersion Kindergarten - 3 classes, French Immersion Division I - 3 classes per grade, French Immersion Division II - 2 classes per grade, Ukrainian and Regular Programs - 7 classes total

Homesteader 242 Early Education - 50 Students, Elementary 1 class per grade - 182 Students

J.A. Fife 450 French Immersion Program - 1 class per grade

J. Percy Page 1130 Grade 10 - 385 Students, Grade 11- 375 Students

Jackson Heights 310 2 Classes per grade

Jasper Place 2200 Grade 10 - 725 Students, Grade 11- 700 Students

John D. Bracco 600 Not grade or program specific

Johnny Bright 850 3 classes per grade

Julia Kiniski 390 Not grade or program specific

Kate Chegwin 560 Grades 7 to 9 Regular, 6 classes per grade

Keheewin 400 Kindergarten - 2 classes

Kenilworth 450 Not grade or program specific

Kensington 470 Not grade or program specific

Kildare 550 Mandarin Bilingual Kindergarten to 4 - 3 classes per grade, Mandarin Bilingual Grade 5 to 6 - 2 classes per grade

Kirkness 340 Not grade or program specific

Lago Lindo 370 Not grade or program specific

Lansdowne 200 Not grade or program specific

Laurier Heights 500, French Immersion - K to Grade 1 - 2 classes per grade, French Immersion- Grade 7- 1 class, Late French Immersion- Grade 7- 1 class, Regular K to Grade 1 and Grade 7 – 1 class per grade

Lillian Osborne 680 Grade 10 - 340 Students, Grade 11- 340 Students

Londonderry 570 Grade 7 - 190 Students, Mandarin Bilingual - 2 classes per grade

Lorelei 390 Not grade or program specific

Lymburn 425 Not grade or program specific

M.E. LaZerte 1965 Grade 10 - 640 Students, Grade 11- 640 Students

Mary Butterworth 600 Not grade or program specific

Mayfield 300, Early Education 100 Students, Kindergarten - 20 Students, Grades 1 to 6 - 200 Students

McKernan 600 Not grade or program specific

McLeod 360 Not grade or program specific

McNally 1030 Grade 10 - 385 Students, Grade 11- 375 Students

Meyokumin 490 Closed Boundaries Cogito - Kindergarten to Grade 6 – 2 classes, Regular Kindergarten - 1 class, Regular Grade 1- 2 classes, Regular Grades 2 to 6 - 1 class

Meyonohk 440 Not grade or program specific

Michael A. Kostek 460 Kindergarten Division I - 3 classes per grade

Millwoods Christian 710, Division I & II - 350 Students, Division III – 175 Students, Division IV - 185 Students

Minchau 346 Not grade or program specific

Montrose 175 Kindergarten- 1 class

Mount Pleasant 375 Cogito Kindergarten to Grade 6 - 2 classes per grade

Old Scona 360 Grade 10 - 120 Students

Ottewell 732 Grades 7 and 8 classes (240 Students)

Overlanders 270 Not grade or program specific

Parkview 725 Kindergarten Division I, II - 1 class per grade, Grade 7 - 7 classes

Patricia Heights 295 Not grade or program specific

Pollard Meadows 425 Cogito - Kindergarten to Grade 6 - 2 classes per grade, Regular Kindergarten to Grade 6 – 1 class per grade

Prince Charles 295 Not grade or program specific

Queen Elizabeth 1320 Grade 10 - 450 Students, Grade 11- 450 Students

R.J. Scott 140 Regular - 1 class per Kindergarten to Grade 6

Richard Secord 510, Cogito - Kindergarten to Grade 4 - 2 classes per grade, Cogito - Grade 6 - 1 class per grade, French Immersion - 1 class per grade

Rideau Park 245 German Bilingual - 1 class per grade

Rio Terrace 375 Not grade or program specific

Riverbend 630 Challenge - 2 classes per grade (60 Students per grade)

Rosslyn 590 Challenge - 2 classes per grade (60 Students per grade)

Ross Sheppard 1965 Grade 10 - 640 Students, Grade 11- 640 Students,

S. Bruce Smith 645 215 Students per grade

Satoo 300 Kindergarten - 2 classes

Scott Robertson 300 Grade 1 - 25 Students

Sifton 300 Not grade or program specific

Spruce Avenue 325 Kindergarten to Grade 6 - 7 classes, Grade 7 to 9 - 6 classes (Note: THis will be changes as Spruce Avenue is now a 7-9 school only)

Steinhauer 375 Kindergarten to Grade 3 - 3 classes per grade

Stratford 530 3 classes per grade, Kindergarten to Grade 4, 2 classes per grade; Grades 5 to 9

Strathcona 1425 Grade 10 - 450 Students, Grade 11- 450 Students

T.D. Baker 690 Not grade or program specific

Velma E. Baker 340 Kindergarten - 2 classes

Vernon Barford 765 Grade 7 - 240 Students, Challenge - 2 classes per grade (60 Students per grade)

Victoria School of Performing & Visual Arts 900 (High School) Grade 10 - 310 Students, Grade 11- 300 Students

Vimy Ridge 950 Grade 7 to 9- 550 students, Grade 10 to 12- 400 students

Virginia Park 210 Not grade or program specific

W.P Wagner 1460 Grade 10 - 470 Students, Grade 11- 455 Students

Weinlos 375 Not grade or program specific

Westbrook 450 Kindergarten - 2 classes

Westglen 240 Kindergarten- 2 classes

Westminster 535 Grade 7 - 175 Students

Windsor Park 174 Regular - 1 class per grade Kindergarten to 6,

Winterburn 450 Regular Elementary - 1 class per grade, Logos Elementary - 1 class per grade

York 335 Regular - 1 class per grade, Challenge - 1 class per grade

Creating the necessary dialogue

2010-09-30T13:41:00.000-07:00

A fellow out-going trustee, Gerry Gibeault, has started up a blog, called Secrets of a School Board. Every day leading up to the election, he is posting one tip or piece of advice for candidates seeking a spot on the board. I think it's a great idea to capture the wisdom of out-going trustees, especially those, like Gerry, who have served for a long time (15 years!) and have great insights to share. This was the reason I put forward a motion to create a succession plan for the next board.

I chatted with Gerry the other day and commented on his blog, saying: "There are some good ideas in there- why didn't you fight for them while you were a trustee?" He said that, as a trustee, you need to take the temperature of the board and determine whether or not things will fly. He didn't see much point in putting motions on the table that would go down in flames.

I value Gerry's perspective and certainly he was able to stay in the game five times longer than me...so really, what do I know? But I have to disagree. From where I sit, it's important to stimulate conversation, even if it doesn't result in immediate change or tangible success. It's important to put forward ideas, to discuss them, to explore why people oppose them, to understand what is still missing for your idea in order for it to be successful. If you never bring those ideas to the table, for public discussion--- how can we generate new ideas and challenge ourselves to grow, progress and develop?

To the new trustees, or anyone sitting at a table that is setting direction--- I would say: Take a chance. Innovate. Present your ideas. And never confuse short term failure with the long term merit of an idea. We all stand on the shoulders of those who came before us and explored ideas that most thought were "wrong," "impossible" or "idealistic."

It's amazing for me to see how many people are talking about alternatives to school closure in this election. Even councillor candidates and the Mayor seems to be on board with this idea. This was something that I included in my first motion on the board, within months of being elected. In a round of amendments, the wording "and most importantly, seek alternatives to closure" was removed by the board. Three years ago, this idea was considered a dud, now it feels almost inevitable. With Trustee Dave Colburn's motion to create tri-level discussions around school closure and space utilization, there is a clear and obvious lever to move this idea forward by involving the city, the province and the school board in finding real solutions.

So, it's important to share your ideas, todiscuss them in the public arena and see where they go. If you keep them to yourself, because you fear they will not "pass"...you rob yourself and future colleagues of an important tool for change.

So- to the new trustees who will be elected on Oct. 18, I say: Be courageous! Be kind! Be bold!

Public lectures on inclusive education- Oct. 13

2010-09-28T08:42:00.000-07:00

JAMES MCLESKEY LECTURES AT U of A on INCLUSIVE EDUCATION- OCT. 13, 2010

James McLeskey is a professor, School of Special Education, School Psychology, and Early Childhood Studies in the College of Education, University of Florida.

Dr. McLeskey has worked extensively with administrators and teachers on school improvement efforts,
seeking to provide educational services for students with disabilities that are more effective and inclusive. He has written about these activities in several articles and books, including Inclusive School in Action: Making Differences Ordinary (ASCD, 2000), and Inclusion: Effective Practices for All Students (Pearson Education, 2010).

TWO LECTURES- both OPEN TO THE PUBLIC

“Qualities of effective, inclusive schools”

October 13 3:30 – 4:30

Room ED N 2-115

This presentation explores qualities of a highly effective and inclusive school.

“Reflections on developing effective, inclusive schools”

October 13 7 – 9 pm

Room TL 12 (Tory Lecture Theatre)

This session addresses potential problems that arise, and how these problems may be addressed in developing effective, inclusive schools. An emphasis is placed on making differences ordinary as students with disabilities are included in local schools. The qualities of effective, inclusive schools will be briefly discussed.

Questions and comments from the audience will be encouraged.

Contact Wendy Suave at ERC (Edmonton Regional Coalition for Inclusive Education) for more info.

Meet the Candidates- WARD C FORUM- Oct. 5th

2010-09-27T15:51:00.000-07:00

Please note:

The EPSB-hosted candidate forums are not going to be held this year (instead video clips from all candidates will be posted on the website http://www.epsb.ca/ by October 4th). Therefore, this may be your only opportunity to meet the candidates face-to-face and ask questions.

Edmonton Municipal Election 2010

All Candidates Forum in North Glenora

City Council WARD 6

Edmonton Public School Board – WARD C

Edmonton Catholic School Board – WARD 75

Location: NORTH GLENORA COMMUNITY HALL

13535 – 109A Avenue

Date: TUESDAY OCTOBER 5, 2010

Time: 7:00 TO 10:00 PM

COME AND MEET YOUR CANDIDATES

Sponsored by North Glenora Community League, with support from ARTES (Association for Responsive Trusteeship in Edmonton Schools). http://www.responsivetrustee.com/

Sector Review at Jasper Place

2010-09-25T11:44:00.000-07:00

This morning I popped into the West 1 Sector Review consultation this morning at Jasper Place. I was seated at a table with some people from Crestwood, Parkview, Coronation/Grovenor. The room was sparsely populated (maybe 30 people?) and I was immediately struck by the enormous challenge facing this handful of people. On the table was a map of the West 1 sector (most of Ward C and some of Ward E, a huge area) complete with ACU/ACOL capacity numbers, current school enrolment numbers, location of leases, daycares, special programs, etc. The participants were given a handbook and asked to develop suggestions of how to move forward. In other words, they were being asked to suggest which schools should close.

The conversation was strained, as people struggled to understand what they were looking at and what it all meant. Of course, when faced with something this complex, people inevitably try to reduce it to something manageable. So they scanned for the smallest schools and looked nearby for schools that might be able to absorb their numbers. They looked for duplication in programming. They tried to evaluate how much the community valued the school based on the number of community use hours. In all cases, I encouraged people to look wider beyond this preliminary level of analysis. For instance, the number of community hours is not a direct and clear way to measure the value a community places on a school because some small schools cannot afford the evening custodian required to allow for community use. The Principal ultimately makes the decision regarding how many hours are to be made available under the Joint Use Agreement. So the number of hours available and the number of hours used may have more to say about Principal preferences and budget constraints than true community value for a school.

As well, I noted immediately that people were quick to start making suggestions about combinations (and closures) for schools they were not connected to. Invariably, when I asked if anyone had been inside the schools they were suggesting, or if they knew anything about the particular needs of those students, the answer was "no".

I left (early, in order to drive my son to hockey) questioning the value of this input for the next board of trustees. If the results come back that a majority of participants favoured closing school X and Y- is that because there was no one participating from school X and Y? Was that suggestion based on a deep understanding of the impacts of that recommendation or a preliminary scan of a map on a rushed Saturday morning? During the last round of closures, people asked us to think beyond numbers. But this is exactly what the conversation is being reduced to again. Don't get me wrong: I believe in public participation and public engagement, but I really wonder if we are setting people up to make suggestions based on a narrow view, driven in large part by self-interest.

What is the perfect process for this difficult challenge? I don't know. We came up with the sector review idea based on feedback that the sustainability review process was flawed and didn't allow for meaningful input. We were, believe it or not, trying to improve things. Likewise, the sustainability process was developed based on feedback that the previous process was flawed. Perhaps Trustee Gibeault is right when he writes in his blog, Secrets of a School Board, that there is NO process which people will like, if the final outcome is school closures. Have we set ourselves an impossible task even thinking that we could develop such a process?

Perhaps the Edmonton Federation for Community Leagues is quite right when it suggests that we've started this entire process with the wrong question. Instead of saying, in essence, "Help us decide which schools should close", we would be better to start the process with, "Help us imagine ways to keep schools open."

At the end of the day, though, the facts remain that many schools have small enrolments. When we are funded on a per pupil basis, can we afford to run schools with enrolments of 96, 110 or 150? What is the optimal number for strong educational outcomes? What are the real fiscal realities? How many programs can we afford to offer and where should they be placed to create a workable bussing system?

The opening of 6 new schools, without any additional per pupil funding, is clearly taxing the system. Some schools have seen a drop in enrolment of 100-200 students from this time last year. Students are choosing to walk to their brand new, state-of-the-art neighbourhood school, rather than be bussed for 40 minutes. Who can blame them? I enjoyed walking my kids to school; I'm sure the parents in the north and south end communities of the city will also enjoy it. They will enjoy getting to know their neighbours and building a strong sense of community cohesion.

Despite all the confusion and ambiguity, I can see a few things clearly:
1- people are not engaging in this process in sufficient numbers, many populations are not included and many are questioning the validity of this consultation
2- people are frustrated and overwhelmed with the complexity of the issue
3- people fall back to self-interest and territorialism, in the face of the complexity and perceived threat to their school
4- the planners who have spent years working on this issue have expertise which needs to be well used
5- the community has input it wants to give on values, issues, concerns, things it wants to see in the decision-making
6- trustees ultimately need to make a decision and be prepared to show how and why they did so.

My suggestion:

That public consultation be used to clearly identify what people value, what they want to see trustees consider in their discussion and decision, what they see as reasonable trade-offs and what they need to see in order to feel confident that the process was fair, open, transparent and ultimately that wise, long-term solutions are implemented. This may include criteria for when it is appropriate to consider school closure and when it is appropriate to consider alternatives to school closure. The EFCL could help work with communities to consider and develop alternatives. The City needs to be involved in creating a way forward.

Based on this community input, the Planning Department develop a plan for each sector, drawing on their expertise and deep professional understanding of the multiple considerations. These plans should be taken out to communities for discussion (similar to the proposed LRT routes) to explain the plan, how it was devised and what the clear benefits are. As well, planners would use this opportunity to solicit feedback from the community. Planners should ask: What have we missed? What haven't we considered? What additional information do you need to feel confident in this plan?

This feedback should be taken back and considered carefully by the planners. Revisions should be incorporated.

The revised plan should be taken back to the community for explanation and to give the public time to digest this information, prior to a board vote. If there are additional tweaks to be made, they could be made following this second round of discussions.

The revised plan should be then taken to the Board for a vote.

The decision is made and we focus all our energies on supporting those affected and ensuring a smooth transition.

This would be a two year process, I'm guessing, in order to allow people to feel it was not rushed through.

Again, maybe I'm just a perpetual optimist to think that there is ANY process that will satisfy people. But more and more, I'm hearing people say: just tell us what you want to do and then we can respond to that.

Sue's thoughts on Wildrose Education plan

2010-09-19T09:39:00.000-07:00

To be clear: These are my thoughts entirely and do not necessarily represent the views of Edmonton Public School Board, its administration, staff or the Board of Trustees.

I read through the following link and watched the video narrated by Danielle Smith. My first response was- "Hmm... this hits some interesting notes". Some of what is being said is very appealing and I'm guessing it will resonate with many people. Parents who are facing over-crowded classrooms and didn't not receive one of the 18 new ASAP schools may nod their heads in agreement. Parents who wonder why their child, who clearly needs a full-time aid, is instead sharing an aid with other children. The education system is not perfect and it is easy to stand on the outside of it and criticize.

But let's dig a little deeper, beyond a quick emotional response and examine the content (and implications) of the Wildrose education plan.

First of all, I agree with the importance of education, both to children and society at large. This cannot be over-stated. I agree with the notion of returning key decisions (such as, where new schools are needed) back to locally elected school boards, who are closest to the issues, understand the particular needs of their community and are accountable to their electorate. I agree that "one size does not fit all" and that schools need to be flexible in order to adapt to the individualized needs of children. However, some of what is mentioned in this document is already being done (by EPSB anyway) and some of the ideas will create new problems and challenges.

What's already being done?
- Individualized, self-paced learning- We have several options for this within our system. Teachers regularly use methods to differentiate instruction in our classrooms. It's not unusual to have a grade 5 class with kids who span multiple grades and abilities, ranging from new immigrant children who are reading at a grade 1 level to gifted children who are reading at a grade 8 level. Differentiation is de rigeur for the vast majority of our teachers. We also have specialized sites, called Learning Stores, where students can learn entirely at their own pace, with the support of a teacher. Ironically, though, one of our strongest growing alternative programs (Cogito) goes entirely in a different direction: it provides only whole-class instruction. It is, in fact, "one size fits all" and parents are lined up to enter into this program.

- Competition and choice- EPSB, of course, has this already and it is my opinion that it is has its pluses and minuses. Competition is a word that doesn't really belong in education, as far as I'm concerned. It implies winner and losers and I am not comfortable with any of our children being placed in the losing category. As well, choice can breed inequity between schools. Education should not follow a business model- where the strong triumphing over the weak is "okay" or even desired. At EPSB, we are recognizing some of the inequities caused by choice and working to level the playing field. Our pendulum is swinging back a bit, with parents in the new ASAP schools thrilled to have, at long last, a community school for their children to attend instead of sending their children to 19 different schools with 19 different choices. It is clear, as well, that choice is not equally available to all, due to financial obstacles or other barriers. Before any political party wholly embraces choice and competition in their education plan, they should be fully aware of these challenges and develop strategies to ensure equitable access and treatment for all children.

-Flexibility to offer specialized track in trades, arts, music- EPSB does this already. We have schools dedicated to arts/music and the RAP program, CTS courses and the Skill Centre offers trades.

Which Wildrose ideas create new problems or challenges for me?

Funding directly to schools for Operations and Maintenance: Most of our operations funding does go out to schools and it is largely based on a per pupil allocation, however, we realized that this was contributing to the inequity in our system. Small schools, with low enrolment are not only stretched to provide adequate staffing for instruction due to per pupil allocations, they are stretched to provide adequate maintenance. We cannot afford to let the roof go unrepaired, the hallway go unswept or the classroom go unlit, simply because the student population is insufficient to generate enough per pupil operations money. Ensuring the safety of students and providing a healthy, clean environment is not an option- it is a given at every school. In addition, small schools find it very difficult to staff an evening custodian, making the school inaccessible to the community as a resource. So we have developed a more comprehensive formula which addresses some of these challenges.

Continued per pupil funding for private schools: I fundamentally disagree with this. I think public schools, which are publicly funded by all taxpayers, are for all students, regardless of economic status. Private schools are not accessible to all; they are, by definition, exclusive. They are a choice for parents, it is true, but just like my choice to enrol my daughter in piano lessons is valid and real- I do not expect my neighbours to help pay for that choice. I do not believe private schools should be funded (now, at a rate of 70%!) by the taxpayer. The public system provides excellent opportunities for all children. It is, in fact, one of the best in the world. Diverting public funds to private schools contributes to funding challenges for public education.

Reporting Graduation Rates of high schools-This could have also gone in the "already being done" category, as our graduation rates are available, by school, to the public through our fall Trustee results review process. However, I want to talk about the concerns I have with the "public reporting" mentioned in the document. I am assuming this would be akin to the Fraser Institute's public reporting (and ranking) of schools. What may seem like accountability and good information for parents to make "informed decisions" creates a real problem- one that further exacerbates inequities and segregation. High school completion starts well before high school- it starts in kindergarten. It is influenced by every teacher, every class, every school the child attends before they arrive at grade 10. It is influenced by the economic status, stability, health, number of moves and resources of their family through those years. In fact, many would argue it starts well before they even enter school, in the early years 0-5 when most of the brain pathways are laid down. To hold High School X accountable for its results when there are so many factors completely beyond their control which contribute to their overall graduation rate is, I feel, unfair. Rather, let's measure where the kids are when they enter grade 10 and see how they do for the three years they are actually attending High School X. Measuring entry points, as well as exit points, seems more balanced. For parents, this would be a better measure too- how do the high school teachers work with the students who show up at their door? Otherwise, I fear we are measuring which high school has the highest achieving kids showing up and that, I fear, will lead us away from the foundational belief behind public education: educating all students, regardless of economic status, race, beliefs or any other factor.

Replacing PAT with new standardized test- I'm not convinced that a new PAT would be any better than the old PAT. As for measuring "actual improvement and comprehension"...isn't that what teachers do?

Funding to follow special needs students: It does actually... the problem lies with the fact that it's not enough. Currently, the highest special needs allocation does not cover the actual cost of meeting that child's needs. The cost of an aid for a child with severe needs far exceeds the current special needs funding. So the problem has been incorrectly framed: the money is not being held up in some bureaucracy, the schools are not hiding the money in some slush fund or wantonly disregarding the parents' wishes--- the money is simply not there.

Inclusion- The Wildrose suggests that special needs students are being "forced" into regular classrooms and that this is a cost-cutting measure. Inclusion is a journey. As a society, we are growing in our understanding that it is a human right to be included; that it is morally wrong to segregate groups of people who are different or have different needs. We are slowly understanding that it is not legally justifiable to exclude people because they make us feel uncomfortable. All people must be treated equally.

Of all the statements in this document, the following is the one that gave me most cause for alarm:

"High needs students generally need personalized care and attention and it is unhelpful for all involved to have a handful of high needs students dominating the time and attention of teachers and other students."

I have heard many stories of how inclusion has benefited both the child with exceptional learning needs and the "regular" students. I have seen families overcome with relief and gratitude when their child was finally included successfully and accepted as a valued member of the class. It seems children are often much better at this than adults. In welcoming a child with special needs to their class, children learn about accepting and embracing difference. They learn and practice compassion, empathy and understanding. They learn from the child with special needs valuable lessons about tenacity, courage and gratitude. Yes, children with special needs require additional support and this costs money. Yes, sometimes their behaviours can be disruptive. And yes, inclusion does not work for every child. But it is a Canadian right to be offered the same education as other students and to be included (there have in fact been court cases on this very issue).

Where is this coming from? I don't know of any parents who are worried about being forced to be included. They may be (rightly) concerned about UNSUPPORTED inclusion or 'dumping' and I have heard concerns from parents of 'regular' students about the impact on their children, again, if inclusion is unsupported. But, these concerns are far outweighed, by parents of children wanting inclusion: heartbreaking stories of being excluded, marginalized and made to feel unwelcome. We, as an education system and a society, need to be working harder to find ways to support inclusion and to overcome our basest fears that somehow inclusion is going to hurt us and our children. These were the same fears used to condone segregation in the States, not so long ago. Have we learned so little?

Thoughts- last board meeting

2010-09-15T08:59:00.000-07:00

Despite the very long agenda, we managed to complete all our work last night. So, that's it- no more board meetings for me, sitting in the chair of trustee. It felt (and continues to feel) a little odd. I am guessing this is the way everyone feels when they are facing a big transition, especially when the next steps aren't clear. (Leaping into thin air!)

The meeting was, I believe, a fine way to finish our term. We approved allocating additional funds out to schools, following naturally from our commitment to maintain staff. A number of policies, which had been diligently worked on by the Policy Committee and represented a great deal of input and consideration, all passed first and second readings. The request to have the third and final reading at the same meeting required unanimous approval and I opposed this for every policy. I don't believe doing three readings in one sitting is good governance (even if it is your last meeting) and I also feel the next board deserves the opportunity to make the final decision on these policies, as they are the ones who will have to live with them.

The proudest moment of the evening was the thoughtful and well-considered debate around granting the ASBA authorization to represent us at the tripartite deliberations on workforce stability and education transformation. My colleagues presented many valid points and concerns, both for and against. We considered our responsibilities to all our staff groups (not just teachers), the children we serve and our communities. We considered the fact that the ASBA's policies on several key issues (for example, province-wide bargaining for salaries, taxation for boards and full day kindergarten) are in direct opposition to our own EPSB values, beliefs and policies- leading us to ask whether we felt that the ASBA could, in fact, represent our views, values and needs effectively. We talked about the future of boards and the need for local autonomy rather than centralized or provincial decision-making. We had concerns about the tight timelines (deadine for completion: November 30) in the middle of considerable transition and upheaval due to the trustee elections and orientation for new board members. We talked about the challenges to meaningful and consistent board input given these timelines and change-over. We talked about events of the past and tried to predict where this process might lead us and future boards. It was challenging work and I was so very proud that our board made the decision to conduct this debate in public chambers. (All boards across the province have discussed this issue and come to a conclusion, but all, I believe, have done so behind closed doors.) In the end, the recommendation was defeated 7 to 2, with the majority feeling that it was not wise to authorize the ASBA to represent our board, given the variety of concerns expressed. Trustee Colburn and Trustee Gibeault were the two trustees who were in the minority.

At the end of the meeting, the five trustees who have decided not to seek re-election (Don Fleming, Bev Esslinger, Gerry Gibeault, Ken Gibson and myself) had an opportunity to say a few words of farewell. Trustees spoke about their gratitude for the opportunity to serve, thanks to staff for their diligent efforts and highlighted some of their proudest moments. I, uncharacteristically, had not prepared a speech. I didn't really believe we'd get through the entire agenda and was expecting another meeting to be called to finish up (or perhaps I didn't want to acknowledge the "end"). I spoke, off the cuff, about how I have benefitted from having my views challenged. I thanked my colleagues for disagreeing with me and pushing me to consider alternate points of view and to think ideas through more clearly. I said that, as you move through life, you tend to attract people to you who agree with you, who are like-minded, and while it's great to be surrounded by people who think you are wonderful, these people cannot tell you what you most need to hear. I thanked my colleagues and staff for helping me to grow as a person.

It has been, as my blog perhaps indicates, a challenging journey for me. I have, at times, struggled with this job. I have wondered why I was there and what difference I made. I railed against processes that were uncomfortable and cumbersome for me. I asked a lot of questions and felt a good deal of frustration about things I couldn't get done.

I entered the job, three years ago, with a burning desire to change things... and in the end, what changed most of all was me.

A few years ago, that sentence would have seemed like an admission of defeat or failure, but now I see it as the greatest gift. The change I have been able to effect is limited, it's true, but it is not insignificant and most importantly it didn't happen the way I thought it would. It didn't happen through force of will- it happened through persistent demonstration that I was open to new information and open to growth. I started out wanting to articulate the answer and convince people to agree with me. If they didn't agree, they were "wrong". By the end of my term, I was moving towards seeking the truth and trying to coax the answer out for all to see, including me. I don't have the answers (none of us, not even those who pretend to know!), but I believe that I can ask good questions, bring different perspectives into the conversation and help to generate a richer, more complete discussion. (By the way, I am not unique in this- everyone can do this, I just happend tohave the opportunity and I was willing to consistently put my ideas on the table.) Over the three years, I began to recognize that we are all "right" and we are all "wrong", because we all only have parts of the puzzle. I became increasingly comfortable with ambiguity and stopped relying on a "black hat/white hat" mentality to evaluate conditions and decisions.

At this point, these are the shifts I can identify. I am expecting that, with a bit of time and distance, I will be able to see more of the picture and fully appreciate the impact of this experience. As I said last night, "It's going to take me a while to figure out what it all means."

Having said that, I would not be surprised at all if the next 20 years of my life are filled with events, experiences and paths that can easily trace their genesis to my trusteeship with the Edmonton Public School Board. Something has begun- I'm just not sure what it is yet.

LAST BOARD MEETING

2010-09-10T20:44:00.000-07:00

It's hard to believe, but (all things being equal*) Tuesday, September 14 will be my last public board meeting.

