11/29/2005 - Special Board MeetingTHAMES VALLEY DISTRICT SCHOOL BOARD
SPECIAL BOARD MEETING,PUBLIC SESSION
2005 NOVEMBER 29
7:00 P.M.
BOARD ROOM,EDUCATION CENTRE
1.CALL TO ORDER
2.APPROVAL OF AGENDA
3.CONFLICTS OF INTEREST
4.C.N.WATSON CONSULTANT REPORT
5.ADJOURNMENT
V-verbal
M -material
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THAMES VALLEY DISTRICT SCHOOL BOARD
SPECIAL MEETING,PUBLIC SESSION
2005 NOVEMBER 29
TheBoardmet inspecial session on2005 November29 in the BoardRoomatthe Education Centre,meeting
in public session at 7:04 p.m.The following were in attendance:
TRUSTEES
D.Anstead
J.Bennett
A.Cartier
G.Hart,Chair
ADMINISTRATION AND OTHERS
B.Bryce
B.Greene
C.Murphy
M.Sereda
J.Thorpe
D.Blair
K.Dalton
Regrets:J.Henry
J.Hunter
P.Jaffe (-8:50)
D.Moulton
D. Mugford
8.Peters
J.Empringham
K.Havelka
S.Hughes
L.Hutchinson
W.Tucker
B.Wagner
K.Wilkinson
T.Roberts
P.Sattler
J.Stewart
L.Stevenson
M.van Gaalen (-7:50)
K.Bushell
S.Christie
C.Dennett
G.Owens
W.Scott
1. CALLTO ORDER - Chair G. Hart called the meeting to order.
2.APPROVAL OF AGENDA
The agenda was approved on motion of J.Stewart and S.Peters.
3.CONFLICTS OF INTEREST -No conflicts of interest were declared.
4.C.N.WATSON CONSULTANT REPORT
Chair Hart described the background to securing the assistance ofC. N.Watson and Associates Ltd.
to develop an accommodation study for the Board.
B. Bryce, Director of Education,reported that on 2005 May 31,Thames Valley was provided withan
interim report by Cynthia Clarke,Associate Director of C.N.Watson,on the future accommodation
needs of the Board. At that time, school boards were awaiting specific, criticalinformationfrom the
Ministry regarding school closures,anticipated since the Premier and Minister announced the Good
Schools Open policy statement in Febnjary 2005. Withoutthis information,Ms.Clarke could only
address demographic trends and suggest potential changes to program and school organization
structures.
Director Bryce advised that the revised school closure guidelines have notyet been issued.Because
It was necessary to move fonvard on developing the Capital Plan, the Board voted on 2005 October
25tomove forward with the accommodationstudy In the absence ofthe guidelinesfrom the Ministry.
Like many school boards In the province,Thames Valley faces significant challenges created by
overall enrolment decline,needs created by new development areas,the increasing demand for
French Immersion programming and the govemment's initiatives such as Best Start, the Primary
class size cap of 20:1,Learning to 18 and the requirements of the Ontarians With Disabilities Act
However,these challenges are viewed as opportunitiesto ensure that Thames Valley,as a publicly
funded board,provides programs for its students inan equitable manner that enhances their learning
opportunities withinthe limitations of the Student Focused Funding Model and the Capital Planning
process.Ensuring that the best possible staff, curriculum and facilities are available have traditionally
been the key concerns of locally-elected school boards.
2005 November 29...2
4.C.N.WATSON CONSULTANT REPORT •cont'd
Director Bryce emphasized that education does not stand still,that there Is always a dynamic present
and that the Board's current situation Is no exception.Many of Thames Valley schools were
constructed to meet the needs ofthe baby boomers and some were built to meet the needs oftheir
parents and grandparents.The Capital Planning process announced by the government this year
requires all boards to look tothe future to devise plans that revitalize and rejuvenate the school
system to create an infrastoicture thatwill support the learning needs ofstudents today and well into
the twenty-firstcentury.
