Professional Documents
Culture Documents
Item 11.2.2
Low Enrolment
Secondary School Report
Presented by:
Table of Contents
Section
Page #
District Visits
9
11
12
14
15
17
18
20
21
23
24
26
28
Elementary
Headcount
Secondary
Average Daily
Enrolment
(ADE)
Total
2006/2007
25,013
2013/2014
21,824
Change
(3,189)
% Change
(12.7%)
13,455
11,109
(2,346)
(17.4%)
38,468
32,933
(5,535)
(14.4%)
The decline in elementary enrolment has levelled off, however, secondary is continuing
to decline as the small grade sizes from elementary move through to the secondary
schools.
Birth data on a Board-wide basis for the period of 1990 through 2012 showed a
significant decline from their peak in 1991 to a low point in 2000:
Year
Births
1991
3,349
2000
2,407
2012
2,893
The data sources are the Provincial Birth Registry, Canada Revenue Agency Child Tax
Credit information and the Census.
The Boards planning software projects that over the next ten years births will continue
to increase gradually and they are expected to be approximately 3,100 in the year 2024.
Based on this information, as well as other demographic trends, the Boards enrolment
is projected to increase to just under 35,000 by the year 2024.
Within this total, secondary is projected to continue to decline over the next five years,
bottoming out at an estimated head count of 9,300 in the year 2020, after which a
gradual rebound is projected to bring the enrolment above 10,300.
Elementary head count is projected to gradually increase to over 24,300 by the year
2024.
District Visits
Enrolment has declined not only within the Kawartha Pine Ridge District School Board
but also across the province. Other school boards are faced with similar concerns of
how low student enrolments affect programming. We visited two other school boards to
learn about how they are supporting low enrolment schools and allow for the best
opportunities for students. The two school districts selected to visit were Upper Canada
District School Board and Bluewater District School Board. In the Upper Canada visit,
our focus was on examining programming options in schools with less than 500
students. In the Bluewater school district our visit focused on K-12 models.
Visit to Upper Canada District School Board (January 2015)
Upper Canada District School Board is a school district with a large number of low
enrolment schools. They have 22 secondary schools with a total student population of
approximately 9,500 students. In contrast to KPR, we have 13 secondary schools with
a student population of 10,200 students. Upper Canada District School Board has a
number of schools with less than 500 students. All of the secondary schools are 7-12.
Our visit included discussions with senior personnel, school principals and classroom
teachers, and visits to two different low enrolment schools. Below is a summary of key
findings:
Flexible in their staffing to allow for creativity in meeting student needs. For
example, teacher-librarian sections may be utilized for other classes within the
school. Library technicians operate the library. As well, guidance, special
education, co-op are all part of the classroom allocation which allows for flexibility at
the school. Some of the credit combinations are different than combinations we
have staffed in our schools.
They use similar methods to support student learning including combining classes,
e-learning, and offering courses every other year. Upper Canada District School
Board did not utilize video conferencing at this time nor did they twin any schools or
share resources in that manner.
There are no partnerships between schools but they did allow students to bus to any
school within the area so that they did not lose students to other school districts.
All of the secondary schools in this district are Grades 7-12, which allows for more
staff and more opportunities to provide extra-curricular activities. Like KPR, the
schools utilize volunteers and are dedicated to meet student needs.
Specialist High Skills Majors are offered at different schools across the district.
While there did not appear to be specialized transportation for different programs,
students were allowed to bus anywhere within the system to access program.
Vacant classrooms in underutilized schools remain accessible to the school.
They did try to have Grade 9 and 10 students from three schools attend one school
for 11 and 12. They felt this environment had a negative impact on school culture
and abandoned this idea after five years.
Similar to findings in KPR, specialized programming did not attract students from
other school districts.
Strengths
The following strengths were identified:
Staff The school has a caring staff that is connected both to students and the
community.
Extra-Curricular Activities There are a wide variety of extra-curricular activities
available to meet the needs of students.
School Culture There is a caring culture in the school between staff and students.
This perception was also shared by students.
Areas to Consider
The following next steps were identified:
Continue to look at alternative means of course delivery, i.e. video conferencing and
e-learning.
