Creston Homelinks Recommendations

School District No.
8 (Kootenay Lake)
Office of the Superintendent of Schools/CEO Academic Success Creativity and Imagination Citizenship Resiliency
Report to the Board of Education

Date: Meeting Type: From: Originator: April 1, 2014 Regular Meeting, Public Agenda Jeff Jones, Superintendent/CEO Ben Eaton, Director, Independent Learning Services David Falconer, Principal Joanne Beddoes, Vice Principal Creston Homelinks Information DG-3: Increased Engagement with Communities and Constituents DG-5: Alignment of Programs and Facilities to Better Meet Student Needs
Re: Purpose: Governance Reference:
1. RECOMMENDATION It is recommended that: The April 1, 2014 Creston Homelinks Report, BE RECEIVED for information. 2. ISSUE After an extensive consultation process, the Creston Homelinks Administrators have developed recommendations for the Boards consideration relative to Creston Homelinks. 3. BACKGROUND The Homelinks program is a highly successful educational model that provides the support and expertise of qualified teachers, and access to learning resources, for families who have chosen to homeschool their children. The role of the teacher is to
Page 1 of 15
School District No. 8 (Kootenay Lake) April 1, 2014 Regular Board of Education Meeting
provide support for parents through conversations, assessments of learning, and when needed, provide tutoring for students. Parents and students are expected to have regular contact with the teacher up to, but not more than, 50%. The program has grown to include classes in the Creston, Kaslo, Nelson, and Slocan Valley families of schools. With the exception of Creston, all Homelinks classes are co-located in community schools. We are finding that the Homelinks classes co-located in community schools are benefiting from increased access to school resources, activities and initiatives. Students are able to move seamlessly between independent learning opportunities vis--vis homeschooling, and supporting opportunities vis--vis inclusion in learning opportunities offered in their schools. Historically, the Homelinks program has been administered by a District VicePrincipal (located at the Creston site), under the supervision of a Principal who oversaw several District programs and initiatives. As the Homelinks program expanded to include classes throughout the District, this organizational structure proved to be unwieldy. A lack of clarity regarding administrative responsibility for each of the classes became evident, causing confusion for parents, teachers and administrators. Although not officially responsible for the Homelinks classes located in their schools, Principals of community schools were consistently asked to support the needs of the Homelinks classes located in their schools when the appointed district administrator for Homelinks was unavailable due to geographic distances between the Homelinks sites. A further complexity was identified in that community school principals were unsure of boundaries of support they could provide, and a barrier for inclusion of the Homelinks classes in community school activities, initiatives and events was formed. Throughout the 2013-2014 school year, classes that are co-located in community schools have been transitioned to formally become programs directly connected to the school in which they are located. They are now being administered by the principals on site, rather than by a District administrator. We are finding that this transition opens opportunities for inclusion in the schools where the Homelinks classes are located, provides access to a higher level of resources, and provides clarity regarding administrative responsibilities and accountabilities. As the Creston Homelinks program is the only one that is not co-located in a community school, the program administrators were asked to facilitate a process of engagement that would examine the possibilities that may (or may not) exist for Creston Homelinks students should the program be moved from its current site. The administrators were also asked to examine with the program community the secondary program (grades 10-12) that is currently offered at Creston Homelinks. Again, this is the only Homelinks site that offers grades 10-12. It has been found that students at these grade levels often require more teacher support than is contemplated in a home schooling model. We wondered if co-locating the Creston Homelinks program in a community school would support the learners enrolled there
Page 2 of 15
in similar ways to that which we have observed in other sites throughout the District. We also recognized that co-locating the Creston program in a community school would open a window of opportunity to reallocate the resources currently being deployed to support the District Vice-Principal role relative to Homelinks. Process for Community Engagement January 20th-28th informational letter about co-locating Homelinks K-9 at Canyon Lister Elementary (CLES) presented to staff informational letter about co-locating Homelinks at CLES presented to parents
January 28th, 2014 Parent meeting beginning input process- held at Homelinks Creston
February 11, 2014 email survey sent to all Creston Homelinks families with an active email to close Monday February 17th (remained open to Feb 26th) mailed surveys to all Creston families without an email address (Wednesday February 12 and Thursday Feb 13) requested back by Monday the 24th (accepted late surveys)
February 21, 2014 PAC meeting Creston Homelinks information reviewed around the process, addressed a variety of questions,
February 24th- 28th, Compiled Information from meetings, surveys and input forums around Homelinks program and co-location proposal. Identified areas for improvement, challenges to overcome, areas of interest to develop.
March 5, 2014 Focus group conversations around themes that arose from feedback (surveys, conversations, meetings)
March 6-12, 2014 Prepared and completed findings with recommendations to for decisions by the Board , to school planning council and staff for program challenges for school planning day.
Page 3 of 15