* if necessary, we may call another board meeting for Sept. 28, 2010.

As you can see from the long list of reports below, it's a very long agenda. To be blunt, I've not had a chance to read it in full yet (as per our process, agendas are delivered to trustees on Friday evening and mine just showed up.)

However, I would like to draw your attention a report in the middle of the pack (with notes in RED) called "Tripartite Discussions on Sustaining Workforce". Although the agenda contains a lot of important items, it is my personal opinion that this report contains a critical decision for our board. It is a decision which may have profoud impacts on future boards.

We are being asked to vote on whether to authorize the ASBA (Alberta School Board Association) to represent school boards in a tripartite discussion with the Alberta Government and the ATA (Alberta Teachers' Association) about workforce stability and transformation of the K-12 education system. (The full details of this transformation will be unveiled when the new School Act is tabled in Legislature in the Spring.)

While it may seem a no-brainer that school boards should be included in these conversations and that the ASBA, as our provincial body and entity recognized as having the authority to represent school boards, is the logical choice to sit at the table (rather than having reps from 62 separate boards, for instance), there are several important considerations for our board. ASBA policy states support for provincial bargaining on issues of renumeration (salary, benefits, etc.). However, EPSB did not vote in favour of this policy. In fact, EPSB has long been a strong advocate for local bargaining. EPSB feels that local interests are better addressed locally and that moving to a provincial bargaining mechanism would involve losses in autonomy and responsiveness to local needs and circumstances. We have enjoyed great success under local bargaining and would very much like to continue in this manner. However, other boards (a majority) across the province feel differently; they feel the economies of scale with provincial bargaining would work in their favour. With smaller budgets, fewer staff, spread out over greater geography and no professional negotiators or labour experts on staff, they may indeed benefit from a pooling of resources and energies. However, that is not the situation that EPSB faces.

As I mull over this decision, questions bounce around in my head: If we vote "yes", does EPSB now, in fact, endorse province-wide bargaining? Is this the end of meaningful local bargaining? I say "meaningful" because with the big ticket items removed from the table (and dealt with by the province), how effectively will local boards be able to negotiate the other details? If you take away all the big bargaining chips- are you at a disadvantage when it comes time to work on the subsidiary items? What types of things will be brought to the table regarding "transformation" and will EPSB agree to these topics and positions or will we find ourselves a dissenting voice forced to abide by the position of the majority? On several issues, EPSB has a different view from the ASBA policy. ASBA policy, for instance, does not support full day Kindergarten and the funding for such programming. EPSB has a very strong view in opposition to this and in fact, we offer full day kindergarten to certain high needs schools, although we don't receive funding to do so. Our needs are simply different and how can we be sure that those needs will be well served in this format?

If we vote "no"- What will the impact be? How will our concerns and issues be heard if we have no representation? Will the negotiations proceed, regardless? Are we tilting at windmills to say that we wish to continue with local bargaining if the government has decided this is no longer in our purview? The Supreme Court of Canada decided that the Government is the deciding authority, not school boards, when the issue of authority was last questioned.

It will be an interesting debate on Tuesday night- one that strikes at the very core of the purpose and value of boards. If cannot tax and cannot negotiate contracts with our biggest employee group, I have to wonder: what will the primary function of boards be in the future?

I sense a desire to redefine the role of boards and trustees and I have been quite forthright that I believe change is inevitable and, indeed, necessary but I'm not sure if this is the change I want to see. I'm never a fan of (what appears to be) moving decision-making into the hands of smaller groups of people.

But, it has been pointed out before- I am an idealist. And perhaps politics in no place for idealists!

Here are the full list of reports that are going to be discussed:
Delegation of Authority - Superintendent of Schools - 2010 Summer Recess
Report #15 of the Conference Committee (From the Meetings Held June 22 and September 7, 2010)
Board Evaluation 2009-2010 Summary Report
Motion re Florence Hallock School Attendance Boundaries
Process and Timeline of the 2009-2010 Results Review
Funds for 2011-2012 Professional Improvement Program
Budget Update (decision on how the additional 2.9% funding received will be allocated)
Foundation Report - Full-Day Kindergarten (good news on successful fundraising by Foundation)
Tripartite Discussions on Sustaining Workforce Stability (this is the report I referenced above)
Board Policy Review - AA.BP Stakeholder Engagement
Policy Review - HGDD.BP - Performance and Exhibit Opportunities in the Fine Arts
Policy Review - IF.BP - Safe, Caring and Respectful Learning Environments (deals, in part, with bullying)
Review of Board Policy AGA.BP - Recognition of Students, Staff, Parents and Community
Review of Board Policy JBD.BP - Protocol for Trustee Recognition at School or Public Events
Review of Board Policy JJ.BP - Assisting Community Organizations
Policy Review - EBC.BP - Emergency Plans
Policy Review - ECA.BP - Security and Vandalism
Sector Reviews: Update
Response to Board Request for Information (on transportation for children in care)

Trustee Panel Discussion on Sun, Sept. 12

2010-09-08T11:11:00.000-07:00

CALLING ALL TRUSTEE CANDIDATES and PUBLIC INTERESTED IN PUBLIC EDUCATION

School Board Trustee Panel Discussion—Sunday Sept. 12, 2010
Panelists: Hon. Janice Sarich, Dr. Morag Pansegrau, Sue Huff
Media Scrum: 12pm; Panel Discussion 9am

Event Summary:
Sunday, September 12th, 2010, 9am–12pm
Woodcroft Community League Hall
13915 - 115th Avenue

The Association for Responsive Trusteeship in Edmonton Schools (ARTES) has organized a School Board Trustee Panel Discussion for Edmonton region school board trustee candidates, their associates and members of the public.

The panelists will be:

Janice Sarich former Ward 2 - Edmonton Catholic School Board Trustee, and currently MLA, Edmonton - Decore and Parliamentary Assistant to the Minister of Education.

Dr. Morag Pansegrau Chair of St. Albert Protestant Schools; Past Chair ASBA Zone 2/3; Adjunct Associate Professor, Department of Educational Policy Studies, University of Alberta

Sue Huff former Vice Chair of the Edmonton Public School Board

The discussion will be moderated by David Beckman of ARTES.

The focus will be on raising awareness of importance of school boards and consideration of topics important to school board trustees.

Synopsis:
9AM Introduction
9:15AM Trustee Legal and Ethical Requirements (Janice Sarich to lead)
10AM Generative Governance (Sue Huff to lead)
11AM On Leadership and Advice to Trustees (Morag Pansegrau to lead)
12PM Media Scrum

Media contact:
Dale Hudjik
c. 1.780.904.6081
dale.hudjik@gmail.com
http://www.responsivetrustee.com/

ARTES (ar-tes) represents people committed to the welfare of children and public education in Edmonton. It seeks to encourage high quality candidates for school boards.

Mission: To encourage and support school trustee candidates who are independent, transparent in their views and values, accountable, forward-looking, and responsive to the community.

Sector Reviews- September/October 2010

2010-09-03T12:11:00.000-07:00

This is from Dialogue Partners, the consulting firm that has been hired by EPSB to conduct the Sector Reviews this fall in all the mature neighbourhoods of Edmonton.

Hello,

We hope you have had a wonderful summer. We are writing with an update and some important information on the Edmonton Public Schools Sector Planning Reviews in Central, South Central and West 1 Sectors.

It's been a long summer. What is sector planning again?

Just in case you weren't involved in the public engagement process in the spring, or the information is new to you, you may be wondering what we mean when we say sector planning.

Sector planning is about making the best possible use of available resources so that all students have access to vibrant schools and a range of quality programs in their sectors.

Sector review might mean change. Possible results include combining schools together, reorganization or relocation of programs or closure of some schools. Sectors are geographic areas of the City.

2. Update on participant input
Between April and June, public engagement for sector planning discussion focused on values based issues, seeking to understand what is most important to people. Edmonton Public Schools administration has made a commitment that the issues, concerns and values of participants will be considered and understood, and reflected in the recommendations from EPSB administration to Trustees.

We have posted the following materials to the sector review website at http://www.sectorreview2010.com/

· What Was Said reports from the workbooks - With over 600 workbooks submitted, the report is broken into 5 volumes of over 100 pages each.

· Questions and Answers - Three volumes of questions and answers have been posted to the website, with lots of additional facts and information.

· Summary of participant input from April to June - This report will be posted shortly, summarizing the input received from April to June.

3. You are invited to participate in a workshop
There are a series of "hands-on" workshops planned for each sector, where you will review the input to date, along with the facts and data and propose options on how to move forward in ways that address these issues. You can work through the details in a group or on your own, and Edmonton Public School representatives will be on hand as an additional resource.

When and where are the workshops?
The workshops are "drop in" format - you attend at the best time for you and stay as long as you can.

Central Sector

Tuesday, September 21
4:00 pm - 9:00 pm
Queen Elizabeth School Cafeteria

9425 - 132 Avenue

Monday, October 4

7:00 pm - 9:00 pm
Victoria School of the Arts North Gym
10210 - 108 Avenue
Please note: Due to construction, there is a shortage of parking at Victoria School.

South Central Sector
Thursday, September 23
4:00 pm - 9:00 pm
McNally School Library

8440 - 105 Avenue

Tuesday, October 5
4:00 pm - 9:00 pm
Vimy Ridge Academy Gym
8205 - 90 Avenue

West 1 Sector
Saturday, September 25
9:00 am - 1:30 pm
Jasper Place School East Gym

8950 - 163 Street

Saturday, October 9
9:00 am - 1:30 pm
Ross Sheppard School Small Gym (South)
13546 - 111 Avenue

First day back, Aristotle, standardized tests

2010-09-02T14:43:00.000-07:00

Yesterday, as we all know, was the first day back to school for most of Edmonton's kids. My own two headed off to new schools- one to junior high and one to high school. These are big steps and, for the first time in ten years, I was not walking someone to school. It's not just parents of kindergarten kids that find the first day back a little wrenching!

When they returned home at the end of the day, I wanted to hear every detail. My daughter's full and complete account of the day included how, in her FSG class (Family Study Group- a cross-grade homeroom class), the teacher had told them this class was like a family and he was like their dad. He said that, sometimes in junior high, kids can feel like no one likes them...but that he would always like them, just like a dad, and they could always come to talk to him if they needed help. At my son's high school, another story: following the all-school assembly, the Principal came up to my niece (a grade 12 student) and pointed out a girl, one face in the veritable sea of teen aged faces. He told her that this girl was new, had just moved here and didn't know anyone at Ross Shep. Would my niece go over and introduce herself and show her around? Of course, she did and gave the newcomer her cell phone number so that if she was ever lost or needed help at Ross Shep, she could simply call and my niece would come and help her.

Both stories told me something very important- good teachers show and, in turn, teach empathy. They guide, not just the academic learning, but the emotional growth of students. Fostering a caring environment is not measured on any standardized testing, but it is absolutely essential to learning. Without relationship, without empathy, we have nothing.

The Wildrose Party has recently released details of their unequivocal support for standardized testing and push for higher levels of accountability for teachers. While I agree that education is vital and needs to be held to a high standard, I am concerned that we do not have accurate mechanisms for measuring the full spectrum of what I consider to be a great education. In my humble opinion, teachers should model life-long learning, foster critical thinking, engage students, know their subject matter very well but still allow for new discovery through the interaction with students. They should model and teach empathy, encourage active citizenship, nurture the individual talents of students and set high expectations for all students .... this list moves far beyond standardized test scores. You could teach to the test, have brilliant scores without most (any?) of these things. You could be, in my mother's words, "a right so and so" and still have a class with top marks, especially if it is a self-selecting academic class to begin with. So, who is the real author of this success? And if, in the process of reaching for the top of the Fraser Institutes's list, your students have been turned off learning, stressed out, consumed by a win-at-all-cost attitude, placed on sleeping medication in elementary school and developed considerable skills in plagiarism ---is it success at all? (Sadly, I'm not making this up. Every single idea here is from an actual child.)

In my opinion, I think Aristotle got it right:

"To educate the mind without educating the heart, is no education at all."

So, to Mr. A at Westmount and Mr. B at Ross Shep: Thank you for the lessons of the heart yesterday. I know they won't show up on any standardized test, but trust me-- they were the most important things you taught yesterday.

Ward F (McKernan area) trustee debate

2010-09-01T13:57:00.000-07:00

Community League Notice

August 30, 2010

McKernan and Queen Alexandra community leagues invite residents, parents, students and media

to participate in a Ward F Trustee Candidates Forum. The forum is an opportunity to hear the views

of potential candidates running for Edmonton Public School Board Trustee in Ward F. The question and-

answer format will cover topics such as the value of schools to community, the Edmonton

Public Schools Sector Planning Review process,and decision making criteria used by Trustees

when evaluating potential school closures and program changes.

Date: September 29, 2010

Time: 7 p.m. to 9 p.m. (doors open at 6:45)

Location: McKernan Community Hall, 11341 - 78 Ave, Edmonton

Parking is limited. Please consider taking the LRT to McKernan-Belgravia Station and walk

one block north to the community hall.

Audience: Ward F residents, parents, teachers, and students

Please encourage your league members to come and hear the views of Trustee candidates running

in Ward F. Remember: Election Day is October 18. Please advertise the forum in your league's

newsletter and website, forward the invitation to you membership, and put up posters around your

community.

For further information, contact:

Steve Wallace

McKernan Community League

780-428-4323

steve.wallace@shaw.ca

Sheila Campbell

Queen Alexandra Community League

780-428-8784

sheildan@telus.net

EPSB Trustee Candidates

2010-08-26T21:36:00.000-07:00

This summer has whizzed by and I've been enjoying following all the new trustee candidates. There is such energy and enthusiasm in this new batch. Five candidates are under the age of 30, I believe... a phenomenon in itself!! They are using all the tools at their disposal to reach the electorate: twitter, blogs, webpages, uploading videos, connecting with each other through informal meetings, and of course, using tried and true strategies like doorknocking. One candidate has already knocked on 3000 doors and distributed 15,000 pamphlets in the first round, is about to release the second edition with more detailed information and is even talking about a THIRD! 180 lawn signs are going up on private homeowners' lawns next week for one candidate- just a starting point, he says. In the "Go Big or Go Home" vein- they are all going big.

I have to say, I'm impressed.

It suggests to me an awakening, an awareness of the importance of education. These young people are stirred up, passionate and engaged. They do not see board life as "bored life"... and, if elected, they will bring a vitality and a level of inquiry that will, undoubtedly, shake things up a bit.

And that, I think, would be a good thing.

Boards have operated more or less in the same manner for 128 years. In my opinion, if they are to have a future that is vital and relevant, they will need to change. They will need to become more generative and creative. They will need to become more diverse, in thought, experience, race, age and culture. Boards will need to engage the public in new ways and understand the public's growing expectation for collaboration and shared authority. Policies will need to be drafted in a different way- harnessing the power of technology to crowd source and create better ideas out of multiple perspectives and mulitple understandings. Boards will need to adopt a servant leadership model that truly embraces openness and transparency. To build trust and accountability, board work will need to be done almost exclusively in public. Data will need to open, easily searched, understood and applied. Most importantly, trustees will need to connect deeply and respectfully with the communities they serve.

Public education is public work for the public good. It is owned by everyone and suddenly, with this election, young people are starting to understand that everyone includes them! When I ran, at the age of 40, I was the "young thing". Now, at 43, I'm the old veteran. This makes me smile.

If you want to know more about EPSB trustee candidates, you can visit this grass-roots, community website.

EPSB's home page also has a page with election info. Links to official candidates will be posted, after nomination day (September 20, I believe).

To find out the ward you are in, visit this map

Oh, and I will be part of a panel discussing trusteeship on September 12. MLA Janice Sarich is also on the panel. You can find more info here

YOUCAN Graduation- transforming lives

2010-06-17T15:50:00.000-07:00

Today, I had the privilege of attending the graduation ceremony at YOUCAN for the two programs they offer. YOUCAN is set up for youth, aged 16-21, who have fallen through the cracks for a variety of reasons. Over the past year, I have developed a growing appreciation for the incredible work that is happening there (it operates out of Westmount School). They run two programs, one called Peacebuilders, which trains youth in conflict resolution. Once trained, the youth go out into schools to share their knowledge. The other program is called Verto and helps youth who have been involved in the Justice system learn the necessary skills to enter the workforce or continue their education. In both programs, the youth are paid to participate in the 16 week program.

At the graduation ceremony, each youth delivered a short speech outlining what the program had meant to their lives. Their stories were very powerful.

Here's some of what I heard about their lives before YOUCAN:

Before I came to YOUCAN, I was homeless, living out of my car... and it was winter. Really cold.
I was fighting with my Mom all the time and I didn't like that.
I got kicked out of my group home and then I got kicked out of school.
I was a drug addict and drinking every day. I was going nowhere. And I had no motivation.
I was stealing, breaking into people's homes and selling drugs. I never thought I would be anyone.

Here's what they said about how YOUCAN had changed their lives:

This program taught me so much. I learned how to respond instead of react.
I learned about how to resolve conflicts without using violence.
I love the circles. Everyone should use circles.
I learned how to write a good cover letter and a resume and now I'm ready to apply for some jobs.
I got my first aid.
I am going back to school and I've got a job.
I will succeed and I want to be a good father to my son, a good person and a taxpayer.
I have been sober for three months and I feel good about myself.
I haven't had any problems with the law.
The people here have treated me like a friend and they have helped me so much.
(One of the YOUCAN staff) here helped me through some really bad times, because he knows what it feels like. He was a gang-involved youth, too, like me. He doesn't need to look in a book about it... he knows.

One graduate said:
Before I came to YOUCAN, I couldn't read much. Maybe a paragraph. Yesterday, I finished my first book.

It was completely remarkable to me.. that so much growth can happen in only 16 short weeks. How does it work? How can they transform lives in such a short timeframe, when so many others have failed? Part of the credit goes to the youth, who are truly ready to make changes in their lives. But clearly, a good part of the success comes from the incredibly dedicated and skilled staff who work at YOUCAN. In their words, they are engaged in "relentless youthwork": they just refuse to give up on these kids. They treat them with respect and engage in egalitarian problem-solving, active listening and open dialogue through the use of circles. They spend the time to understand, to listen, to be honest with the youth and with each other. What I felt in the room was genuine warmth and caring, between the staff and the youth and amongst the youth themselves. It was like family. It was love.

I think the work at YOUCAN is truly outstanding. I encourage anyone who is interested in learning more to contact the director Kyle Dube. I also encourage you to find out when the next graduation will happen. Do yourself a huge favour and plan to attend. It will open your eyes.

Bee in my bonnet re: suits, hair & leadership

2010-06-11T12:16:00.000-07:00

It's funny how one thing builds on another and you start to see connections everywhere. This morning, I had coffee with two trustee candidates, both women. I mentioned the upcoming "Equal Voice" workshop on supporting women in the election (see previous blog). Conversation naturally flowed to the ASBA Trustee Candidate School recently in Red Deer and what had been shared and learned. I was, I admit it, appalled to hear about the session on how to dress. Granted, I didn't hear the entire lecture, so I may be taking things out of context and this is all second-hand information--- so feel free to contradict or correct me-- but here's what was relayed to me:

Advice on how to dress- with jackets being the preferred dresscode down to cardigans as being "acceptable".
How to do you hair- someone asked if they should cut their long hair and the advice was to close your eyes and picture someone who is in power, "What does their hair look like?" The answer: "Short, just like yours."

A young woman asked if conforming strictly to business clothing and appearances can sometimes alienate people and make politicians feel less approachable or "real". The answer: "Well, I'm not trying to change the world." In other words, play by the existing rules and you will fare better. It's important to look the part and fit the mold, not to question it.

What a sad, sad message. Should we be perpetuating the exisiting power structures or working to improve them (revolutionize them if necessary), in order to make them more accessible and open to all? Are we that shallow in our thinking that we can't imagine a different dress/hair length/style/cultural clothing being equally as valid and acceptable in an elected official?

Perhaps the question is wrong: rather than think of people in power, we should reflect on inspirational, courageous leaders. With this question, I think of a man in a loin cloth, a mother with a special needs child, an Aboriginal man with a beautiful long braids, a folksinger with a guitar, a child raising money to build wells. There is no "one image" that comes to mind because of course, these are internal qualities: character, courage, generosity, conviction--- and they have nothing to do with hair length or business apparel.

I certainly don't want to see women feel they need to become men in order to assume political positions. I don't want Aboriginal men or women feel the need to become white to join the table.

If I had been at that session, I would have been vibrating out of my seat. This is the wrong message entirely to send to new trustee candidates who are considering assuming a leadership role in their community. Leadership is not how to you look; leadership is being courageous and authentically YOU. If that means a suit, great. If not, please don't lose who you are to try and fit someone else's mold.

"To thine ownself be true."

And, as a public, we must look beyond the suit and deep into the hearts of our leaders and elect those who are authentic and genuine, not just the ones playing the part well.

Support for Women Seeking Election

2010-06-10T06:59:00.000-07:00

BE HER OR SUPPORT HER

On June 23, I will be one of the panelists for the Equal Voice BE HER OR SUPPORT HER workshop- an evening "covering campaign fundamentals for women considering running for municipal council or school board trustee (or anyone interested in volunteering on a woman's campaign." Check in 6:30, Program 7-9:30 PM. U of A Faculty of Extension, Enterprise Square, 10230 Jasper Ave. Room 2-167.

Other panelists include a representative from the Office of the City Clerk, former Edmonton Councillor Janice Melnychuk, former Ward 4 campaign manager Sarah Crummy. Moderator is Dr. Jane Arscott co-author of Still Counting: Women in Politics Across Canada, a lively and accessible examination of women's involvement in Canadian politics. Practical tips, support and advice.

A national public opinion poll conducted in 2008 showed that 85% of Canadians support "efforts to increase the number of women elected in this country." In addition to this workshop, Equal Voice also has an on-line campaign school for women called "Getting to the Gate."

Register for this free event: http://beherorsupporther.eventbrite.com/
Volunteer by contacting: Ashley Casovan acasovan@gmail.com
Learn more about Equal Voice; www.equalvoice.ca/ab_north.cfm

Media contact: Janet Buckmaster- 780-472-9052 albertanorth@equalvoice.ca

Hope to see you there.

Multicultural resources & connections

2010-06-08T08:45:00.000-07:00

Yesterday, at the Centre for Education (aka The Blue Building), tables were set up to diplay many multi-cultural organizations and services. I enjoyed looking through the displays and chatting with the community leaders. Supporting and celebrating diversity in our community is a core belief of mine. I encourage you to play an active role in ensuring that everyone feels welcome, included and supported. Diversity in nature is a source of strength and sustainability-- it is the same in our schools, communities and our province.

Here are some of the resources I picked up. Feel free to contact the organizations for more information.

Big Brothers, Big Sisters: "One hour each week" Kids need positive role models. It's just that simple. Nearly 1000 children and youth in the Edmonton area are waiting for a mentor. http://www.bbbsedmonton.org/. or call: 780-424-8181.

ASSIST Community Services Centre: offering children and family programs for Chinese families, especially targetting children aged 0-5. Programs available in both Cantonese and Mandarin (parents group, raising children through songs & stories, moms' chatroom, family-based group activities.) location: 9649-105A Ave., Edmonton http://www.assistcsc.org/ 780424-7837. Glen Wong, Senior Manager. glen.wong@assistcsc.org

SMART CHOICES (Recognizing Problem Gambling); supported by ASSIST and Alberta Health Services Addictions and Mental Health. Educates children grades K-12 to recognize problem gambling and teaches them how to avoid becoming a problem gambler. Drama presentation, Workshops, Picture & Poetry contest.
For more info contact: Dereje Berenda (DJ) 780-429-3111 ext 306, dereje.berenda@assistcsc.org
If someone you care about is suffering from a gambling problem call: 1-866-332-2322 (Alberta Health)

Centre for Race and Culture. "Eliminate racial discrimination, Increase cultural understanding."
Resources, workshops, research, challenges and programs for teachers, youth, employers, parents, schools and others. Programming for all grades. Documentary and user-manuals available.
Programming includes:
    Keshoutu Leadership Academy (leadership training for African-Canadian youth, 14-18 yrs, using the performing arts. Junetta Jamerson coordinator. jjamerson@cfrac.com).
    Bamboo Shield (skills for Adolescence with Aboriginal, Immigrant and Refugee youth and parents)
    Aboriginal Attendance Circle (Traditional Aboriginal processes to help youth stay in school)
Centre location: #4- 10865- 96 Street, Edmonton, Email: info@cfrac.com. Phone: 780-425-4644.
website: http://www.cfrac.com/     Richardo Carlos, Program Manager: ricardo@cfrac.com

The Family Centre: "Everyone can succeed. For over 65 years, the Family Centre has been helping Alberta families, communities and workplaces make positive choices that lead to successful outcomes. Our mission is to foster healthy individuals, healthy homes, schools & workplaces, healthy communities and neighbourhoods." Services include: counselling, play therapy, anger management for children and teens, postpartum depression support group, in home parenting support, parenting education courses, specialized homes, couselling for couples, marriage preparation, groups for working through divorce/separation, courses for step-parenting, mediation, worksite team building, in home senior support, language interpretation and translation, employee assistance programs, support for parents of sexually abused children, support for children who have witnessed violence, critical incident stress debriefing.
Office: #20, 9912-106 St, Edmonton. 780-423-2831. website: http://www.the-family-centre.com/
email: tfc@the-family-centre.com
All inquiries and client discussions are held in strict confidence.

Islamic Family and Social Services Association
#85, 4003 98 Street. 780-462-9770
Jordanna Aboughoche, Fostering Health Families Program Coordinator, Family_Violence@telus.net
http://www.ifssa.ca/
"Established in 1992, Islamic Family and Social Services Association (IFSSA), is a non-profit registered charity dedicated to providing services in response to the social needs of the Edmonton community within an Islamic context."
Services include:
Fostering Healthy Families Program

Counselling Services
Resources for Newcomers
Foodbank, Clothing and Household Items
Youth Development and Parent Education Program

Welcome Centre for Immigrants
#335, Tower II, Millbourne Market Mall
7609 38 Ave, Edmonton
780-462-6924
http://www.mwci-edmonton.net/

Multi-cultural Health Brokers
http://www.mchb.org/OldWebsite2008/default.htm
Multicultural Health Brokers Co-operative Ltd.

Phone: (780) 423-1973 Fax: (780) 428-2748 Email: mchb@mchb.org
10867 – 97 Street, Edmonton, AB T5H 2M6
"Connecting families and communities to resources for health and well being. Our Mandate:
To support immigrant and refugee individuals and families in attaining optimum health through relevant health education, community development and advocacy."
The MCHB Co-op is committed to:
Direct Responsiveness and Accountability: We are responsible and accountable to the families and communities we serve.
Equity and Social Justice: We strive to work for equitable access for those who are marginalized from resources and opportunities in society.
Democratic Governance We participate fully in the operations and decision-making of the organization.

Who is a Multicultural Health Broker?

A bilingual and bicultural member of the community who:
-Provides linguistic interpretation and cultural clarification
-Helps families access services and resources within the health and social service system
-Connects families to cultural community groups and resources
-Supports community development

Bravo! Generative Governance! Encore!

2010-06-06T16:27:00.000-07:00

I'm sure you've felt this before: you are listening to a keynote speaker and practically every sentence makes you smile with recognition and wonder. Finally, you think, someone is speaking my truth. It's a remarkable thing to hear your jumbled, disconnected thoughts drawn together in an eloquent and clear manner. You find yourself wanting to yell out or clap or run up and kiss the speaker. (Well, maybe that's just me!) At long last, your soul cries out, at long last: "Validation!"

This is how I felt listening to Keith Seel from Mount Royal College, speaking in Red Deer today to a room full of public school board trustees from all across Alberta about generative governance. (As noted in my previous blog, "generative governance" is one of the new catch phrases in the Inspiring Education report).

Here's a couple of pithy quotes from the session to wet your appetite:
"We are not travelling the same road, in the same vehicle and merely switching out drivers." (re: governance)
"Accountability is rooted in the community which it is historically committed to serve."
If you see your duty as governors strictly in financial or fiduciary terms, "accountability to community may be compromised."
"Silence, I would suggest, is not a leadership quality."

There are 35 different definitions of governance, so it's no wonder that trustees come together on new boards and find that they are operating under different definitions. This "difference" can be seen as an opportunity to create something new or it can be seen as a huge problem to be "fixed." It can, in some cases, rip boards apart, says Mr. Seel.