It was recommended that we look at joint programming and extra-curricular activities
with Norwood District High School.
Seek out additional funding for small schools so that staffing can be increased.
Students emphasized the following: the need for late bussing so that all students
could access after school activities; better common areas for students so that they
had a better sense of belonging in the school; more course options; improved
computer quality; and authentic learning related to real jobs.
10
11
Strengths
The following strengths were identified:
Programming There was a strong feeling that Clarke High School provided its students
with a strong academic background, especially for students in Grades 9 and 10. Positive
academic and EQAO (Education Quality and Accountability Office) results were
mentioned specifically. Creative time-tabling maximizes opportunities for students.
Staff There were several comments that spoke about a caring and dedicated staff.
Extra-Curricular Activities There is a good variety of activities for the students of
Clarke High School. Another positive is that students will make the team if they try out.
The school offers a number of well-rounded opportunities for students (academic,
athletics, clubs, and student support).
School Culture The school allows for everyone to know each other. It provides a good
learning environment. The fact that the school is small offers the opportunity to address
individual student needs and support at-risk students.
Community There is a strong, supportive school community. The annual outdoor
graduation ceremony was mentioned as an outstanding event at the school.
12
Areas to Consider
The following next steps were identified:
14
Strengths
The following strengths were identified:
Staff The school staff is dedicated and work to find creative ways to support student
needs. Students have a strong connection to their teachers.
Extra-Curricular Activities Participation on school teams is easier for students when
enrolment is lower.
Programming Specialized programming opportunities are strong, i.e. Dual Credits;
Specialist High Skills Major and Geo-Venture. Students also take advantage of
e-learning opportunities. Students indicated that extra help was always available.
Students value the small class sizes that often occur.
Community There is a close relationship within the school and positive relationship
with the community. Students identified having positive relationships with peers and
teachers as an important part of a secondary school experience.
School Culture Students felt that the school was inclusive and that the staff were
caring.
Facility Students felt the quality of the gym and the size of the school were an asset.
15
Areas to Consider
The following next steps were identified:
Provide and market new specialized programming that will bring students to LDSS.
This could involve a greater emphasis on health and wellness and/or the
environment.
Establish programming partnerships with other schools within the City of
Peterborough. Move French Immersion to LDSS.
Consideration should also be given to developing an alternative school so that
people in Lakefield do not have to go into Peterborough.
Petition the Ministry to increase funding to support small secondary schools which
would allow for more teachers in low enrolment schools.
Consider changing the school catchment area to increase the number of students
who attend LDSS.
Increase the use of the school by the community.
16
17
Strengths
The following strengths were identified:
Programming The school community values the specialized programming (Forestry,
Hockey and Manufacturing) and the varied course delivery methods (video conferencing
and e-learning).
Extra-Curricular Wide variety of activities available and accessible to all students.
Community There is a strong sense of community within the school and with the community
at large. Community facilities are also available to support the school programming.
Staff A committed, caring and supportive staff. There are positive relationships with
students and low student/teacher ratio in classes.
Safe and Caring The small size of the school lends itself to a nurturing and caring
environment.
18
Areas to Consider
The following next steps were identified:
19
20
Strengths
The following strengths were identified:
Programming Students have the courses that are required to graduate as well as
prepare them for their path after high school. There are a good variety of electives
given the size of the school to interest a variety of students. Daycare within the building
was seen as a positive for a community school. Strong student success team to
support students in the school.
Safe, Caring Environment There is a safe environment at the school. The small size
of the school allows students and staff to know each other very well. Every student
feels like an individual and receives personal attention. The environment allows
students to develop confidence in their ability. Students are supported socially and
emotionally within the school. There is tolerance for different groups.
Community There is a community feeling at the school where students feel safe in this
environment. It is also positive that the students attend a school within their community.
21
Extra-Curricular This was seen as an area where students had the opportunity to be
on any team available because of the size of the school. Activities such as student
leadership, student trips, and athletic teams were all identified as positive attributes
within the school.
Instruction Strong and devoted teaching staff are able to meet the needs of all
students in the school.