Director Bryce indicated that the first and most critical step In the Capital Planning process is to
assess the Board's future accommodation needs.C.N.Watson was engaged by Thames Valley
months before the government announced the requirement that boards develop a capital plan.Their
background work,however,dovetailed with this requirement and,hence,the presentation Is a natural
evolution that could provide critical building blocks for the Board's Capital Plan.From thedataand
planning contained in this accommodation study,a framework will be designed for an even better
schoolsystem, onethatrecognizestheinterconnectednessofschool communities and which delivers
its physical and teaching resources with a efficiency and with the learning needsof students as the
paramount focus.
The Director emphasizeditistheBoard's understanding thatoncethe Minister has reviewed the draft
Capital Plans from each of the 72 publicly-funded school boards,they will be returned to district
school boards with comments from the Minister so that they can begin public consultation within the
context of the Minister's comments.'
The draft plans,in virtually all cases across the province,contain proposals for new schools,additions
to existing schools and consolidations where appropriate.It is clear that there will be full public
discussions with Thames Valley communities before the Board makes any final decisions on the
Capital Plan.This will ensure that the Board is able toaccessthe critical ftjnding needed to build new
schools and erect important additions.It is anticipated that the Board will be able to access upwards
of $200M inthe Minister's announced $2.1 B "Good Places to Learn"amortization fund.
Consultant Cynthia Clarke presented the following final,long-term accommodation report entitled,
"The Thames Valley District School Board Focus on Excellence".
Background
The creation of the Thames Valley District School Board occurred as a result of the amalgamation
offour individual boards on 1998January 01.
Thames Valley is a caring,learning community committed to providing quality education In 184
elementary and secondary schools.The Board is Ontario's fifth largest school board providing public
education to children in Elgin,Middlesex,Oxford Counties and the City of London.Its geographic
jurisdiction covers approximately 7,000square kilometres In southwestern Ontario.
From the onset,a key initiative of the Board has been the delivery of equivalent educational
opportunities across Its jurisdiction.While it has made significant advances In this regard,there are
constant challenges that must be met if this goal Is to be achieved and preserved overtime.Providing
equity In education in a jurisdiction where urban schools are often within walking distance,while
schools serving rural areas often require lengthy bus rides,is just one such challenge.
Since 2000/01,the Board has experienced declining enrolment atboth the elementary and secondary
levels;a decrease of more than 4,000 pupil places (average daily enrolment).Over the next 15 years,
it is expected that there will be 8,500 fewer pupil places in the Board's system than there were in the
year 2000/01.
2005 November 29...3
4.C.N.WATSON CONSULTANT REPORT -cont'd
According to I\4inlstry records,ttie Tiiames Valley District School Board had,in 2003/04,more than
15,500 surplus classroom spaces within Its schools.While the Board has closed seven schools since
amalgamation,It remains significantly oversupplied In terms of facilities and classroom space.
Moreover, the number of surplus classroom spaces continues to grow,consistent withthe declining
school age population per household.The TVDSB has more surplus space Inits system than any
other board in Ontario except the Toronto District School Board. In part, this is due to the
amalgamation offour separate school Inventories intoone where the majorityof these schools were
originally constructed to serve a much larger 'baby boom'population.
Continued enrolment decline, withoutthe rationalization ofsurplus classrooms spaces,would likely
mean an increase In split grades at the elementary level (particularly with primary class size
initiatives),difficulty indelivering breadth of programs at alllevels (particularlyto secondary students
tryingto attain program credits),and increased operating costs and constraints to staffing levels at
schools.
Maintaininga significant inventoryof surplus classroom spaces restricts the Board's abilitytoproperly
fund a long-term capital expenditure program given that capital grant entitlements are premised on
having more enrolment than classroom space inany givenyear, and capital renewal grants currently
fund onlythe replacement value ofa building as originally constructed.Further, the accommodation
study indicates that the Board would need to construct nine additional elementary schools to serve
areas of enrolment grovrth.Not qualifying for capital grants where enrolment exceeds capacity
restricts the Board's abilityto build these schools,and may require that pupils be bused out of their
resident area for the long term as an alternative accommodation solution.
While the Board has made significant strides In program delivery and ensuring a safe and quality
learning environment,the age and condition of facilities, along with the need to ensure that these
facilities can continue to meet program needs,provides a continualfiscal challenge to the Board.
