Westlock North Schools Consolidation - DocuShare

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Westlock North Schools Consolidation
Jarvie School
W.R. Frose School
Dapp School
“United We Achieve Excellence”
Westlock North Schools Consolidation Report
October 11, 2013
Westlock North Schools Consolidation
TABLE OF CONTENTS
PAGE
Executive Summary......................................................................................................................... 3
Background and Timeline ............................................................................................................... 4
Dapp School - Modular Classroom Addition and Renovations....................................................... 7
Education Case for Consolidation ................................................................................................... 7
Financial Case for Consolidation ................................................................................................... 11
Future of Existing Buildings........................................................................................................... 12
Summary ....................................................................................................................................... 13
APPENDICES
Appendix 1 – Westlock North Projected Enrolment
Appendix 2 – Participant Table Questions
Appendix 3 – Westlock North Task Force Report
Appendix 4 – New School Process
Appendix 5 – Dapp School Proposed Project Description
Appendix 6 – W. R. Frose School Report
Appendix 7 – Jarvie School Report
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Executive Summary
Following is the Business Case for the Westlock North Schools Consolidation. The project will
result in the consolidation of three existing schools – Dapp, Jarvie, and W.R. Frose School in
Fawcett – into one school – Pembina North Community School, located at the existing Dapp
School facility.
The addition of six (6) modular classrooms onto the existing Dapp School facility, as well as
modernization at 44.05%, are required in order to have adequate learning spaces for the
students of the Westlock North area.
This project is identified as the number one (1) priority for the Three-Year Capital Plan of
Pembina Hills Regional Division No. 7 (hereafter referred to as PHRD).
The Business Case demonstrates the following merits in support of funding consideration from
Alberta Education:
-
-
The project:
o is sound both educationally and economically,
o is relevant, and
o utilizes resources efficiently, and demonstrates the tenets of Inspiring Education.
The project aligns with the provincial government’s vision to keep building Alberta and
to live within its means; in fact we believe this project exemplifies this statement made
by the province.
The project scope will serve the educational needs of the students in the Westlock
North area for the next 40-50 years.
Not only have communities been consulted extensively, the recommendation comes
from the communities. Residents recognize the realities of declining student population
in their areas and want to be part of the solution versus inevitable school closures, one
at a time.
A timely response from the province is crucial – we are at a critical juncture and need a
response no later than January 1, 2014 in order to have the new school ready to open
September 1, 2014.
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Background
Enrolment decline has been a concern for the school communities of Westlock North over the
past decade. Since 2000, when the combined kindergarten to grade nine population of Dapp,
Jarvie, and W.R. Frose Schools was 370 students, enrolment in the Westlock North Schools has
consistently declined. As of September 30, 2012, the combined population of the schools had
dropped to 216, excluding early entry ECS students. Appendix 1 provides the 5-year projected
enrolments for Dapp, Jarvie, and W.R. Frose Schools, both individually and combined.
Dapp School is located 26 km north of the Town of Westlock and offers education to students in
the Dapp/Jarvie attendance area in kindergarten to grade 6. Jarvie School is located
approximately 22 km north of Dapp School and offers education to students in the Dapp-Jarvie
attendance area in grades 7 to 9. W.R. Frose School serves students in kindergarten to grade 8
in the Fawcett attendance area, which includes the northern communities of Chisholm,
Flatbush, and Fawcett. The school is located approximately 14 km north of the Jarvie School.
Enrolment decline at W.R. Frose School led to a grade reconfiguration of kindergarten–grade 9
to kindergarten–grade 8 effective the 2010-2011 school year. As part of the grade
reconfiguration process, the Board of Trustees of Pembina Hills Regional Division No. 7
(hereafter referred to as the Board) committed to conducting a community consultation
process for Westlock North to explore future options which would address the problem and
sustain and maximize educational opportunities for students.
In June 2011, and again in November 2011, the Board met with representatives from the School
Councils of Dapp-Jarvie and W.R. Frose School, along with municipal councillors from Westlock
County and Lesser Slave River. The purpose of these meetings was to discuss the realities of
student enrolment decline and to brainstorm ideas for the future success of Westlock North