The three types of governance (fiduciary, strategic and generative) work together in concert. How much time to boards typically allocate to each type? 80-85% fiduciary, 5% strategic (usually once a year at a retreat), 0% generative. Creating appropriate time allocations for each type is an important first step. We won't be much good at generative governance at first, so we'll need to allow time to learn how to do it well.

Generative Governance moves trustees from a management role clearly into a leadership role.
What's the difference?

Here are words to describe leadership:
Authenticity, inspirational, risk-taking, visionary, caring/feeling, bold, intuitive, unbounded

Here are words to describe management:
Process-oriented, systematic, definitions/rules, protective, corrective, contol, orderly, bounded

I would respectfully suggest that most school boards are stuck in a management approach/role.

Mr. Seel went on to elaborate that generative governance is about "bringing something new into being". It is means accepting that the future is uncertain and that issues may be ambiguous and often contested. Meaning matters, with generative governance, and things are decided based on evidence not personal desire. It requires trustees (or "governors", as we were repeatedly called today) to be reflective learners, able to discern problems, engage in sense making, frame problems and ask the key questions.

Mr. Seel said, "It requires character." I would agree. This is not for the weak-of-heart. This is meaty, visceral, challenging, brain-taxing work which is also energizing, revitalizing, meaningful and exciting.

The types of activities that you would engage in:
Looking for deeper meaning. (Asking 'what does this mean' or what is the real issue behind all the "static" or white noise?)
Being willing to wrestle with complexity, not simply firing off quick and decisive answers.
Being willing to focus or frame the important issues- you can't focus on everything, so what is the most important thing to look at?
Allowing your full experience to come into the discussion- not denying or disregarding your community experience or other roles/hats you may wear. (I would add not cutting off the many aspects of your being, including emotional, etc.)
Allocating real time to invest in this type of thoughtful work. (It can't be item 34 on a packed agenda!)
Willingness to embrace the opportunities, challenges and messiness of this approach.

One final thing I heard:
"You must have chaos inside you to give birth to a dancing star." Wow, a quote from Nietsche in a talk on governance. I didn't see THAT coming!

So, all signs indicate that this willl be a key component of the future role for boards. Time will tell how easily and readily it is adopted. It is certainly a mind-shift.

Link to Mr. Seel's slide show here:

http://www.public-schools.ab.ca/Public/association/SprAssembly10_RethinkingGovernance_KSeel.pdf

My musing: Will generative governance also find its way into the Legislature? Will MLAs and Cabinet Ministers embrace complexity, uncertainty, risk-taking, inspirational leadership and bold creativity? How comfortable would they be with "the chaos inside"? For that matter, how comfortable would they be with giving birth to a dancing star?? :) It makes me smile to consider the possibilities.

The future of boards- Inspiring Education

2010-06-03T20:38:00.000-07:00

People are talking about the Inspiring Education Report (launched yesterday by Minister Hancock) and what it will mean for the future of education and school boards (go to http://www.twitter.com/ and enter #inspiringed into the search box to see all the chatter!) Minister Hancock confirmed that boards will continue but they will change. Some people are worried, some are suspicious, some are quietly optimistic, some are wondering why it has taken so long!

My reaction? I'm excited, especially when I see generative governance cited in the document (around p. 35). I've been reading some excellent summaries on the topic of generative governance and will be learning more about it this weekend, when I attend the Public School Board Association of Alberta's conference in Red Deer.

I'm certainly no expert, but here's my limited understanding of generative governance, based on the work of Chait, Ryan & Taylor (Book: "Governance as Leadership" ) There are three types of governance explained in the book- fiduciary, strategic and generative.
Fudiciary Governance focuses on control mechanisms like financial oversight, legal responsibilities, supervision through one employee (CEO) . It asks: "What's wrong?" and focuses on facts, figures and reports.
Strategic Governance focuses on direction setting, policy making and strategic planning. It asks: "What's the plan?" and focuses on strategic indicators, looking to solve problems through empirical and logical discussion.
Generative Governance focuses on making sense, creating a fresh understanding of complex and ambiguous situations. It is characterized by noticing clues, looking at an issue from different perspectives, reorganizing data into patterns and "recognizing the organization's compelling stories and history". It asks: "What is the question?" and is more informal and creative.

To me, Generative Governance sounds like a whole lot more fun!!!

But, some may see it as a loss of power and a precarious venture into something vague and uncertain.

An excellent article by David O. Renz, Ph.D, called "Reframing Governance" was handed to me this week. This article suggests that the evolution of governance will include the need for different voices at the table and those voices will need to be seen as equals. Often, multiple organizations or agencies will need to work together in a collaborative fashion to solve complex issues. As with all truly collaborative ventures, the lines of authority become blurry as a more responsive, flexible, inclusive structure is developed. With a shared power-dynamic, those who can build bridges of understanding and shared purpose will be the most influential, not necessarily the typical, "one annoited leader". In fact, leaders will shift and change with time and projects. This will not be a top-down, hierarchical model of governance, instead it will be network based and therefore it will require different skills, knowledge and abilities. For more on this, order this excellent summary.

So, my humble reaction to the thought of school boards being restructured to include more voices from the community, to strengthen the relationship with the community and to engage in a power-sharing model with the community?

"Yes, please."

Sector Reviews- info for you

2010-06-02T12:05:00.000-07:00

First things first, West 1 is having a sector review community consultation THIS SATURDAY, June 5 at Ross Shep High School, 13546 111 Avenue. Unfortunately, I cannot attend, because I will be at the Public School Board Association of Alberta conference in Red Deer. I understand the one held last weekend in South Central drew about 80 people. (I think we can do better!) Please feel free to send me an email after you've attended to let me know what you thought.

On the website (http://www.sectorreview2010.com/) you can now find the agenda for the meeting in the Library section: http://sectorreview2010.com/document/index/2 (check under "Community Consultations").

Also contained in this Link above are:
Fillable workbook (will be accepted until June 18- have you done yours yet?)
The workbook translated in Mandarin
Questions and Answers (from the public at the June 1 meeting)
Evaluation reports (from the June 1, Public Engagement 101 sessions)
International Association for Public Participation- Spectrum, Code of Ethics and Values. As I stated before EPSB is committed to the INVOLVE level on the Spectrum. (not beyond, that is, NOT COLLABORATE or EMPOWER.)

Ciao for now,
Sue

Sector Review- Q & A.

2010-06-01T13:36:00.001-07:00

Questions and Answers up from Public Engagement 101 sessions (June 1). Worth looking through...

http://sectorreview2010.com/document/index/2

One-stop shopping for EPSB info

2010-05-31T12:49:00.000-07:00

Added later in the day: OOPS! Turns out this link below is for internal use and you need an EPSB password to access it. I will look into seeing how many of these documents are already available in other locations and how many more could be "released" for public viewing. I was excited about this page because it was all in one location and I think that's what parents need and want. Stay tuned!

In this age of information-overload, it's no wonder we have a hard time finding things. I've been on the Board for three years and have only just TODAY discovered this vital link for parents. It's one-stop shopping for information on everything and anything related to education: https://intranet.epsb.ca/publications.cfm

There is info on Agendas, our Mission, Budgets, Basis of Allocation, Audits, Respectful Learning Environment (with complaint form), Technology, School Zone, Transportation, Assessment, Metro Continuing education, suspensions...the list is long and I'm not going to hyperlink them all.

As you scroll down you will see publications for parents with children who have special education needs. Here you will find the Handbook to Creative Inclusive School Communities:
https://intranet.epsb.ca/datafiles/specl_ed/CreateInclusiveSchoolCommunities.pdf

How to Write Successful IPP's https://intranet.epsb.ca/datafiles/HelpfulLinksWritingIPPs.pdf
and more.

Clearly, this is the first page I should have written about... but I didn't even know it existed. Please bookmark this page. The more informed you are, the better able you will be to support your child's learning and advocate on their behalf.

Board motion re: community schools

2010-05-27T20:37:00.000-07:00

At our next public board meeting on June 15 (which is the last public board meeting of this school year), we will be looking at several important things, including the budget for the upcoming year. I'm sure you've read about our leaner budget in the Journal. We've done what we can to minimize the impacts felt at the classroom, but it will still be a challenge. Over the next couple of weeks, trustees will be meeting with principals and central decision unit leaders to understand the full implications of the budget.

On June 15, we will also be debating the following motion that I put forward:

That Edmonton Public Schools ensure that schools offering regular programming (also known as local or community schools) receive an equitable level of district promotion and support as schools that offer alternative programs or programs of choice.

The point of the motion is equity between schools, not preferential treatment for one type of school over another. I believe many parents appreciate choice within our system. However, in my opinion, our current choice model does not fully embrace the community school and it is important to ensure a balanced approach so that all choices, including community schools, may flourish. Currently, we have a number of practices and policies that seem to favour alternative programming over community programming. For instance, schools offering programs of choice are free to advertise across the entire District. Community schools may only advertise within their catchment area. Schools offering programs of choice qualify for bussing, while community schools typically do not. Is it any wonder that, with the cards stacked against them in this way, many community schools are struggling with declining enrolment? Could your business succeed if you could only advertise to people living within 10 blocks of your store, while your competitor could advertise to (and provide subsidized bussing for) customers across the entire city of Edmonton? I would suggest that it makes sense to create a level playing field for all schools.

The District website and glossy publications (see pg.10) highlight all the schools offering alternative programs. Schools that do not offer these programs are not listed or profiled (see pg. 9). We have a whole administrative department, called Programs, focused on alternative programs and these skilled administrators work to develop, support and ensure the success of alternative programs. Schools receive additional funding to implement alternative programs.

Is there an equal level of administrative focus and support to promote and nuture community schools? The short answer is "no". In fact, I cannot think of a single District-level promotional effort focused on community schools. Occasionally, the media will pick up on the achievements of local schools, like Westglen Elementary, which became the first school in Alberta to reach Earth III status, but this was more due to media interest and a fabulously on-the-ball teacher, rather than a concerted effort by the District to shine the light on the success of a community school. If fact, unless you knew about our "Find a School" tool on the EPSB website, you might not even know that there was an exceptional local school in your neighbourhood.

To my knowledge, EPSB has never engaged in a discussion with the public about the many benefits of local community schools. I would love to see the occasional EPSB communique saying: "There is a great choice in your own backyard." or "Save the Planet- walk to school." or "Get connected- meet your neighbours at school." Perhaps EPSB will prove me wrong and enthusiastically partner with EFCL's upcoming "Living Local" campaign.

I also think the very language we use seems to suggest a two-tiered system of education. Local, community schools are said to offer "regular programming"- I don't know about you, but to me, the word "regular" doesn't sound very enticing. It suggests ordinary, plain, bare-minimum rather than extraordinary, adaptable or impressive. Contrast this with: "Programs of choice" which implies something that it is definitely worth choosing. The word "choice" suggests we will get something better. (Think: "choice cuts of meat").

To be clear, I'm not suggesting that everything currently in place for schools offering programs of choice be duplicated in exactly the same fashion for community schools. I'm talking about equity, not necessarily identical treatment. For instance, it may not be logistically possible (or environmentally sound) to add 100 more bus routes to cater to community schools- but we need to recognize the existing inequity and think of ways to offset the imbalance. Neither am I suggesting dismantling our system of choice: that would be throwing the baby out with the bathwater! I believe we can move towards restoring balance through sensible and thoughtful consideration.

So, that's my thinking to date--- I have a couple of weeks to gather feedback and ideas to develop this idea further. I would encourage you to write to me: Sue.Huff@epsb.ca to let me know what you think. I am open to (and appreciate) all constructive feedback. It helps me to elaborate on my ideas when you point out the flaws or gaps in my thinking, so please feel free to disagree with me!

If you would like to speak to the board on this item (or any other), you may do so by registering with our Board Secretary prior to June 15. Email: Anne.Sherwood@epsb.ca and indicate which item you would like to comment on. You will have 3 minutes to speak. I suggest timing your speech- 3 minutes goes by quickly!

CIAO!

Board Agenda- May 25

2010-05-22T14:26:00.000-07:00

For full agenda, please visit: http://www.epsb.ca/board/may2510_agenda.shtml

Recognition-Margaret T. Stevenson Talented Young Writer Award Recipient: Shannon Fitz

Report #13 of the Conference Committee (From the Meetings Held May 11 and 18, 2010) (designation of Principals)

Motion re School Size and Student Achievement

Policy Review - FO.BP - Environment

Policy Review: Board Policy HGE.BP - Continuing Education and Board Regulation HGE.BR - Continuing Education

Locally Developed Courses - Addition

Response to Delegation - Alberta Somali Community Center (ASCC)

General Banking and Borrowing Resolutions

Framework for Involvement in Site-Based Decision Making

Plan for Special Education 2010-2011

Introduction of the 2010-2011 Proposed Budget

Responses to Board Requests for Information (wraparound, more accurate CCEP grad rates, Lunchroom fees)

Bereavement

Public Engagement 101- Sector Reviews

2010-05-20T11:43:00.000-07:00

Yesterday, I attended one of the two Public Engagement 101 sessions put on by Dialogue Partners, who will be leading the upcoming Sector Reviews for Edmonton Public Schools. I picked up some critical information that I would like to share with you:

Dialogue Partners adheres to the IAP2 (International Association for Public Participation) core values, code of ethics and practice. You should read through the core values and code of ethics to understand what this means and it will give you a good idea of what to expect. As well, you should DEFINITELY read the Spectrum of Public Participation and know where this process of sector reviews falls on the spectrum. EPSB is committed to the INVOLVE stage. We have not committed to go beyond to COLLABORATE or EMPOWER.

Here's what INVOLVE means according to the IAP2 Spectrum:
Goal- to work directly with the public throughout the process to ensure that public concerns and aspirations are consistently understood and considered.
Promise to the public- We will work with you to ensure that your concerns and aspirations are directly reflected in the alternatives developed and provide feedback on how public input influenced the decision.

(FYI- The lower stages of "Inform" and "Consult" are also inherently and automatically included in the next stage: "Involve".)

To contrast, here's what COLLABORATE means (which is the next step beyond INVOLVE):
Goal- to partner with the public in each aspect of the decision including the development of alternatives and the identification of the preferred solution
Promise to the public- We will look to you for advice and innovation in formulating solutions and incorporate your advice and recommendations into decisions to the maximum extent possible.

Many people in the public seem to think we are (or should be) at COLLABORATE, but I must emphasize again that the Board has only committed to the INVOLVE level of public participation. A good deal of tension exists, I believe, because of a misalignment of expectations.

There was some good information provided at the meeting on what will happen, when and how this will all roll out.

Step One: Between now and June 25- there are workbooks to be completed, community forums to be held, conversations with kids in grades 6 and 7 at several schools, and an on-line discussion to be hosted at http://www.connect2edmonton.ca/ starting on May 28. All of these venues will gather input on key principles, values, issues to guide the conversation. Dialogue Partners will be, in essence, holding a values-based conversation to uncover what is important to you and this will form the basis or foundation for the next set of conversations.

Step 2- September and October: more workshops (2 held in each sector) and a think tank of government officials and organizations. At this point, the foundation established in Step One will meet the data, facts, constraints and realities. We will look at ways to move forward. How do we balance all the needs? What options make sense? (see website for details: http://www.sectorreview2010.com/)

Step 3-
November 2010: Dialogue Partners creates a final report for EPSB and presents it to the trustees.
Between November and January 2011: The EPSB Administration creates recommendations (for closure, consolidation, program reconfiguration, etc.) in consideration of Dialogue Partners report. (see "promise to public" under INVOLVE above to see how we commit to use the report.)
January 2011- Recommendation to consider closures (or other school space changes) will come to Board for a vote. If passed by the trustees, the process mandated by the School Act kicks in, which includes more public meetings, etc.
Approximately March/April 2011: Vote to close schools. Trustees make the final decision.

There were many questions at the session and a lot of table discussion. The facilitators have promised to get answers to the questions and post them on their website.

For more information on Sector Planning Review and how you can become involved please contact Dialogue Partners toll free at 1-866-269-1276 or by email at info@dialoguepartners.ca. Project website: http://www.sectorreview2010.com/

Update- Sector Reviews (re: possible school closures)

2010-05-17T10:58:00.000-07:00

Update from Dialogue Partners re: upcoming Sector Reviews. Please pass this on to anyone who lives in the mature neighbourhoods of Edmonton- central, west and south (of the river) central.
-Sue

Hello -

We are writing with an update and some important information on the Edmonton Public Schools Sector Planning Reviews in Central, South Central and West 1 Sectors.

1. REMINDER - Workshop - Public Engagement 101 - What to Expect, How to Participate
Are you a member of a parent council, community league or community organization? We are holding TWO workshops on May 19, 2010 specifically for you. We'll share information, talk together about public engagement, and answer your questions about the process.

- Session 1 - 9am-12pm, Robbins Health Learning Centre,
Grant MacEwan University, room 9-207, 10910 - 104 Avenue (Sue will be attending this session)

- Session 2 - 7pm-9pm, Centre for Education, One Kingsway (AKA Blue Building attached to Victoria School)

Please be sure to RSVP your attendance to Lynn@dialoguepartners.ca as space is limited and we want to be sure we have enough materials for everyone.

2. Workbooks
Starting last week an online fillable pdf version of the workbook was available in the library on the website and a small number of hard copies have been distributed in schools. The workbook provides important information and facts and asks lots of questions. Tell us what is important to you about your community and use of school space. Share ideas, issues and concerns that you think should be included in sector review.

Note: for the online fillable version you will need Adobe version 5 or higher, which you can download free (the link is on the website).

We'd like to sincerely apologize for an error in the West 1 elementary school attendance area map on printed copies of the workbook. The Youngstown area says "3" and it should say "224". (This error has been corrected in the online version).

3. Community Forums

Attend a community forum to discuss what is working well in area schools, what can be improved, and your ideas, issues and concerns about school space use specific to YOUR area.

May 29 Strathcona School - South Central Sector

9 am - 12:30 pm 10450-72 Avenue

June 5 Ross Sheppard School - West 1 Sector

9 am - 12:30 pm 13546-111 Avenue

June 19 Victoria School - Central Sector

9 am -12:30 pm 10210 - 108 Avenue NW

4. City of Edmonton / Edmonton Public Schools - Thinking and Working Together

Edmonton Public Schools Planning staff have been meeting with City of Edmonton staff regarding a number of projects and initiatives over the last two and a half months. Since March 1, 2010, EPSB planners have met with City representatives on fifteen separate occasions to discuss topics ranging from the joint use of schools, the REACH Report, City project proposals on school sites, and neighbourhood developments and improvements. The City is represented on the Sector Planning Public Engagement Advisory Committee which will meet during the sector reviews to provide input into the public consultation process. Planners have also responded to 18 Land Development Applications that concern district schools. Near the end of June, a strategic meeting with City of Edmonton senior management will be held to discuss the current sector reviews underway. (Sue's note: at the governance level, all three levels of government- city, province and school board- will be meeting on May 21 to discuss the issue of school space.)

5. Public Engagement Process - What is Happening and When?

You can find an outline of the entire process, with all of the opportunities to participate over the next 6 months, posted in the key dates section on the website here

Kind Regards,
The Team at Dialogue Partners

Advice to new Trustees- the O'Malley case

2010-05-16T18:47:00.000-07:00

On Saturday, I attended a "mixer" for new trustee candidates. It was hosted by ARTES and was very well-attended. Trustee Catherine Ripley, Councillor Ben Henderson, former Leader of the NDP, former MLA and former EPSB Trustee Ray Martin, former MLA Weslyn Mather and a host of trustee candidates were in the room: Michael Janz (running in Ward F), Sarah Hoffman (running in Ward G), Heather MacKenzie (running in Ward G), Tina Jardine (running in Ward I), Sarah King (running in Ward E), Cheryl Johner (running in Ward A) Patricia Grell (running in the Catholic ward that includes Woodcroft) and a few others who are "thinking about it" including Laurie Simpson, who is considering running in Ward C (scroll down to comments and Laurie has a long post here on school closures).

Dale Hudjik gave a quick overview of the aims of ARTES and why they were hosting this gathering. He spoke a bit about governance and then turned the mic over to Ray Martin, who emphasized the importance of the Board of Trustees being distinct from its administration, rather than an extension of it. He spoke about his experience as a trustee with EPSB and fielded some questions. He emphasized that trustees are politicians.

It was a great evening, with lots of energy in the room and I enjoyed connecting with new trustee candidates: I have many coffee dates lined up to continue the conversation and provide some advice.

This article is quite helpful in understanding some of the duties and obligations of the trustee, to act in an ethical manner regarding confidentiality and conflict of interest:

http://www.cheadles.com/article/trustee-confidentiality-and-conflict-of-interest-164.asp

One piece of advice I would extend to new candidates is familiarize yourself with the O'Malley case (see #2 in above article- Conflict of Interest). Mr. O'Malley was a trustee with the Calgary Separate Board who took the unusual step of initiating a lawsuit against his own Board and was subsequently removed from the Board. The case is of interest because of the court's ruling on the fiduciary duty of a trustee.

To quote from the judge who ruled on the O'Malley case:
..Mr. O’Malley had a misguided understanding of to whom his fiduciary duties are owed...Mr. O’Malley wrongly believes that his duties are owed only to the people that voted for him...the fiduciary duties are owed to the corporate body (the Board) which is, in turn, accountable to the Catholic ownership.” [para 109 - 110]

Whenever I have seen this quote, the last 9 words have been deleted. Without the accountability phrase, you might assume that trustees' ONE and ONLY fiduciary duty is to the Board and that they therefore have NO or LITTLE duty (accountability) to the public. The idea of a duty of care to the Board (and District) may at times appear to be in direct conflict with the wishes of one's electorate and if the idea of accountability to the public is not fully understood, new trustees, in particular, may be confused. I think when you read the entire phrase (and also understand the extreme measures that Mr. O'Malley took in trying to stop his Board from passing its budget, etc.), you arrive at a more well-rounded perspective.

In my view, there is nothing in the O'Malley case that would indicate that trustees should not (a) represent the views of their electorate (b) debate vigourously (c) disagree with their colleagues or offer different points of view and (d) consider themselves to be politicians. (Minister Hancock- please correct me if I'm wrong.)

In fact, this article would seem to agree with me:
"However, do not assume from these cases that Trustees have no voice or right to object vigorously.

Courts have stated elected representatives can form views and opinions and declare themselves on issues of public interest. They have gone so far as to say:

“Elected officials are and should be entitled to maintain and forcefully to express their views without fear of disqualification or unwarranted interference by the courts. In this case, however, any reasonably well-informed person acquainted with the facts would inevitably conclude, as Justice McMahon did, that Mr. O’Malley, by attacking the validity of core governance policies through the courts, has a personal conflict of interest...that likely would preclude him from bringing an unbiased mind to the performance of his Board responsibilities.” (O’Malley decision, paragraph 104, page 23)

“Mr. O’Malley had a shared public duty to advance the work of the Board, which included deliberating on and passing a yearly budget. Yet he tried to halt the Board’s budget work, thus putting his private interest in conflict with his shared public duty to carry out the responsibilities and work of the Board...trustees collectively and individually owe a public duty to carry out their responsibilities and the work of the Board in good faith and with reasonable diligence. They are elected for that purpose. They need not be of like mind. They may hold strong conflicting views. They may debate with vigour, and occasionally with rancour. There is no rule requiring trustees to like each other. But they do have one overarching responsibility -- a shared public duty to advance the work of the Board to which they had the privilege of being elected. A trustee who chooses to personally engage his Board in litigation concerning the Board’s fundamental operations places a private interest ahead of a public duty...A trustee who cannot in good conscience continue to perform that duty has a choice. He can resign his position and regain the elector’s right to challenge the Board in court. What he cannot do is remain and abandon his public duty to advance his private interest. He is unable, in those circumstances, to bring an unbiased mind to the performance of his public duty.” (Emphasis added)

Perhaps you see it differently, but, as far as I'm concerned, there is nothing in the O'Malley case that should stop a trustee from representing their electorate in their decisions, while balancing the needs of the entire District and preserving public education as a public good.

I've highlighted the above passage about being "free to express their views without fear of disqualification or unwarranted interference" because another case is also of note for new trustees: the instance where the Calgary Public Board was disbanded by the Minister of Education for being 'dysfunctional'. In this case, the in-fighting between board members seemed to be getting in the way of getting the job done. What exactly defines "dysfunction" is open to individual interpretation and without clear guidelines, it can breed a sense of discomfort about any sign of public disagreement. It can be used to justify conducting a great deal of work behind closed doors, in order to "smooth out any rough edges" before things appear in public. Perhaps the new School Act will articulate some clear expectations or guidelines in this area. It would certainly help new trustees feel confident in their role, if they could understand what constitutes "dysfunction" and also how their fudiciary duty to the Board intersects with (or complements?) their duty to represent the public who have elected them.

Board meeting- outcomes (May 11)

2010-05-12T08:16:00.000-07:00

As predicted- big agenda, long night!

The four motions last night all received a fair amount of debate. The one of most interest to the public (perhaps) was the special tax levy. The Board discussed issues such as:

low public support for additional taxes (both historically and in the current economic climate),
the condensed timeframe to communicate the need for the additional money (between now and October),
concerns about this happening right in the middle of a board change-over due to the election with several trustees not returning and how that would impact our ability to effectively engage in a dialogue with Edmontonians,
the cost (time and money) of mounting a public awareness campaign,
whether the upgrading of approximately 8 buildings on the Capital Plan over 3 years would "touch" enough people (Trustee Gibeault introduced an amendment to use half the money to eliminate transportation fees and half to upgrade buildings. This was defeated.).
the possible damage to EPSB public relations,
the timing of this coming so soon after contentious school closures
the damaging perception of low public support for funding public education should the levy fail.

In the end, the motion was defeated 7-2 (Ripley and Shipka for, everyone else against.) For me, I felt the timing was not right and that to give a plebiscite any hope of passing, a Board would need to commit to three years of dialogue with the public prior to asking for money. There is no doubt that we have a serious problem of deferred maintenance ($240 million of deferred work!), but the public is, by and large, unaware of the issue and it will take some time to build understanding. The on-line comments posted in response to the Journal article on this topic, show a great animosity (some of it unnecessarily personal in nature towards Trustee Ripley) and also a great level of misunderstanding about how we are funded and why this problem exists in the first place.

The other motions:
Trustee Shipka's motion to limit the amount of time trustees can speak in a debate to twice for 3 minutes each time.... passed (6-3). I voted against this. As did Trustee Colburn and Trustee Fleming. I did not vote in support because I feel it will place unnecessary constraints on debate, take up precious energy in enforcement, create anomosity on the Board as people are cut off and ultimately, it won't reach the goal of shorter meetings because the other issues that contribute to long meetings have not been addressed. The long meetings regarding school closure were cited as indicators of the need for this new policy. However, in those instances, many hours were taken up with administrative presentations, administrative answers and comments from the public. The real problem, in my opinion, was looking at 6 closures in one night...not how long individual trustees spoke. In any case, this is now the new rule- I need to find a stopwatch.

Trustee Esslinger's motion re: creating a policy for attendance boundaries passed. I can't remember the vote... I believe 8-1, with Trustee Colburn dissenting. The problem seems to center largely on the new ASAP schools, where people assumed they were going to be able to attend one of the new schools, but then found out they were just outside the catchment area and so they have been designated instead to another school. In some cases, they will need to drive by several schools before they get to their designated school. This is due to the Planning Principle that says students will be designated to the nearest school that has available space for all the public school students in their neighbourhood. The aim, as I see it, is to develop a policy and accompanying regulations to clarify to our public the values and principles used to make these decisions.

RE: Trustee Colburn's motion regarding a series of annual reports on district work, as identified with input from the Board, be posted on the district website no later than the end of September.
The idea of posting annual reports on the website, so the public can see when we are dealing with key issues, had warmth from the Board. An amendment was proposed by Trustee Gibeault: "That annual reports on District work be posted on the District website". I voted against the amendment, as did Trustee Colburn, as we both felt that the Board should have some input on which reports would be included. The amendment was passed 7-2. The next vote (on the amended motion) passed 8-1, with Trustee Colburn opposing. I voted in support of the final motion, because it was the only one left on the floor and I felt that the issue of transparency had been won and it was an important step in the right direction.