Areas to Consider
The following next steps were identified:
22
23
(V-Conference)
TASSS:
13
(Face to Face)
LDSS:
(V-Conference)
NDHS:
(1 V-Conference only)
(3 Face to Face only)
(5 V-Conference and Face to Face)
Summary:
Course Completion
All students who responded to the survey completed the course. Of note, a study of
Trillium records showed that:
7 students began Grade 12 University Level Math (MHF 4U) via video at NDHS;
6 completed the course,
8 students began Grade 12 University Level Biology (SBI 4U) via video at CDHS;
6 completed the course
Similar information is not available for the LDSS students who enrolled in Grade 12
University Level Physics (SPH 4U) via video.
Extra Help
Students in face to face courses generally reported being able to access extra help far
more easily than those who participated via video. The latter group felt that extra help
was challenging, or unavailable, as they could not arrange transportation to meet with
the teacher and there was not always a teacher at their home school able to provide
support in the senior university level course.
24
Course Material
Over half of students in face to face classes reported being confident or very confident in
their understanding of the course material at its conclusion. This compares with
approximately one in five students reporting the same when completing the course via video.
Taking another video course?
Students would overwhelmingly prefer to take courses face to face and would either not
take a course again if it was offered via video, or would only if there were no other options.
General Conclusions
Challenges to address:
Access to teacher for extra help, test support, discussion during class,
Technology: audio, video, connection issues,
Scheduling of class in the day (different school times).
a) The comments indicate that students who take courses via video conferencing need
additional support which might include the teacher conducting classes at the second
site on a regular basis or arranging to meet with video students at their home school.
b) The number of comments regarding problems with technology indicate that this is
something that needs to be addressed as well. Perhaps additional opportunities for
the teacher to learn more about technology and other digital options that might be
available and more reliable could be explored prior to the beginning of the course.
c) On a positive note, a number of the students who were on the video side
commented that they did appreciate the opportunity to take the course, rather than
have it cancelled outright.
d) In a specific situation where comments depict the extra measures that a particular
teacher took to reach the video students through a variety of methods, including
operating a web-page and frequently checking email, the students in that course
were more positive about the possibility of taking another course via video. They
also reported feeling more confident about their understanding of the course
material.
e) A similar survey of teachers who deliver video-conferencing would be beneficial to
future planning.
Notes from previous years generally have similar comments (NDHS and CDHS).
Students who took all of their tests at the school with the teacher found that to be very
helpful. One student commented that on occasion the teacher would put the video
class on mute to control feedback, however they were then unable to ask questions.
Students also had difficulty seeing calculations and explanations because of technology
limitations (camera angle). Some students noted that they preferred the video method
to e-learning.
25
V-Conference
14
% of Respondents
Yes
88%
No
12%
Yes
50%
21%
No
29%
54%
Somewhat Confident
33%
Not Confident
13%
No Response
21%
Somewhat Confident
43%
Not Confident
36%
V-Conference
Only if Necessary
21%
Yes
14%
No
65%
26
Comments
Face to Face:
Tech problems that took away from learning (7 similar tech related comments).
No supervision was in the CDHS side of the class, so cheating and personal issues
resulted from that.
V-Conference:
It was challenging to hear because of his class being loud. It was also hard to ask
questions.
Focussing, not being teacher-assisted in class.
Keeping on task was a challenge.
The class wasnt cancelled so I still got to take it (3 comments similar).
Strengthened my independent and organizational skills.
I couldnt go for extra help and I didnt get back marked work or tests.
Challenge to never have a teacher come to us. It would have been better to have a
teacher in the class once a week.
Limited extra help and I felt less important than the other students in the classroom.
Video conferencing courses need to have the same expectations and opportunities
for success both in class and out of class.
It was hard to get help, felt neglected.
Different bell times were a challenge.
It would be beneficial if a teacher or individual with knowledge about the subject was
on both sides.
It was a challenge not to have a teacher in the room.
It was a disadvantage not having access to the teacher in the same way.
Lots of tech issues.
Would have rather taken the course at my home school.
Would have taken the course at my home school if I had known what this would be
like.
27
28