Recommendations 1. Co-locate the Creston Homelinks program with Canyon/Lister School This recommendation is not strongly supported by the Creston Homelinks community. However, Administration believes that student learning would be enhanced, access to resources would be increased, and the District would see an opportunity to reallocate the resources currently deployed to support the Vice Principal role for Homelinks. We would also see efficiencies in clerical support. Space at Canyon/Lister School is more than adequate to meet the needs of the Homelinks program. There is outside front access so families would not be hindered. Given the projections for Canyon/Lister School there will be plenty of opportunity for all to use the gym and library. 2. Creston Homelinks become a K-9 program, and that Creston Homelinks students in grades 10-12 be supported through the Prince Charles Secondary School Learning Center. The school district presently supports three secondary programs in Creston: Prince Charles Secondary School, Pathways, and Homelinks. Pathways and the Learning Center offer the same curriculum that is used at the grade 10-12 levels through Homelinks. The Learning Center, is the same model as Homelinks, without the elementary component. Students can work independently at a location that is not on site, and maintain a flexible program to meet their needs and participate in activities if they choose. This model would also give Homelinks students access to more Scholarship opportunities. 4. STATEMENT OF IMPACT We recognize that should the Board of Education approve these recommendations, there will be some members of the Homelinks Community who will be opposed and who will make different choices regarding their childrens education. However, we believe that these recommendations will enhance learning opportunities for our students. We also believe that these recommendations will lead to efficiencies relative to our resource allocations. 5. CONCLUSION After a thorough consultative process, Administration is asking the Board of Education to consider two recommendations relative to the operation of Creston Homelinks. This report is provided for information, and the Board will be asked to make decisions relative to these recommendations at the next Regular Board Meeting on April 22, 2014.
Page 4 of 15
Jeff Jones Superintendent of Schools/CEO SCHOOL DISTRICT NO 8 (KOOTENAY LAKE)
Page 5 of 15
Appendix A Supporting Documentation from Joanne Beddoes Proposal : To co-locate Homelinks into Canyon Lister Elementary School. Considerations: In considering the two programs offered in Homelinks (K-9 and Grad program) support both with respect to location changes. To not offer grade 10 to 12 due to declining enrolment, but transfer it to another locally supported program under the same expectations of program delivery for parents a home learning program. Process In gathering input to the above proposal a process was established and included input as outlined below. Program review questions are also apart of the process. Some decisions as a result are to be made at the board level, some at the school level. January 20th-28th informational letter about co-locating Homelinks K-9 at Canyon Lister Elementary (CLES) presented to staff informational letter about co-locating Homelinks at CLES presented to parents January 28th, 2014 Parent meeting beginning input process- held at Homelinks Creston February 11, 2014 email survey sent to all Creston Homelinks families with an active email to close Monday February 17th (remained open to Feb 26th) mailed surveys to all Creston families without an email address (Wednesday February 12 and Thursday Feb 13) requested back by Monday the 24th (accepted late surveys) February 21, 2014 PAC meeting Creston Homelinks information reviewed around the process, addressed a variety of questions, February 24th- 28th, Compile Information from meetings, surveys and input forums around Homelinks program and co-location proposal. Identify areas for improvement, challenges to overcome, areas of interest to develop. March 5, 2014 Focus group conversations around themes that arise from feedback (surveys, conversations, meetings) March 6-12, 2014 Prepare and complete findings with recommendations to board for decisions by the board , to school planning council and staff for program challenges for school planning day.
Page 6 of 15
What is Homelinks: Homelinks is a program of choice offered to families in the SD8 community, and provides a supportive way to educate your child at home. Families have access to a liaison teacher whose role is to connect BC curriculum together for parents to teach at home. Liaison teachers provide support for parents through conversations, assessments of learning, and when needed tutoring a one to one for some skill building. Parents and students are expected to have regular contact (not more than 50% face to face). Homelinks, a Distributed Learning (DL) program, follows the distributed learning expectations of the Ministry of Education. That also includes the limits and regulations on spending of funds to support students, and allowable time of face to face teacher time. In Homelinks , we also offer to families a once a week regular activity time October through to May. Students participate voluntarily. Activities are geared to building social time for the students and usually include art and PE activities. Specialty activities run either as a one off or could also be 4 to 6 week class. Homelinks is not a classroom based model. Parents drop in to get support, drop of work for assessments, bring in their child for assessments, or to pick up resources for use at home. Where are the families/students from?
Community Number of students Number of families
Wynndel West Creston Creston Kitchener Kingsgate Arrow Creek Erickson Canyon Lister South Creston totals
10 4 14 7 5 5 14 55 30 3 147
5 2 11 3 2 4 6 18 12 2 65
Page 7 of 15