Other outcomes:
A very complex and detailed transportation report was submitted....a communication plan is being developed to condense this information and make it accesssible to the public. It appears, if the signalling from the Province is accurate, that rather significant changes in transportation funding are coming soon. A strict 2.4 KM eligibility may be enforced. So, if you live closer than 2.4 KM from your school- our District would not receive funding for your child to ride a bus. This would eliminate many of our current eligible riders and therefore eliminate a huge percentage of our transportation budget. (Our transportation budget is currently 70% provincially funded, 30% parent funded through bus passes). The other provincial rule change that will have a profound impact is a requirement to attend your designated school to be eligible for funding. As you may know, approximately 50% of our students choose to attend a school other than their designated school. Our system is built on choice and it appears as if that choice model will no longer be supported by provincial transportation dollars. We are looking at various options to deal with these rather significant funding changes, including modifying our service delivery model. If the province changes its eligibility requirements (causing our revenue to plummet significantly), the status quo is not possible without increasing the parent paid fees to unacceptable levels.We will also be expressing deep concerns to the Province regarding these proposed changes and how they will impact EPSB students and parents. Stay tuned for more info. This will take some further discussion!

Bus pass increases- $43 goes up to $48, $24 goes up to $27. This passed 7-2. I voted against the increases because I do not feel assured that we have sufficient mechanisms in place to address issues of poverty. I have heard anecdotes of families that have one bus pass for several children, who, as a consequence, come to school on alternate days. This is completely unacceptable in Canada's richest province. There should be no barrier to accessing public schools- least of all, financial. Principals at schools are instructed to cover the cost of bus passes for families who cannot afford them, but this does not happen in all cases, due to tight budgets at schools or unclear guidelines about who "qualifies". I want to have a discussion about sliding scales for bus passes, so those who can least afford them are not forced to choose between bus passes and food. We must fully recognize the disadvantaged in our society and ensure that their needs are met. To do any less is to fail to meet our moral responsibility.

All policies passed their readings, unanimously. I was very excited to see the Environmental Policy come to light. Some of you may recall that I put forward a motion to develop and overarching Environmental policy a while back. It was debated and eventually sent off to a Trustee Retreat for further discussion. It never made it back to the public board table, but it was picked up by our administration and developed....and le viola! a policy. I'm so proud to see it in writing.

A presentation from Mr. Mahammed Accord from the Somali community, asking the Board to advocate for the mandatory age to be increased from 16 to 18 years. He spoke of the challenges facing the Somali youth, including a high drop-out rate, violence and gang activity and stressed the critical role education plays in creating options and different pathways for youth. Mr. Accord has been a tireless advocate for his community and, in particular, the Somali youth, and I salute his dedication!

Mixer for Trustee Candidates

2010-05-11T08:52:00.000-07:00

I will be attending this event. I hope to see you there. Please circulate to anyone interested.

Dear Trustee Sue Huff:

I am extending an invitation to you to attend a Wine and Cheese Mixer that ARTES (Association for Responsive Trusteeship in Edmonton Schools) is organizing for people interested in local education issues, including potential candidates who are eyeing the possibility of running in the fall election.

Event details:
Saturday, May 15th, 7-9 p.m.
Woodcroft Community League Hall
13915 - 115th Avenue

The focus will be on building connections, but the event will also include three brief presentations:
- Dale Hudjik, ARTES president, on the principles of effective and responsive governance;
- Lynn Odynski, a former EPSB trustee, on the responsibilities of the office; and
- Ken Chapman, partner at Cambridge Strategies, on the values that voters identify as most important heading into the vote.

Anyone considering standing for election as a trustee is invited to attend, along with members of the public who want to learn more the school board system or get to know potential candidates.

Please forward this invitation to others that may be interested. In particular, please send it to anyone who may be considering their candidacy for school trustee in Edmonton.

Kind regards,

Dale Hudjik
President ARTES (Assoc. for Responsive Trusteeship in Edmonton Schools)
http://responsivetrustee.com/
c. 1.780.904.6081
dale.hudjik@gmail.com

Sue not seeking re-election

2010-05-10T06:44:00.000-07:00

After a great deal of reflection over many months, I have decided not to seek re-election in October.

I would like to thank my community for the privilege of representing them over the past three years. I have done my best to listen, to connect, to share information and to bring your concerns to the Board table. I have considered your viewpoints carefully in my decision-making and explained my rationale for the difficult decisions I’ve had to make. You, in turn, have been unfailingly appreciative and fair with me. Serving the public has been a great experience for me and I thank you for your generous support.

I would also like to thank the many outstanding members of the EPSB extended family that I have met and worked with over the past term (you know who you are!) I salute your dedication to children, youth and families. There is no greater calling than nurturing and educating children. My conversations with you have broadened and deepened my understanding of complex educational and social issues, challenged my views and helped me grow as a person. You can be sure that I will carry with me what I have learned from each of you.

Over the final months of my term, I will continue to focus on the job at hand. We have budgets to consider, policies to review and work to do to ensure a smooth transition for the next board. In Ward C, there are a number of strong potential candidates and I will be working to ensure they are ready to assume the role. As well, I am happy to provide any additional mentoring, as desired, following October 18. I am heartened to see the growing public interest in trusteeship and in particular I am excited by the number of young people declaring their intent to run in the next election. As a parent and Westmount community member, I will, of course, remain actively engaged with Edmonton Public School Board. It look forward to seeing where the next Board leads EPSB and it is my sincere hope that it will be a board dedicated to the principles of transparency, openness, accountability, integrity and good governance.

So what’s next? At this point, I am still exploring options. I remain fiercely dedicated to the ideas of community, social justice, children and democracy. I look forward to finding new ways to serve my community and to affect change in a progressive and productive manner.

Thank you again for your support and your dedication to public education.

My Big Fat Agenda- Tues, May 11

2010-05-08T20:14:00.000-07:00

A whole lot on this agenda: four motions (incl special tax levy), three policies and bus pass fee increases. Transportation Review is long but important for anyone who relies on bussing to get their kids to school. There may be significant changes coming to who is eligible and who is not.
Board Meeting #16: Tuesday, May 11, 2010 6:00 p.m. McCauley Chambers
Centre for Education One Kingsway

Agenda:
The disposition of the items from the May 11, 2010 Board meeting will be posted May 12, 2010.
O Canada
Roll Call
Communications from the Board Chair
Communications from the Superintendent of Schools
Minutes:
Board Meeting #15 - April 27, 2010

- These minutes will be posted May 12, 2010.

Recognition An Act to Follow Staff Recognition Program

Comments from the Public and Staff Group Representatives (this is where anyone can approach the microphone and address the Board on educational matters, no need to register in advance. 3 mins max.)

Reports:
Report #12 of the Conference Committee (From the Meetings Held April 27 and May 4, 2010)
RE; Appointing Principals

Election of Board Vice-Chair

Motion re Schedule of Annual Reports

Motion re Debate on Motions

Motion re Policy for Setting Attendance Areas

Motion re Special School Tax Levy

Delegation - Alberta Somali Community Center (ASCC) (7:00 p.m.)
RE; board support for advocacy around raising mandatory age to stay in school to 18.
Policy Review ACB.BP - Multiculturalism and National Identity

Policy Review - Board Policy JH.BP Public Gifts

Policy Review - FO.BP - Environment

2010-2011 Non-Resident Fees

District Three-Year Capital Plan 2011-2014

Transportation Action Plan

Student Transportation Fees

Responses to Board Requests for Information
more complete information on CCEP (inner city) graduation rates, and things underway to ease transition of students affected by closure decisions

Committee, Board Representative and Trustee Reports (NO ENCLOSURE)
Trustee and Board Requests for Information
Notices of Motion
Meeting Dates
Adjournment

Next Board Meeting: Tuesday, May 25, 2010 at 6:00 p.m.

Nominate a Teen (124 Street Community Teen Awards)

2010-05-08T14:32:00.000-07:00

Community Teen Awards

Do you know a teen in Westmount or Inglewood who makes a difference in your life or the life of our communities? Someone whose good deeds and positive contributions make our communities a better and safer place to live.

Nominate someone 13 - 18 years old for the 124th Street Crime Council Community Teen Award.

Please write as much as possible on the teen, giving full details on why they should be recognized. The winners will be contacted by phone and announcements will be in the Community newsletters and website. Nomination deadline is June 30, 2010.

Nominations can be emailed to crimecouncil@shaw.ca or mailed to:
124th Street Crime Council
c/o #202, 10715 – 124 Street
Edmonton AB T5M 0H2

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

124th Street Crime Council Community Teen Awards

Name of Nominee:__________________________________________________________________

Address:__________________________________________________________________________

Phone Number:____________________________________________________________________

Name of Nominator:________________________________________________________________

Address and Phone Number:_________________________________________________________

REASON FOR NOMINATION: (please write as much as possible, giving full details. Attach a separate sheet if needed.)

DATES/INFO for next round of Sector Reviews

2010-05-07T15:42:00.000-07:00

This is from Dialogue Partners, the consulting firm hired to do the Sector Reviews. (for those of you who have no idea what Sector Reviews are--- they are the process used to decide possible school closures.)

Change is Coming! Be a Part of it.

Hello -

We are writing with an update and some important information on the Edmonton Public Schools Sector Planning Reviews in Central, South Central and West 1 Sectors.

1. What Was Said? Survey Submissions
We received over 400 survey submissions - a fantastic response, with lots of thoughtful, passionate comments. Thanks so much for taking the time to tell us what you think. The reports are now posted in the library on the website.

We've considered your input as we have developed the public engagement process.

2. Public Engagement Process - What is Happening and When?

You can find an outline of the entire process, with all of the opportunities to participate over the next 6 months, posted in the key dates section on the website here.

3. Workshop - Public Engagement 101 - What to Expect, How to Participate

Are you a member of a parent council, community league or community organization? We are holding a workshop on May 19, 2010 from 9am-12pm, specifically for you. We'll share information, talk together about public engagement, and answer your questions about the process. Please RSVP your attendance to lynn@dialoguepartners.ca by May 16, 2010. (I will be attending.)

4. Workbooks

Starting May 10, 2010, an online fillable pdf version of the workbook will be available in the library on the website. It provides important information and facts and asks lots of questions. Tell us what is important to you about your community and use of school space. Share ideas, issues and concerns that you think should be included in sector review.

5. Community Forums

Attend a community forum to discuss what is working well in area schools, what can be improved, and your ideas, issues and concerns about school space use specific to YOUR area.

May 29 Strathcona School - South Central Sector
9 am - 12:30 pm 10450-72 Avenue

June 5 Ross Sheppard School - West 1 Sector (note: most Ward C schools are in West 1)
9 am - 12:30 pm 13546-111 Avenue

June 19 Victoria School - Central Sector (incl: Westglen, Westmount, Prince Charles and Inglewood)
9 am -12:30 pm 10210 - 108 Avenue NW

Kind regards,
The Dialogue Partners Team
info@dialoguepartners.ca

Tel. 1-866-269-1276

The Fine Print
You've received this email because of your interest in the Edmonton Public Schools Sector Planning project. If you would like to be removed from the contact list, please send us an email with "Remove EPSB" in the subject line, and we'll take you off the list right away. If you'd like to be added to the list, please send us a note with "Add to EPSB" in the subject line, and we'll sign you up.

FREEDOM OF INFORMATION & PROTECTION OF PRIVACY (FOIP)
If you have indicated that you would like to be included on the contact list, you may be contacted by phone, letter or email for the intended purpose. Personal information is collected to support the development of a public engagement program and provide input into the decision-making process in regards to sector planning. All personal information is collected in accordance with the Freedom of Information and Protection of Privacy Act, the Alberta School Act, and board policies of Edmonton Public Schools.

Special Tax Levy - $20 million to upgrade schools

2010-05-07T08:25:00.000-07:00

On Tuesday, we will be debating the idea of including a special tax levy as part of the October 18 ballot. Should the motion pass.... when you vote for your city councillor, your mayor and your trustee in the fall, the public school electorate would also vote on this special tax. If passed by the majority of voters, the money collected would be used to upgrade our schools. Our current maintenance deficit is over $240 million. We are VERY behind in upgrading many of our schools, due to insufficient funding.

What needs to be done? Boilers (and more boilers!), windows, roofs, gym floors, painting interiors, etc.
When we compare EPSB buildings to buildings in other urban school districts, our buildings are considerably older and so the maintenance/renovation gap grows more pronounced with each passing year.

So- what would it mean to you, dollar-wise?
The tax increase (should the levy receive voter approval) would be around $20 for every $100,000 property value. So, if your house is assessed at $400,000, your taxes would increase by approximately $80.

So- what do you think?

Please let me know: I have to vote on this on Tuesday and I would appreciate your comments. Remember, the vote on Tuesday is just whether the Board should ASK the voters if they want to contribute, through a fall plebiscite. Unlike the city, we don't have the authority to impose taxes on anyone.

Here's the article in today's Journal:
http://www.edmontonjournal.com/news/Edmonton+trustee+wants+special+school+building+maintenance/2995997/story.html

Learning Our Way to the Next Alberta

2010-05-06T11:56:00.000-07:00

Reprinted, from Ken Chapman of Cambridge Strategies--- I will be attending the June 1 public lecture and hope to see you there too!

We live in challenging, changing, and uncertain times. Fortunately, Albertans have the strengths, stability and stamina to deal with these volatile times. We have the resources needed to plan the next Alberta in ways that are adaptive, deliberative and wise.

That vision inspired a public lecture in Calgary (May 31) and in Edmonton (June 1) entitled “Learning Our Way to the Next Alberta.” We have three internationally renowned expert speakers. Gwynne Dyer author of “Climate Wars,” David Peat, author of “From Certainty to Uncertainty” and Scott Murray, a literacy expert and researcher who has studied impacts and implications of low literacy levels on Alberta’s economy and competitiveness.

These speakers are very familiar with Alberta. They will share perceptions, trends and ideas about the potential of a learning culture in our province. It will be an informative and engaging evening with a focus on how we go about “Learning Our Way to the Next Alberta” together. Space is limited so we encourage early registration.

There is also a 1-day Symposium in Edmonton June 2 with these speakers and education, industry and government policy people who can share ideas of a learning culture including impact on Individuals and Community, Work and the Economy, Governance and Politics and Emerging Technologies. Let us know if you are interested in attending the Symposium too.

For more information and online registration please CLICK HERE. As always, space is limited.

Please forward this email to any of your friends colleagues who may be interested in a conversation about the place of learning in the next Alberta.

Setting the Direction Update- Inclusive Education model

2010-05-03T15:31:00.000-07:00

From Alberta Education:

Moving Toward an Inclusive Education System in Alberta

The Setting the Direction Framework recommends the building of a single inclusive education system that meets the learning needs of all students, including those with diverse learning needs. In the context of the Framework, an inclusive education system is a way of thinking and acting that demonstrates universal acceptance of, and belonging for, all students. Inclusive education in Alberta means a value-based approach to accepting responsibility for all students. It also means that all students will have equitable opportunity to be included in the typical learning environment or program of choice.

In the Alberta context, inclusion means every student will be included in the greater school community, and will be physically placed in the setting that is best for them at a particular time based on the input of all parties. Inclusion does not necessarily mean that every student registered in the Alberta school system will be placed in a regular classroom. Physical placement will be flexible and changeable, always with the student’s success in mind. his will be true in all school authorities—public, separate, francophone, private and charter.

A “made in Alberta” inclusive education system means: Shifting from a dual system of mainstream education and special education to a system that takes responsibility for ALL students. Sharing a commitment to building an inclusive education system that meets the needs of a diverse student population in all school settings becomes a focus of the reform of Alberta’s education system. Replacing the emphasis on special education “programming” with an emphasis on achieving outcomes for ALL students. This emphasis will be built into the inclusive education funding and accountability model. Developing the comprehensive supports and services required to take responsibility for all students and to work in an outcome-based way. Setting the Direction is exploring a continuum of support, where classrooms, schools, school authorities and the specialist community are equipped to make it possible for all students to have their needs met. This collaborative model advocates a collective responsibility for the success of each student. Taking an asset-based approach to meeting the needs of students with diverse learning needs and placing the emphasis on what students can do, rather than the limitations of their diagnosed condition. This approach focuses on making changes in the environment in which students are learning so that they can be more successful. Respecting and using data gathered at all levels of the system, beginning with the teacher and family and including specialist reports from medical and education experts. This honours the expertise that lies at every level. Recognizing that a successful school journey for all children begins with quality early learning and care and concludes with positive high school completion and a supported transition out of the school system. This includes an acknowledgement that smooth transitions throughout the school journey are critical elements of success. Working together to support students in schools with the supports that they need – which may not be exclusively educational services—delivered collaboratively in the most logical and natural setting, thus “wrapping” around the student.

Comparison of Alberta’s current education system and the system we are moving toward

FROM: makes a provision for special education to exist in section 43 of the School Act, students with special education needs and their parents experience an education program that focuses on disability shifts

TO- shifts the responsibility for students with special education needs onto the education system as a whole,
all students and their parents experience an education program that focuses on the Alberta Program of Studies

FROM- has special education founded on a medical model based on the student’s diagnosis, students and parents experience an identification of disability that is linked to coding, which is tied to specialized services and often leads to a lifelong label

TO - is founded on understanding a student’s needs based on the student’s learning and developmental profile, parents and students are participating in a process for the identification of strengths and/or needs to determine supports and services

FROM- identifies barriers to learning and development within the student, with an assumption that the student needs to change to fit the system, teachers refer students for assessment to identify special education needs

TO - identifies barriers to learning and development within the system, with an assumption that the environment needs to change to support student learning, teachers are supported to personalize learning for all students and use teacher-based assessment to identify both strengths and needs
FROM - focuses on deficits to be remediated, teachers are responsible for developing Individualized Program Plans (IPPs) for students with special education needs
TO - focuses on strengths and what the student can do, teachers are members of a team responsible for developing personalized learning profiles

FROM- tolerates difference, teachers express that they don’t feel they have the capacity or awareness to support diversity within their classrooms.

TO - tolerates diversity, teachers are supported to understand and program for diversity within their classrooms.

FROM- relies on medically-trained experts and specialists, teachers refer to medically-trained experts and specialists for identification of student need

TO - includes teacher and parent as experts, students, parents, teachers, specialists and others collaborate to provide programming

FROM - has an accountability system for special education that is input-based, school administrators dedicate resources to identify and report students with severe disabilities
TO - has an accountability system that is outcome-based (e.g., measuring the indicators of success),
school administrators dedicate resources to ensure that indicators of success are measured and reported

Fear is the mind killer

2010-04-30T15:41:00.000-07:00

Do you recognize the quote: "Fear is the mind killer" ? (answer at bottom)

I have been thinking about this quote ever since reading David King's post on The Politics of Fear. The Politics of Optimism.

Most of the time, I live in a pretty optimistic state of mind. I believe people are generally good because I am surrounded every day by evidence of this. I believe that I am very blessed and have ample reason to feel optimistic about my future, my children's future and the future of my city, my province and my country. As a friend of mine says: "We lucked out in the lottery of life". If you were to ask if I feel optimistic about about AIDS in Africa, about Arizona or about the ice caps... the answer becomes more complex. I do jump into the pool of fear on some topics, but, by and large, I am not ruled by fear in my day-to-day existence and I am so very thankful for that.

Fear is the mind killer. It stops creativity. It blocks options, closes doors and isolates people from one another and from themselves. It clouds people's minds to possibilities. Fear is suffocating, choking off laughter, joy and my favourite: irreverant silliness. Worse, it breeds hatred, despair, loathing and a perpetual mistrust of others. Every action is seen as malevolent; fear-thinkers are in a state of hyper-vigilence trying to anticipate and stave off the next horrible deed. They over-react, assign incorrect motives and jump to hateful conclusions. They whip up others to a state of anxiety, so soon whole groups are swept along in the fast-running river of fear. There is no chance to stop and think, to analyze, to question, because fear completely over-runs thought. It demands a quick, irrevocable (and often completely inappropriate) response.

How do we tame fear?

With compassion. With calm. And, in the case of politics, I believe with open communication. Until we can sit down and openly share points of view, articulate our own fears and listen, with compassion, to the fears of others... we will continue to suffer the consequences of half-articulated thought. How much better, for instance, if the conversation about Bill 44 could have allowed fears about homosexuality (and teachers!) to be openly discussed? Yes, it would have been uncomfortable. It would have been painful even, but I think we could have learned something. We could have grown.... UP.

How will we create a forum for this type of adult conversation about real fears when, for so many, their fears are the very things holding them back from even starting the conversation? Fear of emotion, fear of pain, fear of public humiliation, fear of loss of power or wealth or control, fear of the unknown, fear of listening to others, fear of being wrong, fear of being found out.

Until we can get past these smaller personal fears, we will never have time or space to worry about the bigger global fears, the fears that deserve and need our attention: fear of environmental collapse, fear of inequality, fear of children starving, fear of immorality, fear of hopelessness and despair erupting into global violence.

So, let's stop killing our minds with fear, open up to compassion and start moving forward. It's time to get over the boogie-man in the closet and start facing the real challenges of adult life.

Answer: quote is from "Dune".

Budget Review Meetings

2010-04-28T13:13:00.000-07:00

The trustees will be holding budget review meetings for schools and central decision units May 26- June 14. All of these meetings are open to the public and I encourage you to pop in and see what the budget holds for next year.

The complete schedule is available here, starting on page7
http://www.epsb.ca/board/april27_10/item10.pdf

My schedule is:
May 26, 9-11 AM, Central decision units: Student Info, Special Projects, District Records & FOIP, Surveys
May 26, 1- 3:30 PM, with Trustee Esslinger, reviewing some of her ward's schools
May 31, 9 -11:30 AM, with Trustee Ripley, reviewing some of her ward's schools
June 1, 8:30- 10:30 AM, full board reviews Superintendent/Communications/Board Admin/Legal Counsel

June 9, 9- 11:30 AM, Ward C schools: Afton, Brightview, Edmonton Christian West, Glenora, Inglewood, Mayfield, Westlawn

June 9, 1- 3: 30 PM, Ward C schools: Crestwood, Dovercourt, Grovenor, Jasper Place, Parkview, Westminster, Youngstown

June 10, 1-3:30 PM, with Trustee Fleming, reviewing some of his ward's schools

Jun 14, 9- 11:30 AM, Ward C schools: James Gibbons, Meadowlark, Meadowlark Christian, Prince Charles, Ross Sheppard, Stratford, Winterburn

June 14, 1- 3:30 PM, with Trustee Fleming, reviewing some of his ward's schools

All of the meetings will be held at the Centre for Education, 1 Kingsway, Free parking underground.

I hope you can make it!

Board meeting- outcomes (April 27)

2010-04-28T07:29:00.000-07:00

Last night, I resigned as Vice Chair. I no longer feel I am the right person for the role. In particular, I am no longer confident in my ability to speak on behalf of the board to the media, should the Board Chair be unavailable. Therefore, I think it is in the best interests of the board for me to step down at this point. I look forward to welcoming the new Vice Chair (who will be elected, I believe at the next public board meeting) and am willing to provide any support needed to ensure a smooth transition and to allow the board to focus, without distraction, on the important work of governance.

All policies passed first and second reading. The policy about National Identity was amended to say singing or playing the national anthem on a regular basis was "expected" (previously written as "encouraged").

Trustee Colburn's motion re: establishing a wellness committee was defeated 7-2. I voted in support, however the majority of the board felt the timing and/or format proposed was problematic.

The planning base (budget) passed. Next year's budget is over $822 million and the funding we are expecting to receive from the government will not meet our costs. So, the board approved using 60% of our operating reserve (also sometimes called surpluses held at individual schools and central decision units) to try and offset our projected shortfall. Despite using over $19 million of our reserves, we will still be $12 million short to meet our projected costs. This amount will have to be made up at schools and central units. As well, this will bring our reserves down to a slim margin (below the provincially recommended 2.4%) and of course, that raises concerns about subsequent years, should funding not increase from the provincial government. We are doing our best to minimize the impacts on the classroom and maintatin staffing levels, however, it will be a challenge for all.

A number of interesting motions were put forward for the next meeting:
From Trustee Colburn: that a series of annual reports be scheduled, with dates made publicly available

From Trustee Shipka: that our debate rules be changed so that trustees will only speak for 3 minutes each, for a maximum of two times.

From Trustee Esslinger: that a policy be developed regarding attendance areas

From Trustee Ripley: that we pursue a school levy to be attached to the Oct. 18 ballot, asking the public for $20 million to use to for the renovation and renewal of EPSB buildings

Healthy Schools

2010-04-27T08:44:00.000-07:00

On April 21, I attended the Parents as Partners session on Healthy Eating, Active Living. It was a great evening, jam-packed with information on how to create and support healthy schools with healthy kids and healthy staff.

Research shows that kids who are well-nourished, well-rested and get sufficient daily exercise learn better in school and experience fewer behavioural or mental health issues. Getting their heart rate up and keeping an eye on sugar/salt/fat intake can go a long way to improving the long-range health outcomes of children. We've all heard about the rapidly rising rates of childhood obesity, diabetes and heart disease. It is predicted that this generation of kids could be the first who will have a shorter life expectancy than their parents. Clearly, it's time to take the health of our children seriously. EPSB has developed a policy and regulation on comprehensive school health and it is an expectation that all EPSB schools will promote and support health.

Here are a few resources from the information night. You may wish to use them to discuss how to boost the health of your school with your Principal or Parent Council.

From EPSB:

Board policy- Health and Wellness of Staff and Students
http://www.epsb.ca/policy/gbe.bp.shtml

Administrative Regulation- Health and Wellness of Staff and Students http://www.epsb.ca/policy/gbe.ar.shtml

From Alberta Health Services:
"Steps to a Healthier School Environment handbook". (Each school has a copy of this)
"Alberta Health and Wellness Guidelines for Children and Youth" (each school has two copies of this).
Healthy U Campaign: http://www.healthyalberta.com/: you can order the "My Amazing Little Cookbook" (Full of kid-friendly recipes) and "Food Smart- your guide to eating well" from this website, free of charge.

From Health Canada:
"Eating well with Canada's Food Guide" www.healthcanada.gc.ca/foodguide (available in many different languages!)

Alberta Community Wellness Fund:
visit http://www.achsc.org/ to submit an application for a grant

Ever Active Schools:
http://www.everactive.org/
Full of info on: healthy fundraisers (alternatives to chocolate almonds!), in-class rewards (other than candy), special days, etc.
Also: Single serving package food list- tells you which packaged foods are lower in fat/salt/sugar.
http://www.everactive.org/healthy-eating

Enjoy! And be healthy.

Board meeting- April 27, 2010

2010-04-26T13:25:00.000-07:00

The complete agenda for Tuesday's board meeting, with all reports attached can be found here:
http://www.epsb.ca/board/april2710_agenda.shtml

On the agenda (shorter version!):

Improving student achievement through authentic and meaningful opportunities for writing
Motion on creating a District Health and Wellness Committee (Trustee Colburn)
Responses to board requests for information: Funding for high schools, Fulton Place annex, Portables, School Tax Levy, # of Preschool aged children, Providing services for vulnerable students
Locally developed courses
Policy review: Multicultural and National Identity, Public Gifts,
2010-2011 Proposed Planning Base ($$$ for next year)
Process for Budget Reviews (meetings you can attend regarding budgets at schools/central decision units)
Response to Staff Group Presentations re: 2010-2011 Budget

CIAO!

Moving Forward

2010-04-21T14:52:00.000-07:00

So, the decisions of the Board have been made regarding school closures and now we focus on next steps. I believe in democracy and therefore, after all the viewpoints have been articulated, it is the decision of the majority that carries the day. I know that our District is providing support to children and staff at the affected schools and that we will work to ensure that transitions to the new schools are as smooth as possible. I have heard from many parents over the past week- these are emails of great emotion- and I appreciate the difficulty many people are having accepting our decisions. I believe that each trustee evaluated the information and viewpoints presented and voted according to their best thinking, their conscience and their sincere desire to improve educational outcomes. I encourage families to continue to reach out and tell us what they need to make this a positive step forward.

I received one email from a parent who talked about focusing on their strengths as a family and trying to help their child look forward with optimism. To be able to reach this point, in one short week, I thought was truly commendable. But everyone moves through grief in their own time and their own way, so we should be prepared for different responses and be ready to provide support as needed.