Schools. The ideas were discussed using the following ‘filters for consideration’:
- Will it maximize educational opportunities for our children?
- Will it be sustainable?
- Does it utilize our limited resources in the best possible way for our children?
- Is it realistic?
On April 18, 2012, the Board hosted two Westlock North Public Consultation sessions at Jarvie
Community Hall. This was facilitated by Alberta Community Development with approximately
280 citizens attending and providing feedback and suggestions. A copy of the questions that
were provided to the participants are included in Appendix 2. The focussed conversations at the
consultation sessions generated 178 pages of feedback, key messages, additional questions,
and parking lot items.
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Given the commitment to communicate with the public on this issue and to remain transparent
with feedback provided to the Board, PHRD created a Westlock North Area Schools section on
the home page of their website (http://www.phrd.ab.ca/Westlock%20North.php). On this site, the
reader can access the progress of the journey for Westlock North.
Based on the feedback provided, the Board formed a Westlock North Task Force in May of
2012. The mandate of the Task Force was to research the issue (including feedback from the
community consultation meetings), seek clarification, and to provide a recommendation to the
Board relative to a long range plan.
The Westlock North Task Force conducted their research and analysis and presented their
report and recommendation to the Board at the January 23, 2013 Regular Board Meeting. A
complete copy of the Task Force’s report and recommendation can be found in Appendix 3.
The Board invited community feedback on the Task Force’s report and recommendation via
written submission from January 24 – February 22, 2013. Throughout this period the Board
received 30 comments and provided responses to 101 questions asked by 9 citizens.
The Board made a decision at its February 27, 2013 Regular Board Meeting to move forward
with a long range plan for educating students in the communities served by Dapp, Jarvie and
W.R. Frose Schools, designating Dapp School as an elementary and junior high school effective
September 1, 2014, subject to adequate learning spaces to accommodate the students from
Westlock North.
The Board adopted a school visioning process at their March 20, 2013 Regular Board Meeting
and established a Transition Team for the purpose of providing advice to the Board regarding
education services for the Westlock North School. A copy of the visioning process is found in
Appendix 4. After a process of gathering ideas from students, staff and community for the ‘new
school’ name, the Transition Team recommended the name of “Pembina North Community
School” to the Board as well as the grade configuration of Kindergarten – Grade 9.
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Timeline
Feb 2010
June & Nov 2011
Jan – Mar 2012
Apr 18, 2012
Apr 2012
Board commits
to Community
Consultation
Process
Board met with
School Council Reps
& Municipal
Councillors to
discuss student
enrolment decline &
brainstorm ideas
Westlock North
Schools
Background Info
Package
developed in
consultation with
School Council
Reps
Two public
consultation
sessions held – 280
citizens; 178 pages
of feedback, key
messages,
additional questions
& parking lot items
Westlock North
Area Schools
section of PHRD
website created for
public to access the
progress of journey
- site is main portal
of information
May 2012
Jan 2013
Jan – Feb 2013
Feb 27, 2013
Mar 2013
Board formed Task
Force to research
issue, seek
clarification &
provide
recommendation to
Board relative to
long-range plan
Task Force
presented report
and
recommendation
to Board
Board invited
community
feedback –
received 30
comments and
provided
responses to 101
questions
Board made a decision
to move forward with
the long range plan.
Dapp school designated
as an elementary &
junior high school
effective Sept 1/14,
subject to adequate
learning spaces to
accommodate students
from Westlock North
Board adopted
a School
Visioning
Process and
established a
Transition
Team
May 2013
Jun 2013
Board identified
addition of modular
classrooms &
modernization at
Dapp School as the
#1 priority on their
3-Year Capital Plan
Board adopted
name for new
school – “Pembina
North Community
School”, and
established the
grade offerings as
Kindergarten –
Grade 9 as
recommended by
Transition Team
Apr 2013 –
Jun 2014
Transition Team
continues
to meet to lead
the planning
process – using
the information
gathered to
refine the vision
and plan a school
program
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Summer 2013
Aug – Sep 2013
PHRD met with
Alberta Education
- Capital Planning
to discuss the
business case
Alberta Education –
Capital Planning
and Alberta
Infrastructure
conduct a site visit
and draft a project
description
October 11, 2013
Dapp School Modular Classroom Addition and Renovations – Preliminary Design
Synopsis
Following a series of communications with Alberta Education Capital Planning and Alberta
Education, staff from Alberta Education Capital Planning developed a proposed project
description, based on eligibility for other school infrastructure projects throughout the
province. The proposed project description can be found in Appendix 5.