Myths and Misunderstandings: In preparing to present this information, regarding any decision about the proposed change of location, incorrect information was presented as fact. We therefore need to challenge these myths. The myths identified are: that the program has been threatened every year with closure (or partial) This program was apart of a 2010 discussions with PAC and communities around relocating the program. Grade 10-12 has historically had small numbers and therefor is questioned around its viability. This is the second time in recent history that the question has come forward. Please note that although it has been officially discussed twice (2010 and 2014), families feel vulnerable and thus any change to status quo has resulted in an ongoing perceived threat to the program. Also, note that the program has not been in jeopardy of closing. Secondary numbers being below 10 put that part of this program into question. that elementary carries the secondary All K-9 teaching assignments are per student based. K-7 allocations are not carrying any secondary load. Budgets are created per student as well. Activity budgets have typically only been spent by elementary. An analysis of where this idea comes from shows that past practice of per course allocation to grade 8 and 9s (who are funded as a whole student) has left some subjects unallocated and so then picked up by the Vice Principal. Grades 10-12 are set per course for staffing and funding. The blend of the two types of programming has created this challenge. Recommendations for this are discussed later in this report. that teachers get dumped here all teachers have applied and been successful in that application to be here through interview process. There has been one transferred in as a result of contractual obligations. that we turn students away (wait list) the waitlist is part of the process of entering to ensure availability of space. All September wait listed people were entered in October without increasing staffing. We received a several more requests into January which were also accommodated as others moved out. When the semester changed at PCSS, we several additional requests to register with Homelinks for a variety of reasons. The majority of requests, being to pick up one or two courses as a cross enroll. All requests were accepted within two weeks as our Homelinks students finished courses leaving space available. Currently, no one is on a wait list for this year. that this is the perfect program for everyone, that this program has been successful for them therefore successful for all For some families this is a great fit. Not all families have the same passion, commitment and time to dedicate to their childrens education. New families meet with me prior to acceptance in order to outline the expectations of being a home learning family ; to see if this is a good choice for them. Some families have left voluntarily as it was found to be challenging or another option was better for them. This seems to be the case as the students enter into the high school.
Page 8 of 15
Delivering specialized content (ie: senior math classes) is far more challenging and more individual support is needed. that if we move, everything will be difficult fear of not accessing activities in town. Although, we have walked to some activities off site when available. We usually have parents drop off and pick up their child at the site of the activity. Any change, even a change for the better , is always accompanied by drawbacks and discomforts. Arnold Bennet that we will become like other programs fear of mixing with those students (as heard from classroom based parents and home learning based parents) The reasons parents have chosen to home school are all unique and specific to their situation. Commonly there is a high value placed on the role of the family in educating their children followed with a commitment to make this a reality. In District #8, Homelinks has either been in the local school or transitioned into a bricks and mortar school. The values of the families are intact and indeed no one is trying to sway them into a classroom setting. West zone communities with Homelinks classrooms have made use of available space in local schools successfully. Looking at Homelinks Nelson, who underwent a transition 2 years ago, students have private access that allows them the anonymity of being in the building. Both groups co-exist in the same building. Also note this has opened up opportunities for sharing in a way that could not happen otherwise. Specifically, a student joining into a science class. that funding is changing that there is less Ministry has capped the third party provider at $600 but school budget still supports the families. Also, historically parents who have been in the program a long time, have seen changes to funding and rules from the ministry have change. There is a difference in what can be purchased and what cannot as a result of changes at the Ministry level over time.
Page 9 of 15
Feedback information : Information was gathered through the process as outlined and includes: Conversations with staff at staff meetings, parents at initial parent meeting, PAC meetings, individual letters sent to administration, individual parent conversations 21 Parent surveys out of 65 surveys sent out 13 Student surveys secondary Friday activity day students 4 staff surveys out of 11 staff reference of District Policy 462 Schools and Programs of Choice Board Goals specifically 5 -Alignment of Programs and facilities to better meet student needs (seeking to place programs according to student and community need, 7- Provision of more program choices throughout the District (seeking cost efficiencies) Parents and students clearly identified the following as whats most important about the program and why they have chosen this: having a liaison teacher for support and assistance when needed relationship with teachers environment created by teachers being able to work at their own pace, flexible access to resources activity day and the great choice of activities
When asked to identify challenges or changes to the program: Many said that everything was great or that the there was nothing they would change. uncertainty about the graduation program continuing and the perception of having to fight for this every year. limited course selections at secondary level changes to program option from elementary to secondary Parent comments to be aware of: CLES is closer to where I live, its my community school I dont mind where its located now, moving doesnt really matter to me If program does not go K-12 we will not be apart of program
Page 10 of 15