I also need to look forward with optimism!

I am going to attend the Emerald Awards Semi-Finalist event in Calgary tomorrow. One of the schools in my ward, Westglen, is a semi-finalist in these provincial environmental awards. I believe Westglen is the only elementary school to make it this far, this year. I am bringing along a special guest with me: a grade six student who is part of the Earth Patrollers (environmental club) and who also happens to be my daughter. We are both looking forward to the event and have our fingers crossed that Westglen will be one of the finalists. If so, she will be speaking on behalf of the school to the media about their entry.

I am also looking forward to the important budget work ahead. I will post my budget review sessions as soon as the particulars are known. The public is invited to attend any or all of these sessions, which will all be held at the Centre for Education (Blue building, 1 Kingsway Ave.). This is a good opportunity to understand the District's current financial situation and how individual schools and central decision units are dealing with the challenges of budget constraint. I hope to see some of you there!

Board outcomes- Spruce Avenue

2010-04-14T19:10:00.000-07:00

I had prepared notes about keeping a viable, working K-9 operating, etc. but this was all a moot point.

Instead I said:

With the closure of McCauley and Parkdale, we have been painted into a corner. There are no options now. We must close the elementary program at Spruce Avenue to accomodate those junior high kids because they have nowhere else to go. I have been boxed in and I must support this recommendation against my will, even though I regret having to split up a viable working K-9 with a solid enrolment.

VOTE:
Unanimous.

Meeting adjourns at 1 AM or so. I get home at 1:30 AM and stay awake until 3 AM. Alarm rings at 6:30 and it's time to get up and face the day. I think about the families that have been impacted by these decisions and what they must be feeling today. In particular, McCauley is in my mind a lot. I feel a great sorrow.

Board outcomes- Parkdale

2010-04-14T19:04:00.000-07:00

PARKDALE

CRUD and NET Team proposals specific to 118 Avenue corridor. Not transferrable.

Eastwood and Parkdale have year-round calendar. Parents appreciate it, works well with their work schedules, kids don’t lose as much over summer months. Research shows that the educational gap widens most over the summer, with kids from high SES moving ahead and kids from low SES falling

I do not believe this modified calendar will be offered at Delton. Delton is a fully functioning school community of 200+ students. They are happy with the regular program calendar and as a different community with different needs, I doubt they will be interested in adopting this calendar to meet the needs of Parkdale and Eastwood children. Delton (Delton av income $57,670 higher than city average, Parkdale/Eastwood $32,288.)

When we first received the recommendations to consider closure, some months back, I suggested combining Parkdale and Eastwood and Trustee Esslinger said she wanted to hear if the community wanted that. I heard they did. The relt between the two schools already exists, they share a bond already. One school would be preserved in the 118 Ave corridor to align with the City’s revitalization efforts.

Issue with DELTON's Capacity

ACOL 480
By adding Parkdale and Eastwood students the enrolment would be: 416
Daycare takes up 77 student spaces: 416+ 77 =493
Over the limit.

Partnerships, children with special needs, space to eat lunch- all of these would be compromised in an overcrowded school. As well, a school of 400 socially vulnerable children does not make sense to me. Bigger is not better. Transferring additional partnerships will be very difficult. The Extra curricular activities offered at Delton will be of little benefit to kids who have to bus home right after school. I don’t believe Delton has the space to offer a hotlunch program, that is so valued by the parents of Parkdale and Eastwood.

We’ve promised better outcomes for kids through consolidation, but I don’t think that a school that is over capacity, with kids eating in shifts, no hot lunch program because there is not room to offer it, displaced from their neighbourhood, unable to access after school programs, separated from their siblings who now ride a different bus, and with less parent involvement due to distance barriers and they don’t have a car--- this doesn’t sound like a better educational environment to me.

The Catchment area has been widened to a 5.38 Km2. (p. 53) Why so large when other catchment areas aren't as big? Why should the most vulnerable neighbourhoods have such a large catchment area?

Cost of transportation for CCEP kids $900,000

JUNIOR HIGH OPTIONS:

This is a challenge. But there are other options. Avenue Theatre is close by. 12 Parkdale kids attend Vic, 9 go to Virginia Park, so there may be some attraction for arts-based options. A partnership with Avenue Theatre, professional artists, might be worth exploring and I know the artistic director there and would be willing to investigate that.

If we close both Parkdale and Eastwood it will have a devastating effect on the revitalization efforts the city has put in. Revitalization which is “well on its way to rebuilding a sustainable community. Plans to do transit rebuild near LRT. Overall numbers of children set to increase over next 15 years. Reinvestment clearly indicated # of bld permits, achieved primary goal to promote families recommitment to the area.” That’s why they are stepping up to the plate with money and programs and partnerships. Clearly, they see the connection between school and community. Do we?

In the Journal yesterday, former principal ME Lazerte Dick Baker, suggested establishing a community council to look at schools within the context of community needs and have solutions generated by the council. I like this idea of rich civil democracy a lot (ad lib: and I think they would do a better job of serving community than this board.)

VOTE: 6-3, with Huff, Colburn and Gibeault opposing.

One left...

Board outcomes- McCauley

2010-04-14T18:56:00.000-07:00

McCauley

Current enrolment 200. (A number many private schools would promote as a selling feature.)

From the City Impact Statement:

Social Vulnerability of McCauley: lone parent 35% (19% city av),

$22,109 income ($57, 085 average).

¾ of community considered socially vulnerable.

Dollars and Sense: report that examines cost benefits of small schools states on p. 7 “smallest schools should exist in poorest neighbourhoods.”

Immigrant and Refugee population increasing in CCEP area

Overall forecast for CCEP children to increase significantly in next 15 years.

yrs         2009    2014    2019

0-4        2277    3497    4250

5-9        1907   2815    3798

10-14     1914    2317   3157

Downtown population set to double in next 20 years, commitment to family oriented dwellings. YMCA Welcome Village – 60-70 units for families, 2.3 av per family, 3.5 for Aboriginal and newcomer families= 180-210 children coming into McCauley.

Transit build surrounding LRT (McCauley)

School is only meeting place for the community.

“Another kick in the teeth” Councillor Ben Henderson. Really set the community back and destroy the efforts of the city.

WHAT IS SPECIAL ABOUT MCCAULEY:
Unique, not transferrable, cultural context. The idea that all CCEP schools are the same and that there are “commonalities between the sites” significantly undervalues the unique nature of McCauley. It is, I would suggest, a bit classist- to assume that all those inner city schools are the same.

People all over the city, over the past month, have talked to me about McCauley. People who don’t have children in the system. People who have never talked to me about educational issues before. They all say: "You have to keep McCauley open". Even a parent at the Spruce Avenue public consultation, who was arguing to keep the elementary program alive at Spruce Avenue, stopped and said to me: but if you close McCauley, oh that will just break my heart. Why are people so passionate about McCauley? Why does it resonate? I think the immigrant and refugee population stirs something in people. As Canadians, if we aren’t Aboriginal, all of us come from somewhere else. Most of us have stories within the last generation or two of someone who fled their country, under circumstances of war or famine or desperation, to arrive here in Canada with the hope of building a new life. These families have found a haven, a safe place at McCauley and to remove it now feels most unkind.

I have a deep concern that the McCauley parents did not understand the consultation process. No translation was provided and they were very disadvantaged in this critical point.

Concern that we are applying our values to others and disregarding their needs, values and hopes. We have built this recommendation on the idea that kids will be better served through consolidation and that we will be able to offer increased programming. But I heard over and over again that programming was not as important as the sense of belonging, care, wraparound support and cultural sensitivity found at McCauley. The presentation from The Muttart Foundation and the Multicultural Health Brokers articulated the values of the McCauley community well. Emphasis on the extended family, the ownership felt by the parents who created the Multicultural daycare, parental support maximized when parents are within walking distance, well being based on acceptance. Chris Smith (Muttart): He is “Not confident cost of closure will be outweighed by academic benefit of increased programming.”

I just spent 3 days at a national youth conference for at-risk, underserved youth. I was in a room with kids who were out of school and out of work, most had never completed high school. I asked what would need to change for them to stay in school or return to school. There were a lot of ideas and suggestions, which I will share with my colleagues and our administration…but not one kid, not one said: “a shop class or a home ec class”. Not one. What they said was: small class sizes so I can be helped, teachers who care about me and are interested to know about the rest of my life and what’s going on, a place where I can be myself, where I am safe from racism and bullying, homework help after school because my parents don’t speak English and they can’t help me, a school that’s like a home, because my home isn’t so good or I live on the street.

When I heard these things- these wishes from kids who have fallen through the cracks- I thought of McCauley. McCauley is doing this.

BRIGHT FUTURE FOR McCAULEY:

I believe the educational needs and emotional needs can be met at McCauley. Excess space in the building should be examined and some of the 27 organizations looking for leases should be placed in there to offset the costs. We should actively seek provinvial and municipal support for wrap around services. The City has applied for a Community Hub pilot and it seems that McCauley would be the logical location. Application states repeatedly: “Geography matters”. “Bring services to where people live”. (quote document)

ESL Classes can be offered through Metro. We can develop the ideas presented by the Multicultural Health brokers for a Centre of Intercultural Excellence.

ALTERNATIVES:

Junior High programming: I recognize that bussing to Spruce Avenue is a problem. I suggest we work with local businesses and agencies to explore alternate ways to deliver option programming. Intercultural cooking classes or other work experience opportunities in the community could be delivered through innovative partnerships like YAP- youth apprenticeship program. Intercultural music, dance, art could be delivered through the AFA artist in residency program or some other partnership. In short, build upon what is there and celebrate and honour the unique offerings of the community, rather than bussing to learn how to build a birdhouse or cook an omelette on toast.

McCauley is renovated and Spruce Avenue is not. Many have expressed that they feel going to Spruce Ave would feel like a step backward, not forward.

BUSSING:

Many families have expressed concerns about bussing. With the recommendation to provide free bussing, we have addressed the financial concerns. However, the safety issue continues. - answer to question 37- what happens if the kids miss the bus? Has many middle class assumptions; Wait for the bus with your child (assumes you don’t start work at 7 AM), Call the carrier (assumes you have a cellphone), check the Late Bus website (assumes they have a computer), Make alternate arrangements (assumes they have a car).

People will have to move if McCauley closes, impacts are severe. Urge my colleagues not to support this recommendation.

VOTE: 6-3, with Huff, Colburn and Gibeault opposing

*At this point, I put my head in my hands and cried. It was around 12 midnight and I was completey and utterly drained. But there was more to do...so I pulled it together for the next debate: Parkdale.

Board outcomes- Eastwood

2010-04-14T18:49:00.000-07:00

Eastwood has 106 students. Daycare/Headstart has 14-18 students

What I heard from public consultations, (among other things): safety concerns, what is a reasonable walk distance? concern re; loss of the out of school program, loss of hot lunch program, safety issues in the area without a school, noted neglected condition of the gym (peeling paint), appreciation for year-round modified calendar.

I am concerned about extremely low numbers at Eastwood. I supported the closure with the caveat that I felt a better designated school would be Parkdale than Delton. I had asked parents at Eastwood about this and they said of course that they didn't want their school to close, but they would prefer to go to Parkdale than Delton. They knew Parkdale, it was connected with their school already, it was in "their" neighbourhood and they felt a kinship with that school. They also saw it as a way to keep one school in the area. I felt that the community concerns raised about losses if Eastwood closed, could be better answered or offset at Parkdale than Delton. For instance, Parkdale has an excellent out of school care and offers the hotlunch program. As well, both Eastwood and Parkdale offer the year- round modified calendar. This could be continued at one site. Delton does not offer the modified calendar.

Concerns about capacity of Delton to act as receiving school for both Eastwood and Parkdale. If however Eastwood were to combine with Parkdale, there would be 201 elementary students- a viable number in my opinion.

Votes: 7-1 with Colburn opposing

Board outcomes- Fulton

2010-04-14T18:41:00.000-07:00

Fulton Notes

240 weighted enrolment, strong k and grade 1 numbers. ACOL 480. (Ad lib: Note that Trustee Esslinger mentioned we have a policy about reopening schools, with a benchmark of 150 students and Fulton has that, so if things don't work out tonight they might want to consider that avenue.)

Troubling precedent being set. There are 66 schools with less than 220 enrolment. Viable thriving school being sacrificed to fill up nearby empty school.

No educational benefit of moving to Hardisty- combining Logos in one bld could happen by moving gr 5 and 6 logos back to Fulton Moving two grades of kids rather than moving 5 grades.

Hardisty’s viability as jr high not improved by creating K-9. Doesn’t add any junior high students.

Based on past trends, 50% of kids from closed schools go to designated school. Given push back and vocal opposition from Cap and Fulton parents, likely to think it would be the same here. 218 Fulton- 50% = 109. 114 Capilano- 50% = 57 109 + 57 = 166. Over three programs: Reg, Logos and ISP. Multiple grade still likely.

Many said they won’t go and will choose nearby Catholic school. With each child funded at $6000, and although I'm not purely driven by financial considerations, we need to consider if we will lose a number of these children and what the cost might be to our system.

Hardisty renovation- $580,000. Very unlikely that the govt. will fund this as they have not approved any of our requests lately, so it would have to come out of our Capital Reserve. Cost of erecting a wall $20-50,000. “significant abundance of space is our challenge in Hardisty area” I agree. Let’s deal with that and close a wing of Hardisty for a fraction of the cost. We have recently received a list of 27 groups seeking leases with us… surely some would fit in this wing? Perhaps even Suzuki School could co-locate.

Note: Petition of 344 names.

Very concerned about the way the Daycare has been treated. 35 year marriage and we didn’t even consult them. Play a very significant role with the school and the community. 140 students. Changed the lease from 5 year to a one year. They have invested a great deal in the building and have plans to do more.

Another concern: Fulton didn’t participate to the same degree as other communities because they assumed they were safe, with the highest enrolment of any elementary in the area. I think they were disadvantaged in this way and community members who said we want to keep Hardisty did not understand that would come at the cost of their elementary. Perhaps we need to consider making some changes to the consultation process. It is not currently about how to keep schools open. It does not allow for exploration of viable and workable options, because Planning is not involved. Would it be better for us to start by drafting some workable options, take them to the community for comment, input, perhaps they would develop new ideas based on what we’ve started. To expect them to miraculously come to a consensus on which schools need to close is unrealistic. Without supplying them with the critical background information they need, how can they be expected to build something out of thin air?

From City Impact statement:
Fulton is not a disadvantaged community. They are not socially vulnerable. Higher than average income, lower percentage of single parent families. There are no plans from the city to engage in revitalization. The student population is expected to be stable over the next 15 years.

I support the idea of consolidated Capilano and Fulton. If 50% of Capilano students (57) were to chose Fulton, we would have viable numbers for the regular program, equally the very good support already existing for the Logos program at Fulton. Total population: 275. Perhaps 300, an optimal educational number for an elementary by the research quoted by Trustee Rice. I note that both Capilano and Fulton parents expressed concern about the K-9 configuration and stated a preference for the K-6. This would honour that desire, reduce the impact to students and maintain the strong relationship with the Fulton daycare.

Votes: 6-3 with Huff, Gibeault and Colburn opposing

Board meeting outcomes-- Capilano

2010-04-14T18:32:00.000-07:00

As you probably know by now, all the recommendations for closure passed last night. Only one of these votes was unanimous. I value transparency and accountability, so I will provide notes from what I said last night and my vote.

The order of the recommendations was changed last night. So I will list them in the order that they appeared:

Capilano

I heard that people valued the small school atmosphere, the strong connection to their school, and know the quality of life that comes from being able to walk your child to school, having 10 friends on speed dial..this is my lived experience and I wish more people understood the incredible benefits of attending your neighbourhood school. It is not a second choice, a default for lazy parents, it is a wonderful, sensible, ecologically- aware, values-based decision.

As a District, I believe we have let community schools down. We have not given them equal promotion. Our publications, bus signs and flyers promote alternative programs. Our reputation is built on choice and we proudly tour international delegates through our bilingual or alternative program sites. We cultivate international partnerships to support our language programs. We have an entire group of administrators dedicated to curriculum development and program development. We support choice through bussing subsidization and policies that encourage choice. Choice costs. And who pays? Community schools. We neglect them. We let them flounder. We hobble them with policies that say that they can only advertise within their catchment area, while alternative programs are free to advertise city wide. We don’t treat all our schools equally, in my opinion. Community schools have typically been the ones to face closure. They have suffered the low enrolment and we have contributed to their demise, by not ensuring a level playing field and considering them also “schools of choice” in all ways, and in all policies.

I had someone ask me if community schools are a dead concept for EPSB. I replied I don’t think they are dead, but they are definitely in need of some intensive care to see that they continue to be options for parents.

309 signed petition .I wonder what number would change people’s minds?

Facts:
No grade 6 next year
Projected enrolment next year 97
Small numbers K 11, grade 1- 14
33% space utilized, 27% funded, how do they meet P O & M Needs?
Kids living in the area: 152
53% of resident kids choosing school other than Capilano, including Goldbar (15) and Fulton (15).

From the City Impact statement:
Not socially vulnerable- 14% single parent (compared to city wide average of 19%), $81,911 ($57, 085 city average) No plans from city to revitalize, etc.
Forecast stable over next 15 years.

In the end, I supported this recommendation. I felt conflicted, but in the end, the very small numbers did not seem sustainable to me and I didn't see any new hope looming for the school.

VOTE: 7-1, with Trustee Colburn against.

Ideas from Youth Conference

2010-04-12T16:16:00.000-07:00

Canadian Underserved Youth Forum

Out of School/Work Demographic

April 10, 2010 - Dialogue Notes

Note from dialogue leader:
These are the notes I generated from our final dialogue session; they are pretty much word for word of what was written on the flip charts around the room. Once again, you guys did an amazing job coming up with all of the issues, ideas, solutions and action plans, I hope these notes are helpful in maintaining the commitment you made to the group during one of our final rounds.

Theme One: Having more of a ‘youth voice’ in employment and education.

Issues/Ideas:

• How can young people advocate for themselves?

• How can we make ‘reaching out’ easier?

• Need greater representation of young people on student councils (i.e. high achievers are always on student councils)

• More collaboration between young people and teachers/employers (i.e. no more us vs. them)

• More cultural sensitivity for immigrants/different races so they don’t lose their culture

• Have a greater sense of community and ability to rely on each other

Solutions/Actions:

• Conferences on advocating change, like this one that happens every year (possibly start on a provincial level and then move toward federal level)

• Employers, counselors, government officials and teachers should be actively seeking out youth opinions and needs

• Kids who have been expelled or suspended should have opportunities to speak out at student council meetings

• Hire teachers from other cultures

• Youth coming together (facebook, sports, flyers, twitter)

• Youth to meet with government officials/superintendents/principals

• Group of diverse kids meetings

• School discussions

• School Assemblies where students can voice their opinions

• Motivational speakers and job fairs

• Seniors be advocates for younger students that they relate to in some way

• Teachers and students on the same level; more of a friend, but still a teacher

• Make student councils more open – lower achievers will turn into higher achievers if given the chance to participate. Mix it up and give us a chance!

Theme Two: School staff need to be more understanding.

Issues/Ideas:

• Better staff training/development

• Have consequences that make sense

• “Teachers shouldn’t be that smart”

• More relatable teachers/speakers/role models

• Help more with transitioning out of High School

• Train teachers in different methods of reaching out to students or offering more assistance

• More 1:1 time with teachers

• Instead of students adapting to teachers, have teachers adapt to students

Solutions/Actions:

• Get rid of suspensions for minor offences (skipping/late)

• Deal with underlying issues, not the behaviors

• Have youth speakers/group of youth representatives work with teachers on PD days

• Use understandable language for everybody

• Students pick speakers and presenters base on what they are all interested in

• Circles/peer support that link up with teachers/office hours for teachers to be there

• Smaller classes

• More hands on training with students

• Relatable and sincere teachers

• More down to earth teachers

• Get respective students to hold job interview processes of their own with potential teachers

• Teach in a way that is more fun (good environment vs. bad environment)

• Take time to know and understand students

• 1:1 time during class

• Have positive speakers come in that had past issues so students can relate, then use circle dialogue process to debrief

• Try and figure out why the students are acting up and try and help problems (not acting right away through detention/suspension/expulsion)

Theme Three: Change school curriculum to meet the diverse needs of young people

Issues/Ideas:

• Tailoring to meet students with different learning styles

• Changing grading techniques

• Less lecturing, more doing!

• Include more of a review of previous year’s materials in new grade year

• Make classes more applicable and current to real life issues

• Know students and their diverse learning styles

• Integrate circle process into schools

• Have more flexibility

• More homework help/tutoring

• Language (i.e. ESL) recognition and making it easier for these students to feel like they understand and can keep up with schoolwork

Solutions/Actions:

• Smaller class sizes or more teachers per class

• More second chances/do over exams, after receiving help

• Taking away the worst two test grades from each semesters FULL mark/average

• Having different options for assignments (i.e. speech instead of essay)/open ended assignment options

• Circle process instead of rows in classes (more effective for picking up info)

• Choice of teacher selection that is based on individual student needs

• Spread the word about circle processes by going into schools

• Give students extra time/extra year

• Get teachers or translators who speak their language

• New textbooks/teacher support to relate curriculum to real world

• After school/before school homework help

• Training for teachers in other styles of teaching (hands on)

• University B’Ed program needs to change

• Take input from youth to the ‘right guy’ (Minister of Education, Dave Hancock: email, call office, facebook, twitter)

• More hands on workshops

• Eliminate desks and use chairs/tables when needed

• Update text books every few years

• Review materials that student’s need refreshed from previous year

• Have more flexible hours for homework and tests

• Get Rosetta (ESL program)

• Have a homework hotline where you can call and get help

Theme Four: Have a better connection between school and work.

Issues/Ideas:

• More co-ops (work experience opportunities)

• Paid co-ops

• Make school curriculum more practical to life outside of school (why waste my time teaching me all the things that are not practical and then have me take even more school to get a job?)

• More outreach

Solutions/Actions:

• More work partnerships with schools (teachers, employers, school trustees, more councilors, employment/government)

• If we can combine work and school (school for 3 weeks/paid work for two weeks)

• More expendable programs like YOUCAN, government officials, youth advocates, community partnerships, and after school programs (music, sports, work)

• More volunteers (outreach)

• Explain more about what co-ops/work experience is for and how it can help you in the future

• Job fair coming to school to explain jobs

• Having audio text books (back to learning styles) for optional (shop) classes as well

• Mandatory life skills classes in every school (working, budgeting, laundry, etc.)

• “Need to deal with life, as well as transition you into work” – takes healthy living navigation skills (i.e. transit, maps)

• More career fairs that start at end of elementary school or beginning of jr. high

• Have half-day co-ops for credits that at end of school can count as training for that job/career. So, school supported co-op that turns into career options upon graduation

• Reach out to more businesses

• Youth connections to employment and government to provide career counseling to see what kids are interested in

• Build opportunities based on kids’ interests

Board meeting re: school closures

2010-04-12T11:12:00.000-07:00

Hi,
Sorry I'm late posting this agenda...the last few days have been a little hectic. Tuesday's agenda is entirely focused on the school closure recommendations. If you wish to speak about a particular school closure recommendation, you can do so by registering with Anne Sherwood (Board Secretary) Anne.Sherwood@epsb.ca by NOON on Tuesday, April 13. You need to tell her your name and which school you would like to speak about.

If you miss that deadline, you can still come to the meeting and speak during the "Comments from Staff and Public" item of the agenda. You don't need to register for this spot. Just come down and line up at the microphone when the Board Chair announces it. In both cases, you will have 3 minutes to speak, which isn't a lot of time, so I suggest you write out your comments and time them. Try to be mindful of all the other comments and if you see duplication, you can simply agree with the previous speaker(s) and then emphasize the part of your speech that is new and unique. It's going to be a long meeting. I anticipate we will be there until 10 or 11 PM, so be prepared for that.

I don't advise bringing children to the meeting, as it is a very emotional event and I don't think keeping them up late on a school night is in their best interests. I know people want to remind the trustees that this is about children, but I would encourage parents to think carefully about the cost to their children of being in such a heated environment. I believe children deserve a voice, but I also think we as parents need to ensure that this happens in a safe and healthy way. At this point, if you wish your child to have a voice, I would encourage you to act on their behalf and relay their message, rather than putting them in front of the microphone.

Here's the agenda, with all the reports attached. It's a lot of reading....

http://www.epsb.ca/board/april1310_agenda.shtml

Minister's Student Advisory Council

2010-04-11T15:17:00.000-07:00

The Minister of Education, Dave Hancock, is looking for 24 youth, aged 14 to 19, with different backgrounds, opinions, experiences and perspectives from all regions of Alberta. The Council provides its perspectives to the Minister and Alberta Education on educational issues. Council member teams are for one year and members receive leadership, facilitation, media and public speaking training and also meet with the Minister a few times per year. Each Council member hosts their very own Speak Out Forum using the DVD Tool Kit (send email to speakout@gov.ab.ca to get complimentary copy and all supplies you need to host your own forum). Biographies and Terms of Reference for the Council are available online (www.speakout.alberta.ca). The application process for the 2010-11 Council is now open online. http://www.speakout.alberta.ca/onlineapplications/regcouncil.asp Application deadline: Friday, May 21, 2010.

This is a volunteer position. All transportation, accomodation and meals are provided for the meetings.

The 2010-11 Minister's Student Advisory Council will meet in Edmonton on the following dates:

October 1-3, 2010
January 28-30, 2011
May 13-15, 2011

For more information, please contact Jennifer Keller, Director of Student Engagement, at jennifer.keller@gov.ab.ca or 780-422-0390 or Jamie Anderson, Student Engagement Coordinator, at jamie.anderson@gov.ab.ca or 780-422-5656.

Three Days Listening to Youth

2010-04-10T14:50:00.000-07:00

For the last three days, I have been attending the Canadian Underserved Youth Forum, hosted by YOUCAN and funded by the Public Health Agency of Canada. Youth delegates from all across Canada were flown into Edmonton to discuss a variety of topics. Policy-makers were also supposed to be there to listen and help formulate next steps and policy implications to better serve youth and move us forward as a nation, as provinces and as cities. As I looked around the room, I saw very few policy-makers. I was the only trustee. There were no councillors and no MLAs. What a tremendous opportunity those politicians missed.

I was in the group discussing the many issues around being "out of school and out of work". The youth in my circle were largely high school drop-outs and several are now involved with YOUCAN. They had a lot to say about why school didn't or doesn't work for them. I took copious notes and I will be sharing this information with my board and administration. I have long felt that if we are ever going to improve our high school completion rates in a meaningful and sustainable manner, we NEED to start listening to the youth who are walking (or being forced) out the door. We need to connect with homeless youth, addicted youth, abused and neglected youth, isolated youth and kids involved in gang activity. We need to change policy to make things WORK for these kids. Currently, only 65% of our kids who enter grade 10, graduate three years later in grade 12. 35% don't. That's just unacceptable. Some of those who leave do come back and complete high school later, bringing our 5 year completion rate up to 75%. But still, to me, that leaves 25% who never complete high school. The kids in my circle had a lot of advice on how to change that stat and I think they are the ones who should know.

Other groups focused on: mental health, street-involved youth, addictions, homophobia, youth in care and some more topics that I'm forgetting right now.

The keynote speakers/ presenters at each meal-time were outstanding:
John Stapleton- 30 years experience with the government, giving advice on how to create policy and influence policy (gold!),
Andree Cazabon screened her new film, "3rd World in Canada", highlighting the appalling conditions of the Aboriginal people in northern Ontario (this should be seen by every student, every adult in Canada!)
Kathy Hutchinson (Walking After Midnight author) talking about redemption, forgiveness, restorative justice and the dangers of mob mentality,
Jeremy from Jer's Vision and Day of Pink- who won the first human rights case when he sued his school for failing to prevent homophobic bullying,
Oni the Haitian Sensation who introduced me to slam poetry for action/change,
and a video on youth homelessness in Yarmouth, Nova Scotia put together by some youth, which compelled their Mayor to act.

I was moved, inspired, angered and compelled to move forward on youth issues. This may well set the course of my life for the next while. Connecting with youth who had been written off by so many people, who had been involved with gangs or drugs, who had survived incredible abuse/neglect/sorrow/bullying or cruelty, who had never been made to feel valuable and who, despite all that, still want to make a positive change in the world..... this is powerful stuff.