Under the consolidation, neither W.R. Frose nor Jarvie School would be operational for
education purposes effective September 1, 2014. The combined space of these two schools is
3,487.91 m2, representing 6.2% of Pembina Hills’ total school building area. Six modular
classrooms connecting links would be added to Dapp School, representing approx. 650 m2.
At their May 8, 2013 Regular Board Meeting, the Board designated this project as the number
one priority of their Three-Year Capital Plan.
Education Case for Consolidation
In response to the lengthy process of community consultation regarding the demographics,
geography and economy of the rural communities north of Westlock, a Board motion was
passed to change the structure of the school in Dapp from a K-6 school to a K-9 school. A
Transition Team, under the direction of a Co-ordinating Committee, was formed and it began its
work.
The principles and elements of the Education Program for the new school are being developed
by the Transition Team, a committee whose purpose is to match the beliefs and expectations of
the communities with the direction and rationale of the education system. The team
membership includes: an assistant superintendent to provide system direction and to align the
educational agenda with that of the jurisdiction and the province, three school administrators
to lead the learning community’s purpose, four teachers to translate innovative thinking into
classroom practice, and four community members to define the expectations and beliefs of the
communities served by the new school. The team is supported by a process coach who
provides guidance relative to relationship and communication management. This team has a
definitive purpose and an active communication structure to ensure that the work of creating a
new school also inspires the trust and support of the communities it will serve. The
communication structure includes uploading the outcomes of the transition team discussion
immediately on the website at http://www.phrd.ab.ca/Westlock%20North.php.
The Transition Team’s first steps were to define the new school’s ‘identity’ and to do that
considerable effort was made to reflect the beliefs and expectations of the communities. A
new name came to light after involving the students, staff, parents and community at large, and
a purpose statement reflective of the new and innovative possibilities declared a vision for the
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new school. The Pembina North Community School purpose statement, “United We Achieve
Excellence”, represents the culture of the existing community and will guide the development
of an innovative and collaborative learning environment focused on excellence. The following
belief statements were declared to guide and support the purpose statement and the actions of
the new community of learners:
o At this school we believe:
1. that students, school staff, parents and community must have high
expectations for learning and behavior.
2. that community, family, and traditions are essential to our Safe and Caring
learning environment.
3. that clear and purposeful communication between students, school staff,
parents and community is fundamental and essential to school success.
4. that rich opportunities in academic programming, fine arts, sports and
clubs develop the well-rounded character of our children.
5. that technology is an essential tool that can elevate educational
experiences for EACH student in preparation for their future.
6. that special events provide positive memorable experiences for students
which build a shared history in the community.
7. in recognizing the traditions of the founding school communities: WR Frose
School, Jarvie School and Dapp School.
8. that pride and ownership in our school creates our identity, which will be
sustained by parental support and community involvement.
It is eminently clear that the communities have been and will continue to be a central and
critical component of the learning environment of the Pembina North Community School.
The integral connection between school and community has become part of the education
program being developed by the Transition Team for the new school. The program will
continue to be reflective of Alberta Education’s Guide to Education in terms of curriculum. We
have an opportunity to demonstrate the tenets of Inspiring Education through the structures
we create physically and systemically, and through the collaborative work with our community.
While the Transition Team will continue to explore and refine the program over the next 12
months, several key elements are emerging that represent the potential for realizing the
provincial vision of an engaged learner and ethical citizen with an entrepreneurial spirit.
Central to the new program is a focus on establishing and sustaining Academic Excellence in an
environment of Inclusion where Success for Every Student is a priority,
• The Elementary Program will focus on Literacy and Numeracy and
o Support the development of a musical culture
o Support the development of students’ creativity
o Align physical education, recess activities and extra-curricular sports by season
• The Junior High Program will focus on Core Academics and
o Emphasize a music culture
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o Make effective use of community facilities and resources (4-H, local farms and