Considerations for co-locating K-9 to Canyon Lister Elementary with respect to student learning (from staff and admin) sharing of staffing which become limited with declining enrollment (Case managing, Learning assistance, library support) Building capacity for cross enroll of K-9 Ministry mandate Homelinks access to a new computers for learning as CLES has a new lab with already existing licensed programs for supporting vulnerable leaners Access for the majority of students (66% in Canyon Lister area) Supports District goal #5 by optimizing utilization of facilities and seeking to place programs according to student needs Possibility of enrolling more independent students from Canyon Lister area Some town planned activities may have bussing costs (program costs)
Staffing considerations brought forth: Is there really available space sense of worry that the space we need is not available Families choose HL so as to not mix with bricks and mortar students Where will parents with younger children wait? Older students may not want to enter into an elementary building Without a grad program we will lose some families Families come to a safe place Would need to consider operation of CLES schedules and use of specialty rooms like the gym and library Would our families graduate if no grad program? Would Bountiful be able to access HL at CLES? Greater distance to CLES for families used to travelling to the CEC from outlying areas
Recommendations: Staff will create the same caring environment wherever they are located. Almost unanimously parents and staff identify the key components of the program as the teachers, relationships, activity days, having a flexible program, and access to resources. When asked about potentially moving to a new location, it is a strong no but without consideration for the items they identify as most important or directed at student learning. The question of co-locating Homelinks at Canyon Lister Elementary was asked several times in public meetings and on the surveys. Each meeting deeper discussions were held as we identified what is valued about the program. Space at CLES is more than adequate to meet the needs of this home learning program. With outside front access, families could come and go without disruption of the CLES program. CLES students play in the back on the playground at recess and lunch again keeping the front quiet and available for families to come and go. Given the projections for next year and beyond, there will be plenty of opportunity for all to use the gym and library (shared spaces) without interference. Schedules and expectations, of shared spaces, would be considered with and by all staff members.
Page 11 of 15
Remaining at the current location does not allow for the considerations above. The program is successful for most families as the support they receive has been identified. A few families have indicated they will leave the program if the program is to move. Regardless of the location of the program, the survey an public meetings have identified areas to enhance, grow, and even change the way support is given. These will be brought forward to the planning day in May. Any decision to co-locate Homelinks will need to consider (indirectly) what our Bountiful families need and will do and how we can support this group in public education, but considerations would be for all students. Given the low numbers of the secondary program and the recommendation to transfer this to the Learning Center, will likely see several families leave the program, regardless of any decision to move the program location. Cross enroll is a realistic option for the Homelinks secondary students and maintaining the close proximity to PCSS through the Learning Center provides our families with everything they currently have along with more closely tied options (as woodwork or metal work) which was a need identified by students and parents. I believe there is an opportunity to grow the K-9 program , a recommendation from our parents at a PAC meeting, at CLES. This would potentially allow an elementary school to adapt a cross enroll program at the K-9 level where needed. Being able to blend a program to tailor to student needs in either program would be available. As well as program location change, several questions about the Creston Education Center and other School District #8 programs that operate there, have been asked. These include: What happens to the Homelinks classrooms here? Is the building closing? What happens to Wildflower? Gym and library resources are Homelinks. If an Administrator is needed on site, who will be here? Who will the renters contact? This is a hub for early learning. What will happen to these programs?(Strong Start, Family Place). Throughout the conversations there have been questions for which I have no answers with regards to other programs in the building. There seems to be a sense of connectedness through all programs. At this time, I can say, that these programs operate in isolation from each other and interact as we share the same space but are not dependent on each other nor interfere with each other.
Page 12 of 15
Grade 10-12 program Proposal consideration: To separate the K-9 program and the grade 10-12 program at Homelinks To not offer grades 10-12 due to declining enrolment and duplication of services.
Over the last three years the secondary grades 10-12 FTE as reported on the September 30th 1701 report: 2013/2014 2012/2013 2011/2012 7.375 FTE 8.375 FTE 6.125 FTE
Parents have identified the following to consider (as important and why they chose this program): maintaining a K-12 program space (for secondary) to drop in teacher support and help involvement with activities access to resources (curriculum materials, library) continued work at own pace/flexibility location-proximity to high school for cross enrolling (options mostly) location no a part of a bricks and mortar school Students have identified the following to consider (as important and a successful part of the program): teacher support and help activities provided continue to work at own pace access to teacher more than 3 days a week ** location to be able to come in and write tests as needed Other information to consider:
Grad Program Options Within School District #8