I wish more politicians could have experienced it. I intend to work with these youth to bring the message forward. Stay tuned!

Letter to all Ward C- input on upcoming sector reviews

2010-04-07T11:26:00.000-07:00

This is a letter being sent out to all parents involved in the upcoming sector reviews in Ward C. I'm posting it here so community members will also learn of their opportunity to provide feedback.

April 7, 2010

Change is Coming ‐ Edmonton Public Schools Sector Planning Review

In the fall of 2009, Edmonton Public Schools initiated a Sector Planning Review for the Greater Hardisty
and City Centre Areas. As we enter the spring of 2010, sector planning reviews will begin in three
sectors. We’ve attached a map to this letter so you can see which sectors are being reviewed.
We are sending this letter to let you know a public engagement process to discuss the sector review
will be starting soon, and to ask for your input to help us plan opportunities for involvement.

Why do we want your input?

So that we plan an effective public engagement process, we want to first understand your concerns and views. This is your community, your school, or your children that may be affected, so your thoughts and opinions are very important. We are just starting to plan the public engagement process, and as soon as we
have dates for events and meetings, we’ll let you know right away. Once we get started, we’ll invite you to participate in both our online and face‐to‐face engagement processes.

What is Sector Planning?

A Sector Planning Review is about managing student space. Sector planning is a review of all school space within Edmonton Public Schools to address areas of low enrolment, low class size, and a surplus of school space.

• Sectors are geographic areas of the City, and the three sectors under review in 2010 are the West 1, Central and South Central sectors.
• The goal of the review is to make the best possible use of resources so that students in all areas of the city
have access to vibrant schools and a range of programming opportunities.

• Sector review might mean change.

• Possible outcomes of a sector review include status quo, consolidation or reconfiguration of schools in a
sector, or possible closure.

An external consulting firm, Dialogue Partners Inc., will be working with us to involve parents, families, organizations and community members in the public engagement program.

How can you get involved?

Answer the questions ‐ Dialogue Partners Inc. will be conducting interviews and receiving email and
hand written responses to interview questions. The questions are noted here in this letter, and we would really appreciate hearing from you by April 16, 2010.

Join the contact list – include your name on your response to the attached questions, or send an
email to info@dialoguepartners.ca

Check the website ‐ The website will be updated regularly. More information about the West 1,
Central, and South Central sectors is available on the website at http://www.sectorreview2010.com

Watch for notices – Regular Notices will be sent home with students and to community organizations.

Participate – In April, May and June, there will be opportunities for involvement, including forums,
workbooks and online input. We’ll let you know as soon as we have dates and times.

If you have questions about the public engagement process, please contact Dialogue Partners Inc. by
emailing info@dialoguepartners.ca or calling toll free 1‐866‐269‐1276. If you have questions for
Edmonton Public Schools about the sector planning review project, please contact Lorne Parker,
Managing Director, Student Planning and Transportation by email at lorne.parker@epsb.ca or by
calling 780‐429‐8426.

Edmonton Public Schools is committed to the following in the Sector Planning Review:

• Sharing information on the facts and figures relating to current use of school space
• Talking with the community about school space
• Involving the community in identifying sector specific considerations and options for school space use in the future.
• Discussing the outcomes and impacts of sector review ‐ including status quo, consolidation or reconfiguration, or possible closure of schools in each sector.

Tell Us What You Think – Answer These Questions

We really want to fully understand all the issues that are important to you regarding Sector Planning
Review. We will use the information we gather to help us plan a meaningful public engagement
process.

You can respond by:

• Send an email to info@dialoguepartners.ca and note the question numbers in your email with your response.
• Fax your hand written answers to us: 1‐613‐724‐2450.
• Drop off your responses to the office in your local school – we’ll arrange to pick them up.
• If you have questions, you can call us toll free at 1‐866‐269‐1276

Please reply by APRIL 20, 2010.

1. Have you previously been involved with Edmonton Public Schools in a school review or school

closure process? If so, please tell us about your experience.

2. What, if any, information or knowledge do you have about the sector planning review project

that is about to begin?

3. Have you been involved with an organization on these issues? If so, to what extent and what

has been your role?

4. What issues relating to a review of school space are most important to you? Of those issues you

have mentioned, are there any that are more important to you than others?

5. Do you have ideas you can share with us about how space is used, how much and which space

is needed, and what might be done with closed space?

6. What other organizations or individuals do you think might be interested or have a stake in this

sector planning review discussion?

7. What are the interests or concerns of those individuals or organizations, as you see them?

8. Who else do you think the consulting team should be sure to speak with or hear from?

9. Do you have specific suggestions for us to consider in the public engagement process?

10. Do you have other comments, ideas, suggestions you would like to make?

11. Would you like to be added to the Sector Planning Review contact list?

Name:

Email:

Address:

Phone:

Organization (if applicable):

Do you have children in school? YES NO

If so, what school do your children attend?

What area of the City do you live in?

Muttart Foundation's presentation re: McCauley

2010-03-29T13:23:00.000-07:00

On March 23, the Board heard from the Muttart Foundation regarding their concerns about the potential closure of McCauley School. The text is provided in the link below. It provides some important food-for-thought about the educational needs of immigrant and refugee families and the impact of schools on the wider community within the inner city. I appreciate the research-based evidence provided.

http://www.muttart.org/sites/default/files/Educational%20Experience%20for%20New%20Immigrant%20Children%20-%20presentation%20outline.pdf

Response to letter from CCEP staff

2010-03-28T20:28:00.000-07:00

From your comments, I can tell you read my blog, so I wanted to let you know that I received and read your three-page letter. Thank you for taking the time to put your concerns on paper. It will be shared with all trustees, as the aim was to allow staff to have an opportunity to share their concerns with the entire board not just me personally. (Yours is the only letter that the trustees have received thus far from staff, to my knowledge.)

There were many misconceptions about me in the letter, which I would be happy to discuss in detail, should you care to contact me personally (Sue.Huff@epsb.ca), but as several points you raised have also been articulated by others over the past couple of years, I thought this might be a good opportunity to bring some of the myths to light.

You suggested that I ran on a "no closure" platform. Although I stated a desire to preserve community schools as an option for parents, open communication, increased collaboration, respect for teachers, restoring the relevance of trustees, as well as a number of other issues were also important to me. You can read my forum speech here:
http://suefortrustee.blogspot.com/2007/12/election-promises.html

You also expressed concerns about my motivation in using a blog and twitter. I can only reply that this form of communication has created many new connections and I would expect it to be a more common communication vehicle for trustees in the future. I have received comments in appreciation of the effort I've made to provide quick and easy access to relevant information. Despite your advice, I will not stop posting, but you, of course, are free to stop reading. (FYI- the one-line communications on twitter are called "tweets" not "twits", but perhaps you knew this already and were making a clever play on words!)

I would like to assure that I am indeed trying to "do my job" and have absolutely no desire to make yours harder. I have been carefully considering all input and will add your rationale in support of closure to my deliberations.

Finally, thank you for the important work you are doing with some of our city's most vulnerable children. I know the entire board greatly appreciates it. How ever we vote on the school closure recommendations on April 13th, I know that each and every trustee is focused on trying to do the very best for children. My slogan during the campaign was "Putting Kids First" and I will be sure to remember this when I cast my vote.

Why I voted against the new Islamic program

2010-03-28T10:54:00.000-07:00

On Tuesday, I was the only trustee to vote against the new Islamic program, called the Sakinah Circle Alternative Program. Because our board minutes only record the outcome and do not include any of the rationale (unlike the Hansard which records every word spoken), I want to explain a bit of the thinking behind my vote.

First of all, I completely understand the desire for an education that reflects parental views and beliefs. In particular, I am sympathetic to the need for minority groups to feel strength in numbers and to find a safe haven for their children in what can be, at times, a hostile world. Twice I have lived in countries where I was a minority and being so clearly "the outsider" is something I will never forget. In both cases, not being able to communicate affected me deeply: I felt smaller, weaker and less capable. I lost my voice and, with it, my personality and my self-confidence. Not understanding how things worked meant that I encountered constant frustrations and obstacles. My "rights" as I knew them to be in Canada, evaporated. I did not belong and everyday this was reinforced as I was stared at everywhere I went and my actions were frequently misinterpreted. As hard as it was for me, it was even worse for my young son and I worried about his ability to cope with all the changes. In short, being a minority is tough-sledding and I have great admiration for immigrant and refugee families who find the strength to build lives in Canada.

As well, I realize that precedents have been set in terms of faith-based schooling under Edmonton Public's umbrella with distinct programming available for Christian children, Jewish children and Aboriginal children. So, it would naturally follow that Muslim children deserve the same opportunity. With a large contingent from the Muslim community showing up at the board meeting and many indicating they would enrol their children in this program, it is clear that there is strong support and I have no doubt that it will be successful.

So- why did I vote against it?

At the board meeting, I expressed keen interest in the elements that had been developed for the program- for example, weaving in historical contributions made by the Muslim community to world knowledge as well as nation and province-building. I said I felt these were key things for ALL children to know, not just Muslim children. I expressed concern about us moving into smaller and smaller groups and that my ideal version of public education is one where we all come together to learn from one another, to build understanding and to help us move towards a more peaceful future. I believe that is only through positive intercultural interactions between children, before they can become tainted by racism and hate, that peace has a chance.

I believe that by increasing segregation, we reduce the possibilities for these positive intercultural connections. I believe we are all lessened by segregation- even if it is segregation of choice.

I spoke with a member of the Aboriginal community about educational segregation a while ago. She said that her hope would be that eventually we would not need it, but she felt is was necessary at this point to create safety, trust and self-confidence within the Aboriginal children and community. Perhaps it is the same within the Muslim community. Certainly, I recognize that this must be a difficult time in history to be a member of the Muslim community living within the western world. Racism exits and I'm not blind to that. However, my hope is that someday we won't have any programs of choice... that everyone will instead choose to be together, to integrate fully, to build intercultural understanding and to grow together. The world is growing increasingly complex and intercultural- what better place than our schools to learn these necessary skills.

I recognize that my views are not those held by Edmonton Public, as an advocate of choice. I realize that, as well, they are not held by the board, which overwhelmingly continues to support choice. However, there are costs of choice that should be considered. Every new program requires new curriculum development, specialized teacher training (or hiring of teachers with specific skills), transportation and District financial support ($319 per student for the first year). At some point, we will need to grapple with how much choice we can afford to support. As well, every program of choice attracts students away from other exisiting schools. In some cases, these students come from community schools that are already struggling with low enrolment. As we split the enrolment pie into smaller and smaller slices, I wonder where this will eventually lead us. Will we arrive at a day when every school in EPSB is a specialty school and community schools are a thing of the past? Will we effectively change the definition of public schools to mean a collection of charter schools under the public banner?

Questioning "Choice"- which many feel is the defining aspect of EPSB- is a bit like walking on thin ice for a trustee... but I think its important to continue to reflect and examine the full implications of our decisions, not just for today but well into the future.

Sector Review website launched

2010-03-27T10:47:00.000-07:00

http://sectorreview2010.com/

If you are interested in learning more about the upcoming sector reviews in the mature neighbourhoods of Edmonton, put this website into your "favourites". This has just been launched by Dialogue Partners, the independent company hired by EPSB to do the reviews. You can also subscribe to the RSS feeds or updates (underneath the first block of text) to be sure that you are always in the loop. (I've done both.)

In particular, I would like to point out the "Library" tab on the right-hand side which contains all the documents you may wish to review. The "Interview" document is particularly helpful and can be filled out by anyone. The deadline for submissions is APRIL 20, 2010. So, do it now before you get busy and forget!

Also under the Library tab, you will find the Sector Review presentation (powerpoint) that trustees viewed on March 24, 2009. It outlines the rationale and process quite well. As well, you will find maps showing where the three sectors (West 1, Central, Southcentral) are located.

As the public consultations take place, more documents will be added to the Library.

Check in, get involved, speak up.

Link to report on Provincial Utilization

2010-03-26T12:46:00.000-07:00

Some people have asked to read the administrative report that I quoted from heavily during the debate on the provincial utilization formula (ACU) this Tuesday evening.

Here it is:

http://www.epsb.ca/board/june17_03/item15.pdf

Information Re: Sector Reviews

2010-03-25T10:13:00.000-07:00

Last night, I held an information meeting for parent council chairs in Ward C regarding the upcoming sector review of their schools. I shared information from our District website on the process and answered their questions. Many of the questions I could answer, but there were quite a few that I have brought back to our administration for clarification. The answers to these questions will be posted here on my blog as soon as they become available. The conversation was very open, direct and, I hope, provided useful information for parents to share with their school community. Thank you to all who showed up!

I will be holding a second information night on April 6th. If you in Ward C and would like to attend, please send me an email and I will provide the location, time, etc. (Sue.Huff@epsb.ca)

EPSB will be sending information packages to schools following Spring Break, but in the meantime, here are some helpful website links:

Overview of the process http://www.epsb.ca/parents/sectorreview.shtml

Schools involved and timelines http://planning.epsb.ca/current-plans/sector-plan-updates

Frequently Asked Questions about Sector Reviews http://www.epsb.ca/datafiles/faqs_SectorReview.pdf

Your school's profile and viability indicators http://districtsite.epsb.ca/root/SchoolViability.cfm

My motion re: capacity measures- script/outcome

2010-03-24T09:25:00.000-07:00

Last night, we had some fabulous presentations from:
- CRUD/NET Team re: partnerships at Parkdale to enhance youth engagement
- The Multicultural Health Brokers re: developing an intercultural excellence program at McCauley
- Muttart Foundation regarding the particular needs at McCauley and the damage closure would inflict.
I was inspired by these presentations and the innovative alternatives to closure presented. BRAVO!

Here is the script for my motion last night "to, effective immediately, discontinue using the provincially calculated ACU as a capacity measure for sector reviews and have the administration provide a rationale to use either ACOl or OEL in its place until the new provincial capacity formula is approved."

First of all, perhaps it would be beneficial to start with some definitions for all the acronyms in my motion:

ACU- “Area Capacity Utilization” is the current mechanism used by the province to calculate the capacity of schools. It is primarily based on the square footage of a building.

ACOL- is a capacity measure developed by EPSB that multiplies the number of classrooms in the school by the number of children who should be in those classrooms, as recommended by the Alberta Commission on Learning class size guidelines.

OEL- “Optimal Enrolment Limit”, also developed by EPSB, is primarily being used to prevent overcrowding. This calculation further refines the ACOL capacity by taking into consideration the unique characteristics of a particular school and is developed through consultation with the school’s Principal.

In my opinion, ACU looks at school capacity through a province-wide lens. It is the 30,000 ft. view.
ACOL is capacity as seen through the District-wide lens. It is perhaps it’s at 5,000 ft.
OEL looks at capacity through the lens of the individual school. This is the ground-level view.

In my blog, dated Feb. 25, 2010, I articulated why I felt ACU was an inaccurate measure of capacity for sector reviews and possible school closures, by using the example of Delton School. Delton’s ACU is 650 students. When we take a closer look at the specific classrooms and configurations in Delton, 650 becomes an extremely unfeasible number. The ACOL capacity, by contrast is 480, a notable difference of 170 students. My guess is that the OEL for Delton would be lower still because of the particular needs of the students as well as the valued partnerships provided at Delton, all of which require space.

However, it has been noted that trustees are not experts in planning and certainly I would not expect my rationale alone to be sufficient reason to convince my colleagues.

So instead, I turn to the experts- our own administration. On June 17, 2003, an administrative report came before the board regarding the Provincial Utilization Rate and the District’s position on its limitations. I supplied copies of this report to my colleagues last week, but I also have additional copies here for anyone who would like one.

On page 1, third paragraph it states that “it is essential that school utilization rates are an accurate and realistic measure of how much capacity is available and how effectively it is being used at the individual school level.” At the bottom of page 1, it states while ACU “works well for setting standards for construction of new schools, there is room for improvement when calculating the capacity of existing individual schools.”

The report then goes on to articulate many shortcomings of ACU, including the fact that schools built before 1950 are, in essence, penalized for wider hallways, smaller classrooms and even thicker walls. This is certainly a relevant concern when we look at the CCEP schools, which all pre-1950, I believe. The suggestion from our administration, to correct this problem, is to count only instructional areas to “measure the true capacity of a school to accommodate students.”

Page 3 talks about lease exemptions, another relevant point to our upcoming school closure decisions. ACU does exempt non-profit leases however “the exemption is granted only for instructional space in the lease, not for the non-instructional support spaces required by the lease holders. It would be highly unusual for the district to lease part of a hallway or a portion of the school’s washroom even though the space is also required for lease holders.” The report gives a specific example of a daycare and after-school lease at a school which only yielded an exemption of 60 student spaces, when in fact, a more accurate exemption would have been 150 spaces. By adjusting the exemption to account for non-instructional space used by lease holders, the administration estimates the district utilization would increase by 2%. This is, I believe, relevant, as we look to calculate our excess space in sectors.

On the bottom of page 3, the report talks about special needs students and the fact that mild and moderate students are only deemed to require additional space when they congregated in entire wings of schools, as is the case in some rural jurisdictions. Our administration objected to this and recommended that “District sites with separate classrooms for mild and moderate special needs students be recognized for enrolment adjustment” This space exemption would also increase the District’s utilization by 2%, according to the report.

Further down the page, the report mentions kindergarten and pre-kindergarten programs and recommends counting these students on the numerator of the ACU. It states that “There is no reason the use of schools should be limited to K to 12 only. This approach is also consistent with Alberta Learning’s philosophy regarding life-long learning.” I would add that although each kindergarten child counts as .5 FTE (based on being in the school half of the day), most of our CCEP schools offer full-day kindergarten, so these students should clearly count as 1 not .5

Community use is also suggested to be a critical component of capacity and I couldn’t agree more. The proposed solution: that “Alberta Infrastructure recognize that schools are accessed by the entire community and that they are well utilized not only by K to 12 students, but by many citizens of Edmonton. Recognition by Alberta Infrastructure of community use of schools would give a more realistic picture of how schools are actually used by the community throughout the day.”

So, clearly our administration feels there are some significant flaws in ACU and that it does not accurately reflect the true capacity of a school. They are not alone in their concerns. The Alberta School Councils Association has also been advocating for “Alberta Education and Alberta Infrastructure to re-evaluate the formula for utilization based on the actual opportunity for use of functional teaching space.” The response, from Minister Hancock, on July 24, 2009 stated: “the government will be reviewing the current utilization rate formula. Recommendations will be developed on several aspects of this formula, including instructional space and exemptions.”

Minister Hancock further elaborated on this utilization review in the Edmonton Journal article, dated March 18, 2010. “You cannot put a classroom in a wide hallway, just because you’ve got a wide hallway.” The article went on to say that “ in addition to neglecting the need for features such as music rooms or art classes, Minister Hancock said the current formula also fails to consider Alberta’s Class size initiative, which strives to limit the number of children to 17 for junior kindergarten to grade 3 and 23 between grades 4 and 6.”

The article quoted Minister Hancock directly on this point: He said: “If you’ve got a class-size policy that says you should only have 17 in the class, it doesn’t make sense to have a classroom where you calculate the capacity for 30.”

As well, Minister Hancock said they are looking at including the concept of housing additional services inside a school building. “We’re talking about daycare and after-school care.”

So, the Minister of Education also seems to agree that this formula is not adequate and needs revision.

So I ask my colleagues:

When our administration clearly feels that ACU is flawed…
When it gives trustees a distorted view of the actual capacity of a school…
When our Minister of Education agrees that needs to be changed and it will be changed….

I have to ask my colleagues- why on earth would we want to continue to use it?

On April 13th, we will be faced with some critical decisions regarding possible school closures. Having the clearest and most accurate information about the true capacities of schools, both those facing closure and those recommended to be receiving schools, will be essential to sound decision-making.

I urge my colleagues to support this motion.

In the context of the debate, Trustee Ripley introduced a substitute motion that "Until the new provincial utilization formula is approved that ACOL, ACU and OEL figures for schools be provided as information for the board in sector reviews."

I argued against this substitute motion as I see no compelling evidence to continue using the notably flawed and soon-to-be revised ACU formula. The argument to continue with ACU was that it provides a picture of how large the physical plant is. I argued that using three capacity numbers will confuse the public and that it will not be clear how trustees are using the three numbers in the school closure discussion. Despite my arguments, the substitute motion passed and my motion was removed from the table.

EPSB staff encouraged to give feedback on recommended closures

2010-03-22T18:19:00.000-07:00

As anyone who attended the public meetings on possible school closure would know- staff from the schools were present. However, most were seated along the walls in the gymnasiums, not at tables with the parents and community members.

Prior to these public meetings, staff were consulted as one of the valued stakeholders, through our independent contractor, Dialogue Partners. Their feedback was compiled in a report under the "Reports" section of the Bang The Table website. I have reviewed the report.

As you can imagine, staff are in a delicate spot- if have concerns about the closure, they may be worried about "speaking against their employer, even thought our Superintendent of Schools, Edgar Schmidt has stated on several occasions that "Disagreement does not equal disloyalty." On the other hand, if staff feel closure is the right choice, they may feel concerned about how parents and the community would react to this opinion. Either way, it is tricky. That is why their feedback is collected anonymously and separately from the public consultations.

At this point in the process, staff have been invited to submit anonymous letters directly to trustees or to fill out the feedback forms provided by Dialogue Partners at all the public meetings and tick off the "staff" box. Normally, the board does not consider anonymous letters or submissions, however, we are prepared to make an exception in this case.

Staff are valued members of our school community and essential to our work in the District. I encourage all staff who work in the schools being considered for closure, or being proposed as potential receiving schools, to voice their opinions prior to April 6th. I, for one, will be very interested to hear their perspective.

Letter from parent (Fulton Place)

2010-03-20T15:30:00.000-07:00

I have received many letters and emails over the past few weeks with regards to the possible school closures in the inner city and Hardisty areas. This one raised several good points so I asked the writer's permission to reprint it in my blog and he gave his consent.

With recent news from the Minister of Education (click here: http://www.edmontonjournal.com/news/Alberta+reviews+criticized+school+capacity+formula/2695115/story.html
about how the district calculates occupancy using the school utilization formula, it seems to be too quick a decision to close an already viable school, in order to save on longer term renovation costs. When schools are required to meet class size initiatives of 17 students for K-3 and 24 in 4-6, this contradicts the numbers that the district is using to calculate occupancy rates. The provincial formula assumes a classroom to have 30 students, which we all know is unacceptable in today’s elementary classrooms.

To me this remains a Hardisty school issue. Hardisty is clearly too big for this day and age. Sacrificing neighbouring schools to fill Hardisty’s hallways does not consider the health of the surrounding communities.

The school board and province need to think more creatively to keep schools in mature neighbourhoods open. The province also needs to recognize that schools serve students in much greater ways than in the past. They are homes to day-care centres, senior drop-in centres, and other community organizations. The province needs to recognize this and give credit to schools that are using their empty instructional space for the good of the community.

The province, city and school board are continuing to function with out-dated and traditional thinking about schools and their value in society. When will the school board, province, and city work together instead of passing the responsibility from one to another about mature neighbourhood schools? There are so many seniors in our area that would benefit from using the school, nevermind the overflowing Fulton Child Care Centre next door. The planning department with the Edmonton Public School Board is not thinking in an innovative way, by closing Fulton Place School. Making a K-9 at Hardisty is the easiest answer to the problem. It is also the most damaging to students and the community. Closure should be the last option. What other options have been tried first?

Urban sprawl is killing this city. We continue to grow sideways without considering the impact on the core of our city.

I respectfully ask for you to vote against closing Fulton Place School.

My mom used to say, “If it ain’t broke, don’t fix it.” Fulton Place School is alive, well, and an essential part of my community.

Board Agenda- March 23

2010-03-19T16:26:00.000-07:00

For complete Board Agenda and attached reports, visit website: http://www.epsb.ca/board/agenda.shtml
and click on March 23. Red below may be of interest.

Agenda

A. O Canada
B. Roll Call
C. Communications from the Board Chair
D. Communications from the Superintendent of Schools
E. Minutes:
1. Board Meeting #12 - March 9, 2010
- These minutes will be posted March 24, 2010.
F. Recognition
   2. Edwin Parr Teacher Award

G. Comments from the Public and Staff Group Representatives (This is your opportunity to address the board, for 3 minutes. No need to register in advance.)

H. Reports
   3. Motion re Capacity Measures for Sector Reviews (My motion re: rescinding the use of the provincially calculated formula based on square footage. see previous blogs.)
    4. Motion re Creating a District Health and Wellness Committee (Trustee Colburn's motion.)
    5. Sakinah Circle Alternative Program (7:00 p.m.) (re: possible new Islamic program)
    6. Child Study Centre Alternative Program: Addition of Kindergarten (7:30 p.m.) (re; Garneau School)
    7. Financial Reporting Profile
    8. Delegations re Possible School Closures (8:00 p.m.)
- Delegation from Community Response to Urban Disorder (CRUD) re Parkdale School
- Delegation from Multicultural Health Brokers Coop re McCauley School
- Delegation from the Muttart Foundation re McCauley School
    9. Responses to Board Requests for Information (worth reading- interesting info on Fulton day care annex, special levy, funding, etc.)
   10. Committee, Board Representative and Trustee Reports
         - Upcoming Topics of Discussion for April 8-10 PSBC Meeting

How to Run for Trustee- ASBA tips/talks

2010-03-19T16:12:00.000-07:00

ASBA is working hard to raise awareness about the upcoming elections for school boards (Oct. 18, 2010)

The 2010 school board election package was mailed to EPSB offices March 16. The package included a handbook outlining strategies to promote the election; copies of the "Become a School Ttrustee" brochure and a flyer advertising the campaign school and candidate information sessions. All resources are also avaiable online.

Great information available on ASBA’s site: www.asba.ab.ca/10_election/trustee-election-10.asp.

Register today for the ASBA’s Running to Win Campaign school (see link above for registration and agenda)

The June 9 Running to win: Campaign school in Red Deer will feature political consultant Ken Chapman talking about how to run an effective local campaign; image consultant Joanne Blake talking about making a great first impression and communications consultant Hank Goertzen on how to write and give an effective speech. The day will close with a panel of trustees telling stories from their personal campaign trail. This workshop is open to anyone thinking about running for the office of school trustee.

The $99 registration fee includes lunch, hand-outs and the GST. The workshop takes place at the Capri Hotel in Red Deer – on the day after the ASBA’s annual spring meeting.

ASBA offers Free candidate information sessions in six communities (see link above for more info)

The ASBA is offering six free candidate information sessions featuring retiring trustees talking about what it’s like to serve on school board. See the ASBA website for dates, times and registration.

In Edmonton: 7:00 pm, May 27, Royal Glenora Club, Strathcona Room, 11160 River Valley Rd

FAQ re: Sector Reviews

2010-03-18T16:21:00.000-07:00

The Administration has developed an FAQ regarding the sector planning process, which has been posted to the district website on a new Sector Review web page located at: http://www.epsb.ca/parents/sectorreview.shtml.

Parents and community members can also access the document from the home page of the district website at www.epsb.ca by taking the following steps:

• Go to the home page of the district website. http://www.epsb.ca/

• Under the heading School Closure Information, click on the link "Read more about these sector reviews"

• Once on the Sector Review web page, click on the link "Frequently Asked Questions on Sector Reviews", which is located on the right side of the screen.

Fulton Place - meeting re: possible closure

2010-03-18T10:02:00.000-07:00

Last night was packed. It may have been the largest turn-out. In attendance: MLA and Leader of the Liberal party, David Swann. MLA for Edmonton-Goldbar, Hugh MacDonald. Councillor Amarjeet Sohi.