Undertakingthe program and facility enhancements recommended intheaccommodationstudyalong
withthe rationalizationofsurplus classroom spaces would enable the Board to direct limited capital
dollars to projects that have the potential to result in improved student achievement and a more
educated work force.
This accommodation study Is the firstjurisdiction-wide independent review of the Board's facilities,
programs and future capitalfunding needs since the creation ofthe Boardeight years ago. The focus
is on excellence for all students and finding ways to further enhance the educational credentials of
the Board's pupils through program and facility improvements.In particular,the document addresses
several pressing capital accommodation issues (e.g. growth In French, Immersion programs,
enrolment growth and decline, Primary Class Size Reduction and Best Start programs, etc.) and
establishes a general strategic directionfor capital expenditure needs over the next fifteenyears.
Good Places to Learn -Backoround:
In 2005 February,the Ministry of Education released a document entitled "Good Places to Learn:
RenewingOntario's Schools". This report advised thatthe Ministry was inthe process ofdeveloping
a new,comprehensive outlook on school facilitiesforthe future,and that their reviewofprogram and
facility needs had resulted In several preliminaryfindings, including:
Capital costs and needs were driving program decisions;
Ontario has an opportunity to improve education programs at relatively little cost owing to the
availability of a significant amount of space;
Many schools are in poor repair and cannot be fixed under the current funding formula;
-Most capital dollars are being spent on serving the needs of a small number of students,while
others remain In portables;
The previous funding model had significant inefficiencies that included paying for space that was
not yet built;
There had been a record number of closures over the past several years.
2005 November 29...4
4.C.N.WATSON CONSULTANT REPORT -cont'd
The report indicates thatthe Ministry would,overan 18-month period,devise an action plan for
establishinga policy direction to ensure the best possiblelearningenvironmentfor students,based
on the following key components:
-Student program needs to drive facilities planning;
-Rapid upgrades to the condition of allfacilities;
Newguidelines forschool closure procedures;
-Better value for capital grants;
- A process of open decision-making,improved board oversight and public participation in capital
planning;
-More emphasis on schools as public buildings;defining alternative long term uses; more
partnerships encouraged.
As well,the GoodPlaces to Learn documentstated that boards would be required to file with the
Ministry a comprehensive capital plan;one which would supporttheBoard's program objectives and
would include detailed information in respect of:
-the Best Start program initiatives;
how the board Intends to implement the requirement to have no more than 20 pupils per
classroom at the Junior Kindergarten to Grade 3 levels;
new programsfor 16 and 17 year oldswhoare no longerdroppingout;
expansion of education-related not-for-profit programs;
-Accessibility for Ontarians with Disabiiities Act (ODA)compliance;
school safety audit implications;
- the ability ofeach school facility to meet physical education,arts and technology program
objectives;
supplemental measures for declining enrolment.
In 2005October,the Ministry announced the creation ofa web-based,capital planning tool thatwould
enable the Ministry to collectdetailed information on the following:
- Each board's facilities inventory,including:schools,administrative space,outdoor education
facilities,etc.;
-Projected enrolment byschool,bygrade,over the next 10 years (i.e.average dally enrolment and
pupil counts),and adjustedto reflect the proposed accommodation strategy;
- A division ofeach board's jurisdiction into sub geographies, called 'review areas',as basis for
distinguishing areas ofenrolment growth from areas ofenrolment decline;
-Projected capital activity needs (i.e. new accommodation,program-related capital,renewal,
operations);
- The impact thatthe Primary Class Size program Initiative would have on the on-the-ground
(OTG)capacity of the schools;
-Potential locations for Best Start programs,if required,both In theshortterm and over the entirety
of the 10 year planning period;
The community use of schools;
Information In respect of daily physical activity programs;
How each board plans to ensure ODA compliance;
- Anylocal program needs that the board has identified;
-Any community consultation that has taken place In respect of the board's program and capital
needs;
Information in respectofthe proposed consolidation of surplus spaces;
-Capital funding sources available tothe board and anticipated capital expenditure needs.