Prince Charles Secondary School Regular Program - students take courses within the timetable rotation that are delivered by a teacher through direct instruction. Pathways - students work independently on mainly Pro Active course work or online course work provided by another distance Ed program. Students take courses in Pathways for a variety of reasons: to get ahead, because something did not fit within their timetable, to catch up or make
Page 13 of 15
up previous unsuccessful work, or because they work part time or choose to attend part time and work mainly at home. The program takes place in the building behind the soccer field on PCSS grounds. A teacher is onsite to support the students as well as occasional TA support. Learning CenterThis program takes place off site in a rental facility. A teacher and educational assistant are on site at all time. The program runs independently of the bell schedule at PCSS with only a few students having courses in both sites. Course work here follows Pro Active but is also highly adapted and altered to fit the learning styles of the students as well as their interests. Students are there by choice or they want more flexibility in their programing or an learning environment that is more quiet. The facility offers cooking, music (guitar and drumming) as well as art. Independent directed self-study students in grades 10 12 can design their own course work based on skills or interests through the counselor or administration at a Secondary school. Work experience PCSS has a work experience coordinator who works with students in any of our programs facilitating and tracking work experience. In addition, the teacher also works with Secondary Apprentice students and Ace-It students. Home schooling students can register with PCSS to do a self-directed homeschool program. Students can also do a home program that is provided by the school and receive traditional marks and credits towards graduation. What would our families choose if no grad program available: Homelinks families have made it clear that PCSS regular program is not the choice for them and likely will not enroll here to continue studies on a full time basis. Although, many do cross enroll to PCSS for options classes or one of classes that we do not offer. Students also cross enroll to many other out of District 8 schools. A few families have indicted that if a grad program is not offered they will also enroll siblings in lower grades, into another program to keep their family education program together. Pathways and the Learning center model offer the same curriculum that is used at the grade 10-12 program in Homelinks. The learning center , being off site, is the same model as Homelinks without the elementary component. Students can work independently at a location that is not on site (which is important to families), and maintain a flexible program to meet their needs and participate in activities if they choose. Every year in February and March we ask our families about choices for the following year. Staffing is limited contractually, based on student enrolment and teacher assignments. To offer more course choices would mean hiring additional specialty teachers o accommodate a few. In parent meetings with administration in 2012/13 school year to discuss secondary staffing needs, parents made it clear that content specialists were the priority (math, sciences and the humanities). This year the secondary staffing allocation for grade 10-12 is equivalent to 0.4 FTE and is shared with the secondary content teachers. Parents and students want choice but the
Page 14 of 15
enrollment numbers determine staffing levels, contracts determine assigned staff members and flexibility becomes challenging. Students are needing to access teacher support more often as content is more challenging . In some cases students are here more than the 50% allowable under DL rules. In this case the support they need cannot be supported in this model.
Recommendations: It is recommended that: the Senior Leadership and the board support the change to Homelinks as a separate K-9 program. That the grade 10-12 program be transferred to the Learning Center under which Homelinks secondary could continue to operate. Staffing allocation would then follow and potentially add to the possibility of more choice for students. It is further recognized that: Scholarship opportunities for graduates would be greater as PCSS has a list specific to their school of scholarships. Homelinks has had few graduates over the years (last year 1, this year potentially 3). They have had top marks and I believe should be able to be rewarded through scholarships for their achievements otherwise not available to them.
Page 15 of 15

Creston Homelinks Recommendations

Caricato da

Informazioni sul documento

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

Creston Homelinks Recommendations

Caricato da

Copyright:

Formati disponibili

School District No.

Report to the Board of Education

Re: Purpose: Governance Reference:

Jeff Jones Superintendent of Schools/CEO SCHOOL DISTRICT NO 8 (KOOTENAY LAKE)

Grad Program Options Within School District #8

Potrebbero piacerti anche