I heard:
- concern about the lack of playground at Hardisty
- concern about parking, safety for younger children and how they would "mix" with older kids
- Why isn't the current enrolment of Fulton (220) considered viable? Fulton has the most students of the three elementary schools in the area.
- Proposal: move Fulton Place school (teachers, students, daycare, everything) as a school unit into Hardisty. Keep it separate but under the same roof. Similar to arrangement for King Edward/Victoria and Nellie McClung/Oliver.
- concern about staff placement following closure. It is late in the year. Where will they end up?
- Great value and loyalty to the daycare (2 yr wait list, 200 kids on the list). What will happen to it?
- One parent had a three-page document answering many questions about how the younger kids will be accomodated at Hardisty. He had done a walk-through with Principal Al Lowrie and had all his questions answered. His advice: Go meet Al. He's amazing and talking to the Principal put his mind at ease about the K-9 concept.
- Suggestion: why not designate Capilano to Fulton? Bring the 5/6 Logos back to Fulton and use the money proposed to convert Hardisty into a K-9 to instead tear down a wing or two at Hardisty to right-size it.
- Suggestion: create a community concept for schools to help them through the generational changes that happen (and will happen) in all neighbourhoods. Instead of closing schools, we need to think differently about them. Otherwise, this is a never-ending pattern of closures.
- Concern: will the renos at Hardisty be ready in time? Why not build it and then move the kids over. Allow the parents to see how their concerns are being addressed. Work with parents to create buy-in. Get the playground, drop off loop, lights on 106 Ave, etc. installed FIRST, so that it is a safe and inviting place for younger children.
- What about K-4 at Fulton and 5-9 at Hardisty? That keeps the daycare and afterschool care in place at Fulton for the youngest students and allows more teacher collaboration for grade 5/6 teachers at Hardisty.
- Voices of the children- what do they want and have we asked them?
- Concern that retrofit would not happen. Examples of other promised renos not being done due to lack of funds.
- Fulton is a stable, cohesive community. Quality of life and social capital is of great value. Fulton Place is situated in a quadrant of amenities and supports. School brings so much joy to the community.
- Why are we doing this again? This review process happened 4 years ago. Will we be back at these tables in another five years?
- K-9 works well. It has been successful in other schools and does have the benefit of creating a family feel and moderating the older kids' behaviour.
- Will EPSB work with the city to jointly plan for strong communities?
- What happens to the building if it is closed?
- Questions about which data we use- is it the most up-to-date?
- The problem is Hardisty is too big. Fill Hardisty with something other than children from Fulton. (Use space for other District or community needs).
- Suggestion: Explore other options, in particular services for seniors. If these were co-located at the school, Fulton Place could offer a continuum of care and learning from infancy to old age.
- Please take our comments seriously, trustees, and remember that you are elected officials.

The meeting went on for an hour past the original time because there were so many questions. Although, there was some frustration at points, people were generally very patient and respectful. In Board Chair Don Fleming's closing remarks, he asked the audience to give the facilitators a round of applause for their hard work over the past three weeks. The crowd did. Don then pointed out that Lorne Parker has been taking all the questions at each meeting, not an easy job to do, and that he felt he also deserved a round of applause. The crowd graciously agreed.

It was a great display of kindness and humanity. It reminded me that even though it may feel at times like we are adversaries and on opposite sides of the fence, we are all merely human beings trying to do the very best we can.

Environmental Policy seeks input

2010-03-18T09:12:00.000-07:00

A while back, I started raising the idea of an environmental policy for EPSB. I felt that this was a critical part of being a good steward of our resources, "walking the talk" for our students who study environmentalism in the curriculum, and being good corporate citizens. I argued that even Walmart had an environmental policy, so shouldn't EPSB?

When our Purchasing Policy came up for review, I noted that is was only focused on getting competitive pricing and favouring local vendors when possible. I asked if environmental considerations should be included in our purchasing policy. I argued that people today expect more than just the "cheapest price", they want to know we've acted ethically and envrionmentally as well. The board reviewed the matter and an amendment was made to give clear direction on the matter, adding environmental and ethical components.

I requested a report on the status of environmental activity in the district. I knew there were environmetnal actions being taken at individual schools, but I wasn't sure of the scope. The report came to board and it was clear that many people in our district felt it was important to be "green". Our custodial workers were strong advocates for green products, for instance. But what was clear from the report is that we lacked cohesion and consistency across the District. This could only come about through clear board direction, through a policy.

Finally, all the pieces came together and a draft of an over-arching environmental policy was crafted. It was a great day when I could see the concrete expression of all the talking! Now, it's your turn. Please give your feedback on the draft policy before April 14th. Click on the following link to read the policy and fill in the survey. I look forward to seeing what you say. (I am on the Policy Committee that reviews all the feedback.)

http://viawebsurvey.epsb.net/vws/Surveys_aI1.cfm?A=2213&B=4139

Feel free to pass this link on to anyone who has an interest in environmental issues.

Capilano School Closure meeting

2010-03-16T18:42:00.000-07:00

Last night, the meeting was at Capilano. Also in attendance: MLA Hugh MacDonald, MLA Harry Chase, and Councillor Amarjeet Sohi.

What I heard:
-Questions about which census data was used (Dr. Parker from Planning explained that 2006 Federal Data was used for the 2009-2018 Ten Year Facility Plan because the 2009 data was not available at the time of writing the plan. However 2009 City Data is used for sector reviews and has been given to the trustees.)
- Concerns about accessibility of Gold Bar playground and lack of playground at Hardisty (two potential receiving schools)
- Love of the closeknit, protected, walkable, inclusive, community-focused atmosphere at Capilano. Fears about moving children from this small setting (approx 100 students) to large K-9 (approx 700 students)
-Concerns about safety- crossing 106 Ave and lack of parking at Hardisty.
-Concerns about timing- some felt we had been dragging this decision out over many years, while others said they felt rushed.
-What about bringing leases into school to offset costs? Suggestions: partner with seniors
-What about technology we've recently installed? (Answer: technology will follow students to receiving school)
-What about our casino dollars? (Answer: Receiving school would have casino, Capilano School would lose theirs.)
- Desire for different levels of govt to work together. One taxpayer, one constituent. (We agree and are working on setting up a tri-level meeting.)
- Preference for K-6 elementary vs. K-9.
- Capilano is close to amenities that enhance education. Quality of education is high. Teachers well-loved.
- A lot of questions about the fate of the school, should it close.
- Questions about "meaningfulness" of this meeting. Is the decision already made?
- Benefits of Hardisty mentioned in Notice of Meeting package may not all be relevant to elementary students.

As has happened over the past couple of meetings, there was some frustration expressed at the meeting. I know this is very difficult for everyone and I appreciate the respect demonstrated by the great majority of people attending. Following the meeting, I had a chat with a woman and I said, "I know it's not easy being in your chair and, believe me, it's not easy in my chair either." I thanked her for coming and she thanked me for being there.

Sexual Exploitation Week of Awareness

2010-03-15T15:45:00.000-07:00

Today, I was the MC of the Proclamation Event for the Sexual Exploitation Week of Awareness. If you are interested in learning more, dial 311.

Here is the speech I delivered:

Good afternoon and thank you for joining us today. My name is Sue Huff. I am a trustee and current Vice Chair for the Edmonton Public School Board and I will be acting as your MC for this event.

I also want to welcome a number of dignitaries who are with us today:

Councillor Linda Sloan

Police Chief Mike Boyd

Danielle Boudreau

For the past year, it has been my distinct pleasure to sit on the Sexual Exploitation Working Group. This volunteer group is led by the City of Edmonton and REACH Edmonton. REACH Edmonton connects Edmontonians with tips, tools and resources for building a safe and caring community. The positive momentum and proactive, community-minded focus of REACH Edmonton has been instrumental in our work over the past year.

The Sexual Exploitation Working Group has representatives from government, health, education, law enforcement, business, social services, as well as volunteer and community organizations. Our shared aim is to create awareness about sexual exploitation, the conditions that cause it and to mobilize all Edmontonians to take an active role in preventing it. We believe no one deserves a life of sexual exploitation and that we all have a role to play in protecting children, youth, women and men from the devastating consequences of sexual exploitation.

Sexual exploitation is not about sex, it is about power over vulnerable people. It can take many forms: prostitution, child pornography, internet luring, human trafficking, or trading sex for lodging, food, drugs or protection. It is an ugly fact that, in all forms, sexual exploitation happens here in Edmonton. Facing that reality is the first step to changing it.

Luckily we have a city council and Mayor who are willing to tackle difficult issues head-on. Councillor Amarjeet Sohi has been a strong supporter of the Working Group and we have greatly appreciated the energy and commitment of his dynamic EA, Kristin. Unfortunately, Councillor Sohi is unable to join us today due to another commitment, however, we are very lucky to have, in his place, Councillor Linda Sloan to bring greetings on behalf of the city. Please help me welcome Councillor Sloan to the podium.

LINDA SPEAKS

Thank you, Councillor Sloan. We certainly appreciate the support of the city.

There is no doubt that we all suffer when sexual exploitation thrives in our communities. The social cost, measured in damage to community cohesion and safety, is obvious. We also pay through increased costs in both the health and criminal justice system. You may wonder how widespread the problem is. The statistics are troubling:
The police estimate there are in Edmonton 600 children, youth and adults in visible sexual exploitation- no one knows how many are being secretly exploited through the internet, chat lines, illegal massage parlours and other venues. The average age of entering a life of sexual exploitation on the street is 15 years old. In the past 27 years, there have been 31 verified murders of sexually exploited women in the Edmonton area and 5 listed as officially missing. Only five of these 31 murders have been solved. And, in the last decade, over 980 children in the province of Alberta have needed help through the Protection of Sexually Exploited Children Act (or PSECA).

We are lucky to have Edmonton Police Chief Mike Boyd with us today, to bring the law enforcement perspective to this issue. Please welcome Chief Mike Boyd.

MIKE SPEAKS

Thank you, Chief Boyd. The cooperation between the Edmonton Police Force and the community is critical to addressing this issue.
\
As you listen to the grim facts about sexual exploitation, you may feel a little overwhelmed. The challenge seems so big, how can one person make a difference? This Week is not only about creating awareness is also about empowering you to act, to reach out, to know who to call when something doesn’t look right and to care enough to get involved. In short, we want you to DARE 2 CARE. Through the events planned and the resources we’ve compiled- we want you to join us in taking proactive steps to reduce the number of future victims of sexual exploitation. We Dare You to Act. We Dare you to speak out. We Dare you to Care.

Our next speaker is a woman who has definitely dared to care and dared to act. She has brought focus and attention to one of the most devastating costs of sexual exploitation. I am pleased to introduce Danielle Boudreau, the founder of the March for Missing and Murdered Women in Edmonton. Please welcome Danielle to the podium.

DANIELLE SPEAKS

Thank you, Danielle. (Danielle’s speech was very poignant. She spoke on behalf of all the nameless, faceless women. She spoke from the heart and demonstrated incredible courage.)

I would like to encourage everyone to find a way to get involved. You might choose to raise the issue of sexual exploitation with your friends, family and co-workers. On Tuesday, MLA Kevin Taft will deliver a message of awareness in the Legislature. A number of us will be in the Gallery during Question Period, wearing orange- the colour of this week- and you are welcome to join us to show your support. If you are a parent, you may want to take in the free presentation by Craig Krieger (Kreeger) from Alberta Justice about keeping children safe from online sexual predators. That presentation will take place right here at the Stanley Milner Library on Wed. March 17th at 7 p.m. This week, high school students at Ross Sheppard High school will be given the unique opportunity to hear from a woman who worked as an escort. Her first-hand account of life as a sexually exploited person is in stark contrast to Hollywood’s “Pretty Woman” version. As well, there a number of closed door events for elected officials and community leaders to ensure that our decision-makers are well-versed on this issue. On Friday, we conclude the week at City Hall with the Mayor and other dignitaries, where we will announce the winners of the Dare 2 Care Youth Challenge. We encourage you to wish to visit our Facebook page and connect with other people who taking a stand against sexual exploitation.

We have a lot of things planned, but in truth, we hope the week is just the beginning for your involvement on this critical issue. It was at last year’s Proclamation that I decided to join the Sexual Exploitation Working Group & I have never regretted it. I know, whatever level of involvement you choose, you won’t regret it either.

I would encourage you to visit our information tables in the lobby, which supply a wealth of information. Being aware of the services available may help you to reach out with confidence. In particular, I highly recommend the Community Resources Pamphlet put out by REACH Edmonton. This lists all the phone numbers for the agencies and support services that can protect and assist those who are being sexually exploited.

Before I wrap things up, there are a number of people we need to thank:

- our sponsors: the City of Edmonton, Sonic …. and Global Television

-the staff here at Stanley Milner Library for providing this venue and for their ongoing support of the community

-Andrew Fiebiger, who has graciously donated his time for the entire week to photograph all the events. Andrew also donated the graphic design for the certificates we are giving to our speakers and key supporters.

- and thank you to all the members of the Sexual Exploitation Working Group. It has been a privilege to work with such a committed, cooperative and supportive group.

Thank you also to Councillor Sloan, Chief Boyd, Danielle Boudreau, the media …..and everyone in the audience for attending today. Together we can make a difference when we take that first step---- when we DARE 2 CARE.

Thank you and good afternoon.

Eastwood notes up on website

2010-03-13T15:56:00.000-08:00

The Eastwood School meeting summary information is now up on EPSB website: http://planning.epsb.ca/current-plans/school-closures

(Here's a shorter link if you are posting on twitter: http://bit.ly/aAdKVr )

Now posted:
- transcripts of everything said by Board Chair Fleming, the Planning Department and the lead facilitator at the Eastwood School Meeting.
- copy of powerpoint presentation shown
- complete list of comments/questions captured at each table (table numbers identified at top of each page)

This will be done for each school closure meeting.
I feel this is a very good step towards our goal of transparency.
I am guessing that answers to questions will also be posted at this website, so bookmark it for future reference.

Spruce Avenue- mtg re: closing elementary program

2010-03-12T16:44:00.000-08:00

Third school closure meeting in four days. Last night, I felt like I was part of some strange endurance test and, at points, I was just trying to hold on. Exhaustion is setting in. It is affecting my ability to stay focused, to listen openly and to assimilate information. Last night, I found myself drifting away both mentally and emotionally. I had to fight to give the meeting and the two scheduled for next week (Capilano-Monday, Fulton-Wednesday) the same dedicated energy I had for the first meetings. Clearly, holding these meetings back-to-back is a great challenge.

The turn-out last night was noticeably smaller than the other public meetings and the tone in the room was much less animated. Perhaps this was due to the fact that this is not a proposed school closure, rather it is a proposed reconfiguration of the school. (The recommendation is for Spruce Avenue to be a junior high, the only one for the CCEP area.).

Here's what I heard:

- Concerns about being designated to Norwood. Many parents feel concerned about safety, etc. as Norwood is located on the intersection of two busy streets. Spruce Avenue feels more protected.
- Concerns about revitalization, childcare, transportation, the loss of sibling connections. (as expressed at other CCEP meetings)
- Concerns about congregating all the junior high students together in close proximity to Kingsway Mall, where poor influences may hang out.
- Concerns about the smartboard technology that the parents have raised money for-- will this follow the students to the new school, or will they need to fund-raise again?
- Concerns over the loss of the K-9 format, where teenagers serve as role models for younger children. (This is an interesting contrast to the concerns of some Fulton parents who do not want to move into a K-9 grouping because they fear the influence of teenagers on younger children) The opinion was the teenagers will behave worse in a junior high, grade 7-9 grouping, without the moderating influence of the younger children. As well, because the students will be bussed in from all over the inner city, will they respect the building as much, without having the immediate connection to the Spruce Avenue community?
- Suggestion that ETS (bussing) is more convenient and regular for Norwood than Spruce Avenue, so if junior high students are going to be taking ETS to one central junior high, wouldn't Norwood be a better choice? 95 Street and 111 Avenue have frequent buses. The bussing service to Spruce Avenue is not as good. (route 151)
- If Spruce Avenue has been chosen as the centralized junior high site due to the existence of CTS (shop/home economics) classes, is this really the most economical choice? Spruce Avenue needs upgrades ($8.9 million). By contrast, how much would it cost to build CTS spaces in the other K-9 schools?
- Concerns about Norwood amenities. They may have enough classroom space in the building for 400 students, but will their playground and gymnasium be able to accomodate that many kids? Spruce Avenue has better outdoor fields, etc. As well, Norwood does not provide after-school childcare.
- Spruce Avenue is a functioning, well-attended K-9 (303 students), why does it need to be broken up?

From the tables I sat with:
- One mother expressed a certain amount of fatalism and acceptance of the decision to close her child's elementary program. She indicated that she would be more upset if the Board decided to close McCauley. (I was surprised by this. Others at the table quickly agreed.)
- Frustration about some of the barriers to open dialogue between CCEP schools. They were not able to contact parents from other CCEP schools due to FOIPP (privacy legislation). They felt frustrated by the high-level language on the documents and that many parents and community members were not able to participate due to these barriers. Their attempts to provide "coles notes" or summary statements to accompany the documents was not allowed, as the school had been directed that no additions or modifications were permitted.
- Quote: "The most viable cities in North America, have the highest density closest to the core." What are we doing to the long-term viability of Edmonton?
- Caring raises achievement of kids, programming comes second.

Have a good weekend. I hope to see some of you at the Sexual Exploitation Week of Awareness, next week. (March 15-19). I am the MC for the Proclamation Event at the Stanley Milner Library on Monday at 1:30 PM. The event is open to all. The City of Edmonton website has information on the events for the entire week.

Parkdale Meeting re; possible closure

2010-03-11T12:48:00.000-08:00

Last night, we were at Parkdale School (11648 85 Street).

Here are some of the comments I took away from the meeting:

- Frustration that the Notice of Meeting was not sent to community members. It was only sent to parents of children currently attending the school, although many more people consider the school "theirs" and feel they should have also received the package.

-A lot of comments about the contradictory nature of the city investing in revitalizing the 118 Avenue area and the school board considering closing the school.

- Suggestions to merge Eastwood and Parkdale as they both offer the year-round modified calendar and have community connections and similarities.

-Transportation concerns, including the challenge for children in after-school care, who will not be able to catch the afternoon bus. How will these children get home? (This was something I had not considered before.)

-Suggestion to turn Parkdale into a multi-use facility, so the school is housed in one portion of the school and the rest is used for community events, purposes, money-generating leases, etc.

-Request to advocate to the province to change its utilization/capacity rate (ACU) as it unfairly penalizes older schools with wide hallways and full-sized gyms.

-Why won't EPSB start the conversation on the positive note: "How can we keep the school open?" rather than starting the conversation with the possibility of closure. All documents, slides, etc. seem biased towards closure. (Much of this material is mandated by the School Act.)

-This area has no community league. The school is an essential focal point and heart of the community; without the school, what will happen to the community?

-The school is one year shy of its 100th birthday and is in pretty good shape. How do we preserve and value our history?

There was frustration expressed towards the end of the meeting. People wanted to speak, not through the facilitator, but directly to the board and the administration. The removal of the open mic format is a point of contention for some. Others prefer the non-confrontational style of the small table format.

Another meeting tonight- Spruce Avenue. This is an exhausting schedule. I wonder where the breaking point is...for me, for the communities, for our staff, for the parents, for our administrators.

Three more to go.

Westglen/ ME Lazerte-- EPSB Enviro champs

2010-03-10T16:13:00.000-08:00

The Emerald Awards are Alberta's Oscars for outstanding environmentalism.

In the category of "Education: School Or Classroom" two EPSB schools have been nominated for Emerald Awards: Westglen Elementary and M.E. Lazerte. The winner will be announced in April. Way to go!!

The nominees are:

Think Green... Live Clean
Westglen Elementary School, Edmonton

The Ecosys Mathematical Model Of Natural And Managed Ecosystems
Professor Robert Grant, Edmonton

Water Conservation Project, How Low Can You Flow
Partnership Of ConocoPhillips Canada And Lord Beaverbrook High School, Calgary

Energy Conservation Project
Hunting Hills High School Environment Club, Red Deer

Green Team
M.E. LaZerte School, Edmonton

Board meeting outcome- Feb. 9

2010-03-10T08:40:00.000-08:00

Hi,
Last night all the motions on the floor passed ($2000 transfer to Board Chair's PD account and adding strategic plan item to all conference meeting agendas from the Conference meeting and my motion regarding reviewing Space Utilization admin reg and creating board policy).

I put forward the following request for information:

- That the most recent City of Edmonton data regarding number of preschool-aged children be provided for the communities of Fulton, Capilano, McCauley, Parkdale, Eastwood, Delton and Spruce Avenue.

I also put forward the following motion, which will be debated on March 23:
- That the provincially calculated ACU be discontinued as a capacity measure for Sector Reviews and that the administration provide rationale for either ACOL or OEL to be used in its place.

translation of the acronyms:
ACU- is a capacity measure developed by the province (and the only one they currently recognize) based on square footage of the building and includes space like hallways and gymnasiums.

ACOL- is a capacity measure developed by EPSB that multiplies the number of classrooms by the recommended class size (as set out by the Alberta Commission on Learning or ACOL). It does not include hallways or gymnasiums.

OEL-or Optimal Enrolment Limit is a capacity measure calculated by EPSB Planning Dept. in consultation with the Principal. It takes into consideration the particular students and their needs. 60% of our schools currently have OEL and these are used primarily to set a "cap" to prevent over-crowding.

It is my opinion that these measures present an increasingly detailed or specific view of capacity. They go from a 30,000 ft. view (ACU) right down to the ground-level view (OEL).

You can read my previous blog post http://suefortrustee.blogspot.com/2010/02/what-difference-does-it-make-which.html which talks about my rationale for not supporting ACU as a capacity measure for sector reviews, using Delton School as a concrete example.

As always, I'm open to people telling me why I'm wrong.... I welcome comments from all viewpoints.

McCauley meeting re: school closure

2010-03-09T15:28:00.000-08:00

Last night was a very well-attended meeting. It was an amazing array of families from all around the globe and I'm glad that translation was provided in so many languages. Also in attendance were: Councillor Tony Caterina and MLA Hugh MacDonald, representatives from the Multicultural Health Brokers, Success by Six and Public Interest Alberta. (I'm sure there were other reps in the audience that I've missed- my apologies).

Today, we received a proposal via email regarding turning McCauley into a community school, similar to a school in Calgary that has been very successful. Under this model, the school is truly a hub for the community- providing support to families as well as children. I fully support this idea. It is my belief that we need to think differently about McCauley and explore innovative ideas like this one. Another idea suggested last night at one table was locating the new ELL Transition School at McCauley, since the immigrant/refugee population is so high. There are options other than closure to reduce the excess space in the school and we should be open to those ideas.

Hearing the struggles of the parents last night, I was so very aware of my "middle class bias" that sees things through my lived experience... this bias is based on having a car and having enough money to buy a bus pass, having a stable income, having adequate supports in place to help with childcare, having an education, having never experienced trauma/war/oppression/displacement, being fluent in English, having everything available to me and knowing how to access services if I need them. Through this lens, I might regard high quality programming as the optimal educational experience, the absolute preferred option for all children. What I heard last night loud and clear is programming is not as important as safety and a sense of belonging. Staying connected with family is more important than a shop class. It reminded me of Maslow's Hierarchy of Needs: until safety and other basic needs are covered, other needs are just not as important. I hope we can be respectful of the values and needs of the McCauley community in our decision-making. These families want us to make a decision that preserves social cohesion, safety and family ties. There are unique features at McCauley (like the 6 AM-6 PM daycare) that cannot be found at John A. McDougall or anywhere else.

I'm sorry this is such a short post- I have a board meeting tonight and I've been behind all day. Suffice to say, I heard the voice of McCauley loud and clear last night. I have a deeper understanding of their particular challenges and a deeper respect for their tenacity and courage in the face of challenges. I came away humbled. Thank you to all that attended last night.

Board meeting- Tues, March 9

2010-03-06T14:43:00.000-08:00

To read the reports for any of these agenda items, please visit: http://www.epsb.ca/board/agenda.shtml and click on "Meeting 12, March 9". My comments/summaries below are in red.

Agenda

The disposition of the items from the March 9, 2010 board meeting will be posted March 10, 2010.
http://www.epsb.ca/board/march0910_agenda.shtml

A. O Canada
B. Roll Call
C. Communications from the Board Chair
D. Communications from the Superintendent of Schools
E. Minutes:
1. Board Meeting #11 - February 23, 2010
- These minutes will be posted March 10, 2010.
F. Improving Student Achievement
. Improving Student Achievement Through Balanced Literacy Instruction

G. Comments from the Public and Staff Group Representatives (This is your chance to address the board on any educational topic, no need to register. 3 min max)

H. Reports
3. Report #9 of the Conference Committee (From the Meeting Held March 2, 2010)
---Re; Motion to Transfer of $2000 from Trustee Gibson's PD acct to Board Chair Fleming's PD acct
---Re: Motion to add "Strategic Plan" to every Conference meeting agenda

4. Motion re Review of JGB.AR -Utilization of Surplus Space in Schools and the Development of an Accompanying Board Policy (this is a motion I put forward and will be advocating for.)

5. Reviewed Board Policies Recommended for Affirmation, Minor Wording Changes or Rescission
(third and final reading)
6. Presentations from Staff Group Representatives re 2010-2011 Budget:
(NO ENCLOSURE)
- Exempt Staff (7:00 p.m. - 7:15 p.m.)
- CUPE Local 474 (7:15 p.m. - 7:30 p.m.)
- CUPE Local 3550 (7:30 p.m. - 7:45 p.m.)
- CUPE Local 784 (7:45 p.m. - 8:00 p.m.)

7. Response to Board Request for Information
provide previously gathered information regarding the experiences of those students who transitioned from a closed school.
8. Committee, Board Representative and Trustee Reports (NO ENCLOSURE)
I. Trustee and Board Requests for Information
J. Notices of Motion
K. Meeting Dates
L. Adjournment

Eastwood Public Meeting to consider closure

2010-03-05T15:26:00.000-08:00

Last night, a meeting was held at Eastwood School from 7-9 PM to discuss the potential closure of the school. The turn-out was quite good, I thought. Eastwood parents, community members and Eastwood staff attended, as well as 8 of the 9 EPSB trustees, City Councillor Tony Caterina, MLA & Leader of the New Democrat Party Brian Mason, the media and many observers from our District. The gymnasium was set up with tables to allow for small group discussion. A facilitator was seated at each table to record comments. After 45 minutes of conversation, the facilitator from each table reported back to the larger group, highlighting the chief concerns or issues of their table. Most summaries drew applause from the room. All of the comments/ideas/concerns/questions will be gathered and presented to the trustees for consideration. I sat at one table for the entire discussion. Other trustees chose to circulate throughout the room and listen to the conversations at various tables.

At my table, I heard concerns about safety and transportation: parents who do not drive or have limited financial resources wondered how they would get their children to a new school that is not within safe walking distance. I heard how valued the school was and the critical role it played in supporting single-parent or low income parents in particular. These supports include on-site daycare, before and after school care, the hot lunch program, the modified calendar which creates shorter summer breaks and the Monday morning coffee group that welcomes parents. I heard fears about the impact on the wider community should the school close and what type of activity a vacant school might attract. I heard a lot of concern for and from people who are struggling to make a better life for their children and who are facing significant challenges at this point. The people at my table suggested that the school has created a strong sense of belonging for people who have previously felt disenfranchised or marginalized.

Following the small group discussions, there was a presentation from our Planning Department outlining some key information about demographics, Eastwood's current enrolment (106), past enrolment trends and possible outcomes and impacts should Eastwood remain open or should it close. As well, our Planning Department answered questions from the public that had been submitted ahead of time (via School.Closures@epsb.ca) and questions that came from the floor.

As you might expect, there was emotion in the room and some people expressed their frustration. School closure is a difficult issue to discuss, but I thought everyone worked hard to maintain a respectful atmosphere. I stayed around for an extra 30 minutes to talk with people after the meeting was adjourned.

People who have comments to make about Eastwood or any of the recommended closures, can email their comments to School.Closures@epsb.ca

You may also want to check out this website for additional information about the process, times, dates, etc: http://planning.epsb.ca/current-plans/school-closures

As always, I am open to your input as we wrestle with this complicated issue.

Correction- list of schools involved in Sector Review

2010-03-01T15:15:00.000-08:00

It turns out that four schools listed in our Sector Review map will NOT be involved:

Alberta School for the Deaf,
Argyll Home Education Centre,
Edmonton Christian School
Meadowlark Christian School

The Edmonton Journal will be running a correction tomorrow to clarify that the Alberta School for the Deaf, Argyll Home Education Centre, Edmonton Christian School and Meadowlark Christian School are not part of the upcoming Sector Reviews. These schools were incorrectly listed in the article that appeared on February 27 and on my blog.

Sorry for the confusion. Please spread the word!

What difference does it make which capacity is used (ACU or ACOL)?