This Information wasto be submitted in detail tothe Ministry of Education by2005 December 16.
However,because of ongoing changes to the Ministry's input model, a number of boards have
indicated that they will not be in a position to comply with the information request prior to 2006
January 31.
2005 November 29...5
4.C.N.WATSON CONSULTANT REPORT -cont'd
Finally,boards are being asked to submit this detailed information as 'draft';that is, no requirement
for initial Board approval in order to ensure that any future decision-making process is transparent
and that the public clearly understands that there is no firm Board commitment to particular capital
expenditures in advance of the Ministry review/capital allocation process.Therefore,itis anticipated
that the process of Ministerial review, including an indication of potential future capita! funding
allocations,would likely be made in advance of extensive public consultation of the Board's Capital
Plan,as well as final Board approval of the Plan.
Ms.Clarke presented the following elements of the accommodation study.
1.Review Area Structure of the Board's Jurisdiction:
For the purposes of the long term accommodation study,the Board's jurisdiction has been
divided into the following 20 elementary and 10 secondary review areas:
PE01 Banting Area
PE02 Lucas Area
PE03 Oakridge Area
PE04 Beal/Central
PE05 Montcalm
PE06 Clarke Road Area
PE07 Byron/Lambeth
PE08 Westminster Area
PE09 Saunders Area
PE10 White Oaks &South Area
PE11 LaurierArea
PE12 North Middlesex Area/South of Hwy401 Lohdon
PE13 Town of Strathroy &West Middlesex
PE14 Central North Middlesex Area
PE15 Town of Ingersoll,West Oxford &East Middlesex
PE16 City of Woodstock &East Oxford
PE17 Town of Tlllsonburg &Southeast Oxford
PE18 East Elgin /London south of Highway 401
PE19 City of St.Thomas &Central Elgin
PE20 West Elgin
PS01 Banting/Oakridge Area
PS02 Lucas Area
PS03 London Central &East
PS04 London Southwest
PS05 London Southeast
PS06 North Middlesex
PS07 Ingersoll/Thames CentreA/Vest Oxford
PS08 Woodstock,Norwich,East &Southeast Oxford
PS09 South Middlesex &West Elgin
PS10 St.Thomas,Central &East Elgin
Review areas divide a board's jurisdiction into sub geographies based on major natural (e.g.
watersheds,green belts,etc.)and man-made (e.g. railway lines,arterial roads,divisions of land
uses,etc.)landmarks,and have regard to municipal planning areas,school attendance
boundaries,feeder school alignments,etc.in order to distinguish school communities.Typically,
a cluster of elementary schools feeds into one or more secondary schools within a single
secondary review area.
The Board's French Immersion program and accommodation needs were considered within each
of the review areas named above.
2005 November 29...6
4.C.N.WATSON CONSULTANT REPORT -cont'd
2.
3.
Enrolment Projections:
Fifteen-year enrolment projections wereundertakenontheBoard'sbehalfand relied on municipal
population and housingforecasts,historical demographictrends, age specificcohortanalyses
and retention-method enrolment projection models.
All enrolment figures are expressed as average daily enrolment in accordance with Ministry
requirementsand current funding policies.Existing community enrolmentsreflectthe change in
the existing student population,while thenew development figures reflect additional pupils ofthe
Board generated by new development.
2005/06 2018/19 Absolute Avg.Annual
Change Change
(+/-)
Elementary
Existing Community 49,915 39,934 -9,981 (-20%)-1.7%
New Development 782 9,303
Total 50,697 49,247 -1,460 (-3%)0.2%
Secondary
Existing Community 26,220 19,397 6,823 (-26%)-2.3%
New Development 287 4,786
Total 26,507 24,183 -2,324 (-9%)-0.7%
The number of pupils generated by new development is assumed to be derived from the
construction/occupancy of50,940additional dwelling units within theBoard'sjurisdiction overthe
forecast period(or approximately 3,400 unitsper year).
Finally,it is important tonotethatthe enrolment projections are premised on returning pupils to
theirresidentarea, inaccordance with Ministry directives.That is, the strategyassumes that
pupils generatedbynew housing development are accommodated intheirresidentarea (except
where theyattend specialized programs) and that existing pupilsare returned to their resident
areaas soonas isfeasible.The latter is accommodated through proposed attendance boundary
adjustments.