business, skating rinks, curling rinks, ball diamonds, ski hill, golf courses, etc.)
o “Options” will be a rotation through a variety of activities and courses
• Extra-Curricular Clubs and Groups
o Rely on expertise of the staff and collaboration with the community
o Align to the sports that can involve competition with neighbouring schools
o Possibilities include but are not limited to: Archery, Badminton, Basketball,
Curling, Football, Golf, Rugby, Soccer, Softball, Track and Field, Volleyball…
An emerging certainty is the expectation of cooperative use of existing community facilities and
expertise. Whether that be the local golf course, skating rinks or community halls or interaction
with community coaches and local seniors, the potential for community involvement is central
to the purpose of the new school; “United We Achieve Excellence”. Discussions in the new
year will also describe a “Learning Commons” concept for the library, something we believe is
reflective of the future of learning, social interaction, digital research and communication. The
area Library Boards will be active participants in this discussion and we already know the
community is deeply interested in being a part of the school. A common area has the potential
to bring the community into the school. This possibility is heavily reliant on the physical layout
of the school and the potential for altering and expanding current space. It will be through the
connections with the people of the community that our students learn to become ethical
citizens. Active participation and interaction with seniors, community coaches, library patrons,
community clubs, and in community events held at the school, will reveal to our students the
traditions and beliefs that maintain a strong community. Becoming an ethical citizen is not an
event or a course, it occurs over time through healthy community relationships. We believe
that the Pembina North Community School can be built to facilitate those relationships.
Several other program connections with the community are being discussed. One idea that is
being explored connects the physical education curriculum with local culture. An archery
program with refinements could produce highly skilled bow-hunters or a local talent pool for
the sport of archery. A program such as this, along with the intended variety described by the
Transition Team for junior high options promises to be particularly engaging for the youth of a
rural Alberta community. The community has clearly expressed a desire to maintain a strong
music and fine arts tradition through the new school. Engaging the students of this community
in opportunities to express excellence and talent in many ways is a means to achieve success
for every student, a key Alberta Education goal and a priority of the Board.
Another idea reflects the active Agri-Business in the area. With well-planned space adjacent to
and in the school and with an effectively designed classroom ‘lab’ in junior high, students could
learn about the science of agriculture while experiencing it in their ‘backyard’. The Transition
Team believes that opportunities like these that connect students with their community are
truly engaging and in this case could inspire the entrepreneurial spirit sought by Inspiring
Education. A well planned ‘lab’ designed for flexibility of programming can continue to be an
effective resource well into the future.
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The evolution of learning is certain to include a considerable reliance on technology to connect
students and teachers with the global community. While the notion of digital citizenship is
being defined for the purpose of guiding all of our PHRD staff and students, the potential of a
renovated school structure offers the opportunity for leadership and innovation. Critical to the
vision of Inspiring Education is the ethical citizen. We have the opportunity to create a learning
environment in Pembina North Community School that demonstrates the value of ethical
participation in the global village and in social media. We hope to ensure that the physical
requirements exist in this renewed building that supports a strong technology infrastructure,
particularly for wireless connectivity and interactive media. Our tours of recently constructed
schools in the Edmonton area have revealed some intriguing possibilities for collaborative
learning spaces for kids focused around a balance of individual exploration and shared creative
expression. Building a technology rich environment will enable us to activate our strategy for
engaging every student through Universal Design for Learning. By providing multiple means of
action and expression, we provide the opportunity for children to express their learning in
meaningful and engaging ways.
The rapidly changing learning environment requires a professional staff who are both
innovative and creative. It is a challenge in a rural jurisdiction to remain current because many
professional learning events have traditionally been located at a major center such as
Edmonton; therefore, PHRD has actively cultivated a cooperative culture for the professional
staff so that learning is communicated through a collaborative network. In this new school we
hope to create a space that facilitates and supports collaboration and professional