2010-02-25T20:36:00.000-08:00

I have mentioned in previous blogs that I do not feel the provincially-calculated ACU capacity is a fair or accurate capacity measure when it comes to Sector Reviews or school closures. Why? What difference does it make? (Scott from 630 CHED asked me this question today.)

The best way to illustrate my point is to look at a specific school. I will pick Delton School because it has been designated as the receiving school should Eastwood and Parkdale close. Having a fair and accurate understanding of what is reasonable capacity for a receiving school is critical. With a faulty capacity measure, you can easily over-estimate the excess space at a school and this may lead to overcrowding or diminished educational opportunities for kids.

Delton's ACU capacity, as rated by the province is 650.
Delton's ACOL Capacity, as determined by EPSB and as appears on their school profile, is 480.

There are 22 existing classrooms in Delton. There are also 2 large rooms that are currently identified as "not used for instruction" that our administration feels could be converted into 4 classrooms. There is also a large library and a small art room/lunch room. So if you convert every single room in the school into full-time instructional space, you would have a grand total of 28 rooms. To get to the ACU capacity of 650, you would need about 23 kids in each classroom. Well, that's not a big deal really, is it? What is Sue going on about?

However, let's take a closer look at these rooms and decide whether they should all be converted into full-time classrooms. At Delton, there is a computer lab, a music room, a math/science lab and library- these are all used 1/2 time. Should they be removed and turned into full-time classrooms? I would argue no and I think many parents feel that these spaces provide essential educational opportunities that enhance teaching and learning. In fact, a survey EPSB commissioned with Cambridge Strategies, indicated that the public places a high value on schools having designated, specialized rooms for enriched educational opportunities for kids.

At Delton, there is also an early-learning classroom (a specialized, enriched preschool) and 3 rooms leased to child care. Are we going to revoke these critical leases? For that matter, if every room is converted into classrooms, what will happen to the countless supportive partnerships that we have developed to "wrap around" some of the city's most socially vulnerable children? At Delton, we currently have a Family Therapist (supplied through Family Centre), a school nurse (through Alberta Health Services), a nutritionist (through Alberta Health Services), a Partners for Kids Worker (Big Brothers Big Sisters), an In school Mentor (BBBS), an Aboriginal Liaison Worker, an Enhanced Snack program, and a Child and Family Services Liaison. These wonderful partners need some space to operate in the school. How will the Snack Program, as sponsored by E4C, be possible without the small lunchroom used to prepare the snacks? I believe these partners are currently housed in the two large rooms in the basement which are listed as "not currently being used for instruction" and this is the space intended to be converted into 4 classrooms. Where will they go if this space is converted?

So, let's go back to the classrooms again.
At Delton, we have 9 existing regular classrooms, add 3 of the 4 new ones in the basement (keep one for the partners), add the one unused classroom upstairs, perhaps consolidate the library and the computer room (thereby adding one more classroom)--- we come to 9+3+1+1= 14 useable classrooms.
With 20 students in each classroom, we arrive at 280 students.
In the three special needs classrooms, which hold 10 students each, we will add another 30 students.
We are now at a total of 310 students.
With the two full-time kindergartens, add another 40 students, bringing us to 350.
The preschool doesn't "count".
The childcare doesn't "count".
The library/computer room & music room don't "count".
Perhaps you decide that the math/science lab isn't essential, so you convert it into a classroom and add another 20 kids to arrive at 370.
370 seems pretty full to me. I would guess if the Principal and teachers at Delton were asked, they would also feel that 370 is full, especially when you consider the needs of the students they serve.

I am having a hard time arriving at the ACOL capacity (480) without removing some of the supportive services or adding more kids to every classroom. I see no way to get even close to the province's ACU capacity of 650 without very overcrowded classrooms AND removing the daycare lease AND removing the preschool AND removing all the supportive wrap-around services (not to mention things like music rooms!). To me, the ACU capacity is completely devoid of any educational rationale. It is not an "on-the-ground," common sense approach to capacity and I will continue to argue against it being used in the Sector Reviews because I believe it presents a distorted view.

I will say it again: measuring a school's capacity based on a square footage calculation does not work for kids or teachers or parents. It does not make any sense once you apply it to a real live school with real live kids.

Is my school in the next Sector Review?

2010-02-24T16:09:00.000-08:00

I realize that, of course, many people do not know which Sector their school is in, so the information that West One, Central and South Central Sectors are to be reviewed would be largely meaningless.

Here is the report that shows, on pages 4, 5, and 6 maps for the three sectors with all the schools identified.

http://www.epsb.ca/board/feb23_10/item07.pdf

You can see that the three sectors more or less cover all of the most established neighbourhoods in Edmonton.

GOING WEST TO EAST across the city the sectors roughly cover:

FROM: 170 Street in the West (north of the river) or 124 Street (south of the river)
TO: 50 Street in the East (northeast) or 82 Street (central East) and 45 Street (south east)

GOING NORTH TO SOUTH across the city, the sectors roughly cover:
FROM: 137 Avenue in the North
TO: Sherwood Park Freeway (southeast) and Whitemud Freeway (southwest)

Here is a list of all the schools that will be part of the next round of Sector Reviews:

In the South Central Sector:
Forest Heights
Argyll Home Education Centre
Clara Tyner
Ottewell
Holyrood
Waverley
Kenilworth
Rutherford
King Edward
King Edward Academy
Mill Creek
Donnan
Avonmore
Queen Alexandra
Hazeldean
Garneau
Windsor Park
McKernan
Belgravia
Parkallen
Allendale
ALberta School for the Deaf
Mount Pleasant
Grandview Heights
Avalon
Lendrum
McKee
Grandview Heights
Lansdowne
Malmo

In the Central Sector:
McCarthur
Athlone
Kensington
Rosslyn
Calder
Scott Robertson
Lauderdale
Glengarry
Killarney
Mee-Yah-Noh
Delwood
Balwin
Princeton
Belvedere
Prince Charles
Inglewood
Westmount
Westglen
Oliver
Riverdale

In West One Sector:
Dovercourt
Edmonton Christian West
Coronation
Westminster
Grovenor
Glenora
Mayfield
Brightview
Britannia
Youngstown
Meadowlark Christian
Crestwood
Sherwood
Glendale
Westlawn
Parkview
Meadowlark
Afton
James Gibbons
Stratford
Elmwood
Lynnwood
Laurier Heights
Hillcrest
Patricia Heights
Rio Terrace

To All Ward C re: Sector Reviews

2010-02-24T13:08:00.000-08:00

Hi,

Last night, the Board of Trustees approved the recommendation to apply Sector Reviews to West 1, Central and South Central Sectors. All the elementary and junior high schools in Ward C fall within these sectors. (Please note: These upcoming Sector Reviews will not apply to high schools in these sectors, as all high schools across the District form a separate sector.)
There is a lot of information in this email. Please read it carefully.

To: All constituents of Ward C, particularly parents of elementary and junior high students
From: Sue Huff, Ward C Trustee

RE: Sector Reviews coming to Ward C and why this matters to you

There is some important information that I need to share with you. I hope you will pass it on to your parent and community population. Starting in the early spring 2010 (March or April), EPSB will be conducting Sector Reviews in Ward C. Every elementary and junior high school in Ward C will be reviewed with the primary aim of reducing excess space. During the same time period, Sector Reviews will also be taking place in the central and south-central parts of the city, covering 82 schools in the most mature neighbourhoods of Edmonton. The long term plan is to continue with this process until every sector of the District has been reviewed in order to address our problem of 37,000 excess student spaces.

Right now, we are piloting this process with small-scale sector reviews of schools in the inner city and a cluster of schools in the Hardisty/Capilano/Gold Bar/Fulton area. You may have read about the potential school closures in the newspaper. I have learned a few things from this initial pilot that I wish to pass on to you.

First of all, many people in those communities did not know what “Sector Review” meant and therefore did not participate in the consultation process. This may have been due to language barriers or simply a lack of comprehension regarding the seriousness of the issue. In plain language, “Sector Reviews” are about possible school closures, reconfigurations and consolidations. Please ensure that your community is clear about the importance of these reviews and encourage people to participate in the public consultations when they occur in your area.

Secondly, some important measures have been changed. The capacity of a school is now being measured by the provincially-calculated measure called ACU (Area, Capacity and Utilization). It is not ACOL capacity which appears on your school profile. If you are not familiar with your school profile, please visit http://districtsite.epsb.ca/root/SchoolViability.cfm The ACOL Capacity was based on a count of classrooms multiplied by the student count derived from the recommendations of the Alberta Commission on Learning (ACOL). In an elementary school, the ACOL recommended student count averaged out at 20 students per classroom. Therefore, an elementary school with 10 classrooms would have an ACOL capacity of 200 (20 students X 10 classrooms). ACOL Capacity was developed by EPSB, but it is not recognized by the Province as a method of determining capacity and is therefore not being used in Sector Reviews.

By contrast, the provincially-calculated ACU capacity looks at the square footage of your building and deducts certain things like: Career and Technology (CTS) space in junior highs, space used by decentralized administration, space leased to not-for-profit groups and other levels of government. All other space in your school, including libraries, gymnasiums, hallways and any leases to “For Profit” organizations counts as empty space in the provincially calculated ACU. ACU is based on safety codes for the maximum number of people a building can hold. Over the next few months, I will be arguing strenuously that ACU is not a fair or accurate capacity measure for educational purposes and should not be used in Sector Reviews, however until further notice, you should plan on ACU being the capacity measure used.

In plain language, this means that your school’s capacity for Sector Reviews will be larger than you might imagine. Your Principal will be able to inform you of the provincially-calculated ACU capacity for your school.

‪Thirdly, the viability indicators or benchmarks, as seen on your school profile, are not the only criteria being considered and therefore are not as significant as before. These benchmarks, as seen in brackets ( ) for each viability indicator of your school profile are now being considered along with a number of other issues, like equitable distribution of programming within a sector, transportation implications, the equitable placement of district sites for children with special needs, proximity to other schools and effective grade configurations. This makes for a much more complex and strategic look at schools and school space.

It might be helpful for you to look over the current recommendations for the city centre (CCEP) and Hardisty area to understand how different the Sector Reviews are the previous Sustainability Review process. Under the old process, schools often felt “safe” as long as there was someone with a smaller enrolment than them. This is no longer the case and no one should make the mistake of feeling this doesn’t involve them. Although it is highly unlikely that a school with a very high enrolment would be closed, it could be reconfigured. In this current round of reviews, we have a school with an enrolment of 218 recommended to close (Fulton) to consolidate into a reconfigured K-9 at nearby Hardisty. We have two schools (Eastwood and Parkdale) recommended to close and consolidate with Delton Elementary, even though this fails to meet the 1.6 KM walk limit benchmark. We have a recommendation to reconfigure a K-9 school (Spruce Avenue) with an enrolment of 303, moving the 153 elementary students to another location, in order to turn the school into a junior high.

Unlike the Sustainability Review which looked at schools in isolation and one at a time, Sector Reviews can create significant change to many schools at once. The aim is to create a viable long-term solution for all the schools in the sector.

I recognize that you may be hearing this information for the first time and it may cause some anxiety for you and your school community. I don’t want to cause panic, but I DO want you to be well-informed and fully aware of the situation. It would be unconscionable for me to allow you to operate under false assumptions and thereby miss your critical opportunity to be meaningfully engaged in the consultation process this spring. Every school should have good representation at the public consultations. If your parent population has language barriers, we can provide translators. If childcare is a barrier to participation, please let me know and I will work to ensure that this is understood and accommodated. I wish to ensure that everyone’s voice is heard.

I have written several blogs about my thoughts on the current round of reviews, including my comments during the debate, how I voted on each recommendation and why. I will continue to post information as this process unfolds. If you wish to read these posts, scroll back until you find the relevant blogs; the first debate was held on February 9.

Over the coming weeks, your Principal will be supplied with additional information on the Sector Review process and the dates of the public consultations, which will, of course, be shared with you. Please do not hesitate to contact me if you have further questions.

Best regards,
Sue

Sue Huff, Vice-Chair & Trustee Ward C,
Email: Sue.Huff@epsb.ca

Board meeting- Tuesday, Feb. 23

2010-02-21T09:46:00.000-08:00

Below is a summary of the agenda, with comments from me in red.

If you want to read any of the reports, please go here:
http://www.epsb.ca/board/agenda.shtml and click on Board Meeting #11, February 23.

Board Meeting #11. Tuesday, February 23, 2010, 6:00 p.m.
McCauley Chambers (2nd floor)
Centre for Education (AKA Blue building across from Royal Alex Hospital)
One Kingsway Avenue. Free parking underground.

If you wish to address the board regarding an agenda item, you need to register with Anne Sherwood, Board Secretary by noon on Tuesday. (Anne.Sherwood@epsb.ca). You will have 3 minutes to speak. Alternately, you can speak without registering at ITEM G- Comments from Public and Staff Groups.

Agenda
A. O Canada
B. Roll Call
C. Communications from the Board Chair
D. Communications from the Superintendent of Schools
E. Minutes:
    1. Board Meeting #10 - February 9, 2010
    - These minutes will be posted February 24, 2010.
F. Improving Student Achievement
    2. Improving Student Achievement by Supporting Successful Transitions from High School
G. Comments from the Public and Staff Group Representatives
     (Anyone can speak here, no need to register, you will have 3 minutes.)
H. Reports
     3. Report #2 from the Audit Committee (From the Meeting Held February 16, 2010)
     (KPMG recommended to continue contract with EPSB)
     4. Report #8 from the Conference Committee (From the Meeting Held February 16, 2010)
     (Includes focus for Edmonton Foundation on early intervention)
     5. Motion re Long-Term Space Rationalization
      (Trustee Colburn's detailed motion on the long term plan for school closures- worth reading)     6. Removal of Coronation School and Grovenor Schools from Continuation Review
      (Recommendation to include these schools in West 1 Sector Review instead)
     7. Annual Implementation Plan: 2010-2011
     (Recommendation for Sector Reviews for West 1, Central and South Central to start in Spring 2010)
    8. Reviewed Board Policies Recommended for Affirmation, Minor Wording Changes or Rescission
    9. Presentation from Staff Group Representatives re 2010-2011 Budget:
     - Edmonton Public Teachers (NO ENCLOSURE) (7:30 p.m. - 7:45 p.m.)
     10. Responses to Board Requests for Information
     (Good info on energy conservation efforts in the District)
     11. Committee, Board Representative and Trustee Reports (NO ENCLOSURE)

I. Trustee and Board Requests for Information

J. Notices of Motion

K. Meeting Dates

L. Adjournment

Public Meetings to Consider School Closure

2010-02-14T09:21:00.000-08:00

PUBLIC MEETINGS TO CONSIDER SCHOOL CLOSURES:

Following the February 9, 2010 board meeting, the schedule below has been created for the public meetings, in accordance with Board Policy FL.BP School Closure and the School Act Alberta Regulation 238/97 - Closure of Schools Regulation.

The meetings have been scheduled at the schools listed below on the dates indicated. All meetings are scheduled from 7:00 to 9:00 p.m.

Thursday March 4 Eastwood School 12023 – 81 Street

Monday March 8 McCauley School 9538 – 107 Avenue

Wednesday March 10 Parkdale School 11648 – 85 Street

Thursday March 11 Spruce Avenue School 11424 – 102 Street

Monday March 15 Capilano School 10720 – 54 Street

Wednesday March 17 Fulton Place School 10310 – 56 Street

As outlined by the Closure of Schools Regulation, the following will have occurred prior to each meeting:

• Parents/guardians of students at schools where the school closure process has been initiated will receive a letter informing them of the public meeting along with an information package.

• Notice of the meetings will appear in the Edmonton Journal, Edmonton Sun, and Edmonton Examiner.

• Public meeting notices will be posted in 5 or more conspicuous places in the area or areas of the school or schools affected by the closure.

• Posters advertising the public meetings will be e-mailed to Principals and Administrative Assistants of schools identified for closure and receiving schools. Any other schools affected by closure will be asked to place advertisement on all doors of the school until the final public meeting date. School staff will ensure signage is re-posted if removed.

• A letter will be sent to the City of Edmonton providing notice of the public meetings and requesting that the municipality provide a statement to the Board of the impact the closure may have on the community.

• Presidents of the community league(s) will receive notification of the meeting and an invitation to attend.

The administration will schedule staff meetings with all schools that have been considered for closure. These meetings will be attended by union presidents or a designate from each staff group, and staff from Planning and Human Resources to provide information and answer questions and concerns related to a possible school closure.

Outcomes of the school closure process and recommendations will be presented at the Tuesday, April 13, 2010 public board meeting.

In accordance with the Closure of Schools Regulation, at least two trustees of the Board are required to attend the public meeting.

The Power to Create

2010-02-13T10:15:00.000-08:00

Yesterday, I, along with MLA Heather Klimchuk, attended a performance at Glenora Elementary School. Every student in the school was involved in a theatrical performance, under the guidance of Trickster. If you aren't familiar with Trickster, they are a professional company who have worked with 430 schools in Alberta over the past 20 years. Three professsional actors arrive at the school on Monday with many boxes of props, costumes and technical equipment. Over the next few days, the actors work with each class to create original scripts which have high levels of physicality, fun and imagination. Parent volunteers work tirelessly creating additional costumes, painting props or doing whatever is needed to bring the scenes to life. By Friday, there is, miraculously, a show. I've seen many Trickster performances and they are all inventive, funny and remarkably polished given the tight time constraints. Their work is supported by grants from the Alberta Foundation for the Arts. The other half of their fee is supplied (most often) by the Parent Council of the school. It is money well spent.

What do kids learn from their interaction with these skilled artists? They are taught how to work as a team, to think outside the box and enthusiastically say "WHY NOT?", to have fun, to innovate, to problem-solve, to express themselves, to empathize and put themselves in someone else's shoes for a moment. They are opened up to a whole new vocabulary of possibilities. Most importantly, perhaps, they are reminded of their pwn power to create.

Creativity is, I believe, a natural gift we all possess. Somehow though as we grow older most of us lose touch with it or begin to doubt it. We start to look outside ourselves and imagine that creativity is only afforded to the chosen few. I couldn't disagree more.

How can we encourage creativity in schools? Creativity is messy, loud and unclear. It cannot be scored like a PAT or put into provincial graphs. It is full of multiple failures. It is personal, subjective and emotional. It is irreverent and rule-breaking. It wanders into controversial topics and explores what it means to be a human. And, despite all these challenges, creativity is an absolutely essential.

We need to tap into the creative potential of every student, not to make a generation of wall-to-wall singers, poets and actors (although I do believe every society needs artists)... but because we need help encourage a generation of creative businesspeople to innovate the next economy, creative scientists to solve the problems of climate change and sustainable living, creative doctors to find cures for our most challenging health problems, creative lawyers to examine ethical issues, creative parents to help their children navigate an increasingly complex world and creative politicians to wrestle with global citizenry. We need creative thinking in every job, in every home, in every town square to help us survive as a race. We need to be creative communicators to help us overcome the issues that divide us and creative thinkers to shine a light on the possibilities not just the obstacles.

We will need every ounce of our collective creativity to build a better world.

How I voted and why

2010-02-10T16:53:00.000-08:00

Eastwood- I supported the recommendation to consider closure of Eastwood, with the caveat that I thought it was unwise to close both Eastwood and Parkdale, leaving the north east quadrant of the city centre project without an elementary school. Eastwood has an enrolment of 106 and is the smallest elementary in the city centre. Of those, 76 are regular students and 30 are special needs students, some of whom are bussed in from other areas. 27% of the space is utilized. Enrolment has been steadily declining for the past 4 years.
Vote: 7 for, 1 against.

McCauley- I voted against the recommendation. We heard many parents talk about the importance of McCauley and the strong connection to the community. 50% of the students come from refugee and immigrant families and poverty is a pressing issue. A new daycare just opened (1 week ago) on site, which caters specifically to multicultural families. It has 26 children enrolled without even putting up a sign, a clear indication of the need in the area. It was suggested that many of these children will become McCauley students and I believe this would be true (in part due to the transportation barriers many families face in the area but also due to the strong feeling of belonging generated at McCauley). McCauley has 173 students (K-9) and an early learning site. It is also a recently renovated historic building ($4.5 million) and with the City's revitalization plans for the area, I feel the school has a future, if it is right-sized.
Vote: 6 for, 3 against.

Parkdale- I introduced an amendment to close only the junior high programming at Parkdale and leave it as a functioning elementary to serve both Eastwood and Parkdale communities. My rationale is that in combining the elementary students from Eastwood (110) and those in Parkdale (95), you would have a viable elementary school of 211. Our viability indicators, previously developed, suggest 140 is a viable elementary school. However, our Planning Department said last night that those numbers are no longer relevant in Sector Reviews. My amendment was defeated 7-2.

We then reverted to the original motion to consider closure of Parkdale. I voted against this. I feel this creates too large a catchment area for Delton (the proposed receiving school for both Eastwood and Parkdale). The children in Eastwood and Parkdale would be a long way from their school (over 2 KM) and by my calculation the school would be over capacity. Eastwood 110 + Parkdale 95 + Delton 239 = 439. When you factor in that some of these students have special needs and therefore require lower class sizes... it puts the "weighted capacity" around 518. Delton is rated as having an ACOL capacity (based on Alberta Commission on Learning recommended class sizes) of 480. I disagreed with the planners that there would still be sufficient space to accomodate partners in this school, a vital component for city centre schools.
Vote: 7 for, 2 against.

Closure of Elementary program at Spruce Avenue- I voted against this, although I was torn. On the one hand, I see the benefit of a congregated junior high site at Spruce Avenue. However, Spruce Avenue is a functioning K-9 (303 enrolment), with a very healthy elementary population (153) and a healthy junior high population (150), meeting both viability indicators for enrolment. It seems unfair to displace elementary students and break apart a functioning school to reconfigure it in this way.
Vote: 7 for, 2 against

Capilano- I voted to support the recommendation. Again, Capilano is a small school (110) and the projected enrolment for next year is 86. This year, there was no grade five class, so that means next year there will be no grade six class. They have few children at the entry level (11 in K. 15 in grade 1) so the future growth did not appear to be there. As well, they have few children in their attendance area (152) and other school options are relatively close by. This was the only unanimous decision by the board.

Fulton Place- I voted against this recommendation. Fulton is a good-sized elementary (218) with an extremely vibrant daycare attached. The parents indicated that they do not wish to have the Logos program offered only at the new K-9 Hardisty School, as proposed. I felt that dismantling a functioning school in order to fill space at the large plant at Hardisty was not a good decision. With the enrolment from Capilano, Hardisty would have sufficient numbers to open up the additional K-4 grades as proposed (397 Hardisty + 110 Capilano = 507). I feel the problem of Haristy's excess space should be dealt with by right-sizing the building. It is huge!
Vote: 7 for, 2 against.

Board outcomes- school closure

2010-02-10T08:20:00.000-08:00

The board passed all the recommendations to consider closure for Eastwood, Parkdale, McCauley and the elementary program at Spruce Avenue in the city centre. In the Hardisty area, the board passed the recommendations to consider closure of Capilano and Fulton.

Here is a copy of the remarks I made early in the meeting:

Facts are facts even if they aren’t what we want to hear. We have excess space in schools- this is a fact. Some schools have such low enrolment that they are no longer financially or educationally sustainable. This, I would say, is also a fact. Within the next two years, nine new large schools will open along the outer edges of our city and when they do thousands of students who live closer to those schools than the schools they are currently attending, will migrate back to their neighbourhoods and leave our existing schools depleted. When these students leave, millions of dollars will exit our existing schools and hundreds of teachers will also shift places. There will be no additional dollars to offset these losses and our current problem of low enrolment schools will be much, much worse and more widespread. Almost every school in the District will be affected. The public is largely unaware of the enormity of this impending challenge.

Today we are looking at 11 schools and the recommendation is to close 5- almost half. This is a clear indication of how serious our administration feels the problem is and how strongly they are communicating the message: We have too many schools. We can’t keep operating them all.

I see two issues. First, and most important: what is the number of kids that need to be in a school in order to provide a high quality education, with appropriate grade groupings for learning, appropriate staff-student ratios, appropriate and varied programming to meet the needs of all kids, specialized rooms for options, libraries, somewhere to eat lunch, good support services and space for community partners like daycares or early learning sites.

The second issue is the size of our buildings and the cost to heat, light, and maintain them.

Because we receive our funding on a per pupil basis, we have quite logically assumed that the answer to both issues is related to student placement. Where the student goes, so goes the money. Where the student isn’t, the money isn’t.

But what if we separate these two ideas for a moment: educational decisions that are student-driven and building decisions that are operationally-driven.

If there is a small but educationally functional number of students in a big building, perhaps we need to right-size the building not right-size the kids. Wings or entire floors could be closed. For a relatively small cost, walls could be erected to hive the school off from the unused portion. This portion could be declared surplus to be leased, sold or turned over to other boards or the City of Edmonton as per our Joint Use Agreement. The school could continue to function in a smaller, more manageable footprint, and the community would benefit from the excess space being used in a sustainable and long-term manner.

Our problem is that we have persisted in believing that declining enrolment and space utilization in schools is entirely our problem to solve and as a single entity, with only one funder, we have allowed ourselves to be backed into a corner until it appears that only one option remains: school closure.

If we could rearrange our thinking and see this as a complex and multi-faceted issue that will require a complex and multi-faceted approach…what other options might appear?

EPSB is currently leasing space, from other providers, to meet some of our District needs. Have we examined how many of these leases could be cancelled and relocated into our excess space in schools, especially if entire wings of schools were closed and separated?

Have we approached potential partners like the provincial government, the City of Edmonton, other school boards, agencies, businesses and community leagues to discuss alternate solutions through joint ownership models?
Have we explored alternate revenue streams with communities- like special levies or donations- to help offset the increased costs of small schools?

Have we gone way outside the box to consider moving the adults instead of moving the kids? For instance, have we considered closing down the Blue Building, renting out this prime downtown real estate and moving central and board operations into schools?

Have we helped community schools retain more of the student population in their catchment (and thereby reduce our transportation costs and environmental footprint), by providing equal promotion and public validation to the local community school as a great choice for parents? Have we examined how excessively promoting schools that offer programs of choice and providing subsidized transportation to those schools may marginalize community schools and contribute to their demise?

The answer to these questions is, in my opinion: “No, not really.”

I have come to see that in some cases, with very small schools, closure may indeed be necessary, but I maintain that closures are not a wholesale solution to the problem of excess space.

Ahead of us, if we continue on this path, I see many, many school closures. Although no one will provide an estimate of how many schools must close, I can do some simple math to arrive at a guess. Each new K-9 ASAP schools has a capacity of 650 to 850, so we would need to close two medium-sized schools to offset each new school. That makes 18 medium sized schools. If you factor in that some of our small elementary schools have capacities in the 250 range, you might guess 20 schools need to close just to get us back to where we sit today. If we want to tackle the 30,000 excess spaces we have TODAY, before these new schools open…more schools will need to close. So add another 10? Or 15? But even after closing 35 schools (and all the heartache that would entail), we would hardly have put a dent in 30,000 excess spaces.

I do not believe it is in the best interests of students, of families, of communities and the reputation and long-term viability of Edmonton Public Schools to proceed with this drastic clear-cut of schools, without giving committed energy to exploring other options like right-sizing buildings and joint ownership models.

I will post how I voted on each recommendation and why in the next post.

School Closure recommendations

2010-02-05T17:09:00.000-08:00

On Tuesday, Feb. 9 the Board of Trustees will be debating and voting on two very key administrative recommendations. Both are to "consider closure". If these recommendations pass, the school closure process, as mandated by the School Act will be initiated. This involves holding public meetings over the next couple of months. After those requirements are met, the Board typically sees a final recommendation to actually close schools. This will happen in March, before the passport process is started so that parents do not register for schools that may not exist in September.

The step to consider closure is a critical decision and should not be underestimated. To the best of my knowledge, once this step is taken, closure is almost always the final result.

Here is the link for the City Centre report, which recommends closing three schools:

http://www.epsb.ca/board/feb09_10/item06.pdf

Here is the link for the Hardisty area report, which recommends closing two schools:

http://www.epsb.ca/board/feb09_10/item07.pdf

I will post my comments here to let you know what I said in the debate. I will also post here how I voted and why. Although these schools are not in my ward, I feel an enormous weight as I consider this issue.