Size of School Populations
TheThames Valley DSBhas a significant numberofsmallschools.Many of these schools are
located in areaswhere continued declining enrolments will havean impact onthe Board's ability
to provide breadth of program and a quality education. For example, 37% of the Board's
elementaryschools, or 58schools, havefewerthan250 pupils. The proposed accommodation
study would see the number of schools withfewer than 250 pupils reduced to a total of 14, or
12%of the inventory.
Elementary-Existing 2005/06 Proposed 2018/19
Under 150 19 schools (12%)1 school (1%)
150-250 39 schools (25%)13 schools (11%)
Greater than 250 100 schools (63%)102 schools (88%)
2005 November 29...7
4.C.N.WATSON CONSULTANT REPORT -cont'd
4.Ttiames Vallev DSB Existing Facilities Inventory
In 2003/04,Ministry records indicate that there were more than 380,000 surplus classroom
spaces in Ontario,and that the Thames Valley District School Board ranked second only to the
Toronto District School Board,with more than 15,500 surplus spaces.The number of surplus
classroom spaces in the Province has continued to grow,largely duetoa declining school age
population base.
The Thames Valley DSB's surplus of classroom spaces is believed to be primarily due to:
the amalgamation of four boards into one;
more than 27%of the Board's elementary space was constructed specifically to sen/e a
much greater 'baby boom'population;
the continuation of the decline of the school age population due to lower birth and lower
fertility rates.
The accommodation study recommended a reduction In the number of elementary and
secondary facilities over the next 15 years,as follows:
Existing
Inventory
Recommended
Inventory
Difference
# of Elementary Schools 154 121 -33
# of Secondary Schools 30 22 -8
Administrative Facilities 7 No recommendation
Environmental/Museum Facilities 5 (1 leased)No recommendation
Continuing Ed/Adult Ed 5 (1 leased)TBA
5.Proposed Lona-Term Capital Plan Needs
The following provided a time line summary of the changes to the on-the-ground capacity that
would occur ifthe accommodation study were implemented over the forecast period. Capacity
Is adjusted to account for new school construction,additions to existing schools and the
consolidation of surplus space (as a negative value).
A.Construction of New Schools
Elementary -19 11 Enrolment Pressures Schools
8 Replacement Schools
(a total of 8,642 additional spaces)
Secondary -1
B.Additions to Existing Schools
1 Replacement School
(a total of 1,200 additional spaces)
Elementary-30 additions (a total of 4,133 additional spaces)
Secondary - 4 additions (a total of 1,443 additional spaces)
C.Consolidation of Surplus Space
Elementary - 52 schools (a total of 13,213.5 fewer spaces)
Secondary -9 schools (a total of 6,426 fewer spaces)
2005 November 29...8
4.C.N.WATSON CONSULTANT REPORT -cont'd
5.Proposed Lona-Term Capital Plan Needs
Net Change:
Elementary Panel 438.5 fewer spaces
Secondary Panel 3,783 fewer spaces
6.Consolidations and Potential Taxpayer Renewal Savings
The accommodation study recommended the consolidation of52 elementary and9 secondary
schools as an opportunity to enhance programs and facilities through the system.While the
consolidation and subsequent disposition of a school building no longer generates additional
capital grants for a board,it is noted thatthe closure ofthe 61 schools outlined in this report
would generate morethan $400M in 25year capital renewal savingstothetaxpayersof Ontario.
Additional savings would accrue in both operating and administrative resourcecosts.Allowing
the Board to retain a portion ofthese savings would provide a significant funding source for the
program and facility improvements recommended.