development. A professional learning / communications center with media tools that connect
professionals on site, with others, and to external learning resources will be essential to
maintaining a culture of innovation and excellence. Distance delivery of professional learning is
necessary to ensure that teacher time is spent teaching or learning rather than travelling to a
major center for professional development. A professional learning space designed for digital
communication can ensure that the teachers in this new school stay connected to the
innovations of educational pedagogy and practice. Indeed, a well-designed professional
learning center can promote the distribution of their innovative experiences to other teachers
in PHRD or elsewhere.
The professional learning space designed as a communications center also has the potential to
support instruction over a distance, or for school-to-school collaborations. For instance, a
teacher in the Pembina North Community School may be able to present instruction to
students in another school, linking their students with the other group(s). The more intimate
communication that needs to occur between teacher and student could happen through the
communication center in the professional learning space.
Students in junior high option programs may be able to use this professional learning /
communications center to develop digital entrepreneurship through website design, social
media explorations, communications and potentially software design.
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The critical element to all learning is human interaction. As we plan this renovated learning
environment, we can design it so that students are engaged in all types of social interaction.
Students need to be engaged with the members of their community to learn the ethics of the
community and become inspired with the entrepreneurial spirit that brought their families to
the area. They need to be engaged in technology in an ethical way to develop themselves as
digital citizens in a global community. They can be inspired to participate in the global
community as entrepreneurs while living and playing in the Alberta north they call home. The
possibilities described above are dependent on physical structure and design. The Transition
Team needs some certainty about the structure as they continue planning the Pembina North
Community School, “United We Achieve Excellence”.
Financial Case for Consolidation
1. Savings to Alberta Education
Consolidating the three existing Westlock North Schools into one school will result in
Alberta Education saving approximately $440,000 per year in Small Schools by Necessity
funding. Under existing funding rules, this savings will be phased in over a four-year
period.
Consolidation will also result in Alberta Education saving approximately $90,000 in Plant
Operations and Maintenance funding. Transportation funding will increase by an
estimated $30,000 due to increased distances to the designated school at Dapp.
The net annual savings to Alberta Education as a result of the consolidation is $500,000.
2. Savings to Pembina Hills Regional Division No. 7
Preliminary estimates indicate that PHRD’s instructional expenses will be reduced by
approximately $320,000 per year as a result of consolidating the three existing Westlock
North Schools into one school.
In addition, the net annual savings, after factoring the change in funding from Alberta
Education, will be $140,000 for facilities and $80,000 for transportation.
Conversely, if all three schools remain operational beyond September 1, 2014, major
facility work will need to be completed at W.R. Frose School. Please refer to Appendix 6
and Appendix 7 for Condition Analysis Reports for W.R. Frose School and Jarvie School
updated to October 18, 2011.
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Future of Existing Buildings
It is challenging to have conversations with communities about re-purposing of the
Jarvie School and W.R. Frose School until we have secured adequate learning spaces for
the Pembina North Community School in Dapp.
The Condition Analysis Reports for the schools indicate that major facility work needs to
be completed at W.R. Frose School.
The following excerpt is from PHRD’s Administrative Procedure 20-9 – Facility Closure –
School/Program:
11. Where a decision is made to close an entire school, every effort will be made
to return the property to the community, along with any playground and other
outside structures.
While the buildings that house learning for students of Westlock North may change, the
creation of the Pembina North Community School will help ensure the viability of the
school community remains – “United We Achieve Excellence”. As noted in the
Education Case for Consolidation, our intent is to have program connections with all of
the communities that are part of Pembina North Community School.
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Summary
The Board is requesting that the Province provide support and funding for the Westlock North
Consolidation project.
The consolidation provides a viable alternative for providing educational services for the
students residing in the communities of Dapp, Jarvie, Fawcett, Flatbush and Chisholm for the
foreseeable future. As indicated in the Westlock North Task Force Report and
Recommendation, the student population of the new school at Dapp could be seen to be in the