7.Consolidation of Surplus Space -Underlying Principles
The following principles were applied in the determination of the strategies surrounding the
potential consolidation of surplus classroom spaces:
a.Retaining Junior Kindergarten to Grade8 elementary program structurewhere possible.
b.Assembling a critical mass ofstudents to enhance program In order to:
maximize student support;
-provide administrative resource efficiencies and increase the number ofVice Principals;
-enhancefacilitles reabliitytodeliver program,meet ODAcompliance,Health and Safety,
etc.;
reduce the number of split grades;
enhance teaching synergies.
c.Minimize excessive transportation,timeordistance through boundaryadjustments.
d.Address areas of enrolment growth and decline.
e.Reduce and re-purpose surplus spaces where possible.
f. Respondto pressures reFrench Immersion program growth and accommodate these needs.
g.Efforts weremade throughout the process to maintain/retain secondaryschoolsites.
h.Efforts were made to preserve, where possible,a TVDSB presence in single school
communities (eg.JK-10 schools).
8.Best Start
The Province's Best Start Initiative creates a formalized learning environment through the
provision of early learning and care programs to 4 and 5-year-olds as a companion to
Junior/Senior Kindergarten.BestStartspaces mustbe approved bythe Ministry of Child and
Youth Services.
The report included recommendations on locations forBestStart programsboth In the short-
term and overthe forecast period.Presently,boards are meeting with approval agencies to
determine where and when Best Startspaces could be provided in school facilities with thephase
1 allocationofcapitalfunds to be spent by2006 March 31.
9.Next Steps
The Board will needto determine which program,facilities strategies and capital expenditure
timing to forward tothe Ministry,as partofa 10-year Capital Plan.In addition,the Board will be
required to provide detailed capital costs respecting a draft submitted tothe Ministry,along with
anestimateof eligible funding sourcesoverthenext 10 years.All ofthis information is expected
to be forwarded to the Ministry early In 2006.
2005 November 29...9
4.C.N.WATSON CONSULTANT REPORT -cont'd
9.Next Steps -cont'd
Ms.Clarke also highlighted program opportunities for single track French Immersion programs
for the City of London and the Counties as well as the creation of three Junior Kindergarten to
Grade 10 schools at North Middlesex,Glencoe and Norwich District High Schools,a move
towards significantly improving programs and facility environments (e.g. colours,lighting,
acoustics)important for the student population through the rationalization of surplus space.
The meeting recessed at 8:30 p.m.and reconvened at 8:55 p.m.to allow the media an
opportunityto speak withMs.Clarke and DirectorBryce. A question and answer period followed.
It was noted that the Plan would ensure that the number of portable classrooms presently in use
would,over time, be reduced dramatically although a slight increase may occur at the elementary
level in the short term.An Immediate decrease in the secondary school panel would occurthus
reducing temporary classrooms as much as possible.Itwas requested that Ms.Clarke provide
figures related to the reduction of portable classrooms.K.Bushell,Manager,Facility Services,
Projects &Maintenance,reported that,at the present time,there are close to 8,000 portable
classrooms (PortaPacs,RCM) in use across the District.
Ms.Clarke advised that the Junior Kindergarten to Grade 10 model has proven to be successful
in other provinces (Manitoba,Saskatchewan)as well as other parts of NorthAmerica as the best
solution to providing a breadth of program where there is a student population of 400 (similar to
private school structure).This model addresses the concern to preserve,where possible, a
presence in single-school communities as well as redirecting senior (Grade 11 and 12) pupils to
secondary schools that offer a greater breadth of programs to provide students withmore credit
opportunities.
In response to a question regarding further examples of parental responses to the JK to Grade
10 model,Ms.Clarke advised that research indicates parent support this model citing benefits
that include greater opportunities for mentoring of younger students,more senior students setting
a positive tone for conduct,behaviour,etc.,as well as senior student Involvement in school and
community activities (a Ontario secondary school diploma requirement).She emphasized that
the Grade 7 to 12 model has also proven to be a very successful program structure with parents
In many communities across North America.
Chair Hart extended congratulations to Ms. Clarke and her firmfor a comprehensive report that
provides a blueprint for Thames Valley's long-term accommodation plan.He noted that the
Board must now use this framework move fonA/ard with decisions related to the formal draft
Capital Plan.
5.ADJOURNMENT
The meeting adjourned at 9:55 p.m.on motion of J.Stewart and T.Roberts.
CONFIRMED:
"Z
Chairperson