“Goldilocks” zone (not too big – not too small) of school size. The new school will provide
broader educational opportunities for the students of the Westlock North communities.
The project is financially sound, and is relevant for the educational needs of the community in
the short and long-term.
Not only have communities been consulted extensively, the recommendation comes from the
communities. Residents recognize the realities of declining student population in their areas
and want to be part of the solution versus inevitable school closures, one at a time.
The Westlock North Consolidation project is at a critical juncture - the community consultation
process has been ongoing over the past two years (three years for the communities served by
W.R. Frose School, given the grade re-configuration in 2010). The Board has made a decision to
designate Dapp School as an elementary and junior high school effective September 1, 2014,
subject to adequate learning spaces to accommodate the students from Westlock North. Given
this, and the fact that student population at the schools have not stabilized and sections of the
W.R. Frose school building and roof continue to deteriorate, it is critical that funding be secured
no later than January 1, 2014 in order for the project to be operational for students by
September 1, 2014.
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Appendix 1
Westlock North Projected Enrollment
October 11, 2013
October 11, 2013
Appendix 2
Participant Table Questions
October 11, 2013
Pembina Hills School Division
April 18, 2012
Participant Table Questions
Question #1
What did you find interesting or useful from the presentation today or from the
Background Information Package? Was there a key insight or something that
stood out for you? (5 minutes)
Question #2
What is an important consideration that you would place on making a decision on
any of the alternatives presented for the future successful operations of the
Westlock North schools? (15 minutes)
Question #3
a) What might be some implications of each alternative?
b) What might be some key opportunities, challenges, or issues that may inhibit
moving forward in the future on any of the alternatives already presented? (15
minutes)
Question #4
a) What might be some potential solutions or strategies to address some of these
issues/challenges? (10 minutes)
b) Do you see other alternatives or solutions that have not been addressed? What
does it look like? Who will lead it? What types of resources might be needed? If
successful, who will benefit? What would be the timeline for success? (15
minutes)
Question #5
a) In summarizing the discussions from this group, what are 3 Key Messages that
this group would like to recommend pertaining to the alternatives currently
presented or any new alternatives you have developed?
(10 minutes)
b) Each message (one message per card) needs to be written in felt pen by the
recorder on the three GREEN or PINK cardstock pages provided on the table.
When your cards are ready please hold in the air for the ACCS facilitator to
collect. (5 minutes)
Filters
• Will it maximize educational opportunities for our children?
• Will it be sustainable?
• Does it utilize our limited resources in the best possible way for our children?
• Is it realistic?
October 11, 2013
Appendix 3
Westlock North Task Force Report
WESTLOCK NORTH
TASK FORCE REPORT
This report summarizes the Westlock North Task Force deliberations and
presents the background and rationale for its recommendation to the
Pembina Hills School Board
Recommendation to
the Pembina Hills
School Board
Contents
1. Task Force Establishment and Purpose
2. Task Force Composition and Roles
3. Task Force Work Plan
4. Key Observations of the Task Force
5. The Nine Alternatives Considered by the Task Force
6. The Three Task Force “Short listed” Alternatives
7. The Task Force Recommendation to the Board of Trustees
8. Rationale Supporting the Recommendation
9. Consideration of “Necessary Conditions”
10. Conclusion and Next Steps
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1. Task Force Establishment and Purpose
The Westlock North Task Force was established pursuant to a May 9, 2012 Board of
Trustees motion as a “next step” in the Westlock North community consultation
process.
5737/05/12 - Moved by Trustee Watson that the Board establish a Task
Force for the purpose of providing advice to the Board regarding a long
range plan (3-5 year) for educating students in the communities served by
Dapp, Jarvie and W.R. Frose Schools.
Carried7-0
Further to this motion, the Board provided the Task Force with the following
decision-making “lenses” or filters in reaching its recommendation:
-
Will the recommendation maximize educational opportunities for our
children?
-
Will it be sustainable?
-
Does it utilize our limited resources in the best possible way for our children?
-
Is it realistic?
The establishment of such a Task Force is a unique circumstance in Alberta. While
Boards are required by statute to consult with parents and communities when a school
closure is being considered, few, if any, Alberta school boards have gone to this length
to engage parents and community members in planning for the future education of
their children.
2|Page
2. Task Force Composition and Roles
The Westlock North Task Force was established in June 2012 and included the
following members:

Lisa Gehring (principal of W.R. Frose to the end of the 2011/2012 school year)
and Darcie Eamor, principal of W.R. Frose effective the beginning of the
2012/2013 school year. Ms. Gehring served on the Task Force during June and
August 2012 and was replaced by Ms. Eamor effective September 2012.

Sue Chapotelle –Flatbush Community Member

Martin Cairns – Principal, Jarvie School

Pat von Loewenstein – Principal, Dapp School

Jeremy Seatter – Dapp/Jarvie Community Member

Joanne Kaliel – Fawcett Community Member

Cristy Paly – Chair, W.R. Frose School Council

Cheryl Houle- Vice Chair - Dapp/Jarvie School Council

Valerie Montgomery – Chair, Dapp/Jarvie School Council

Sig Schmold –facilitator jointly chosen by the members of the Task Force and the
Board.
Task Force Member’s role
At its first meeting on June 11, 2012 the Task Force discussed and articulated an
individual member’s role:
Members are to represent their constituencies in a fair manner. That is, they are
to bring to the Task Force the questions and issues raised by their constituents
and are to fairly represent Task Force discussions and decisions back to their
constituents. All Task Force members have an equal voice on the Task Force.
Facilitator’s role
At its June 11, 2012 meeting the Task Force affirmed that the facilitator was a non-voting
or non-decision making member of the Task Force. His role was to act as a resource
person to the Task Force by providing Task Force leadership, providing meeting
agendas and discussion notes, developing a Task Force work plan, acting as media
3|Page
contact and providing background and information to Task Force questions and issues
as requested.
Operating Principles
The following operating principles were developed by the Task Force at its June 11,
2013 meeting and agreed to by consensus.
-
Student learning (K-12) comes first, recognizing that learning occurs in the
context of families and communities.
-
Every Task Force member has an equal voice.
-
Task Force members commit themselves to their roles and the Task Force
process. They require time to deal with the complex and interrelated issues
involved.
-
Task Force members commit to listening and respecting opinions and beliefs
of other members.
-
Task Force members commit to asking questions that are of concern to
themselves or their communities.
-
Task Force members commit to being positive about the Task Force process
and supporting it to the best of their abilities.
Decision Making
At its June 11th meeting, the Task Force decided that if possible it would make decisions
based on a group consensus. The Task Force observed that consensus decision making
also allowed individual Task Force members to declare reservations about a pending
decision, step aside (pass) on a pending decision, or block a pending decision. Given the
ability of any member to block a decision, the Task Force decided to adopt a consensus
minus one (1) decision rule. Simply, this means that consensus will have been achieved
when everyone on the Task Force agreed to a decision or everyone except one agreed to
a decision. Anyone who had chosen to “step aside” would not be counted in the tally.
4|Page
3. Task Force Work Plan
After discussion and recognizing that there would be some overlap between stages, the
Task Force adopted the following three (3) stage work plan that helped guide its
deliberations:

Stage One: Seek First to Understand
Timeframe: June 26, 2012 – September 11, 2012
This first phase emphasized building Task Force understanding of Provincial and
Pembina Hills policies and guidelines that impact on the Westlock North Schools.
The Task Force developed a series of questions related to finances, facilities,
transportation and instruction that it wanted discussed. These questions and the
responses are posted on the Pembina Hills website.

Stage Two: Develop Alternatives
Timeframe: September 25, 2012 – October 23, 2012
In this phase the Task Force developed and discussed possible alternatives
regarding the three Westlock north schools. In total, nine (9) alternatives were
discussed with regard to their individual pros and cons and the degree to which
each met the four given filters. Results of this discussion are posted on the Pembina
Hills website and are summarized in the October 23, 2012 Discussion Notes.

Stage Three: Choosing the Preferred Alternative
Timeframe: November 13, 2012 – December 4, 2012
Filter questions include:
 Will it maximize educational opportunities for our children?
 Will it be sustainable?
 Does it use our limited resources in the best possible way for children?
 Is it realistic?
5|Page
Task Force Meetings – Communication
As a way of balancing competing concerns, the Task Force decided:

That its meetings would be for Task Force members only.

That the three school councils (Dapp, Jarvie and W.R. Frose) would reserve a
spot on their meeting agendas to share and discuss the Task Force meeting notes.
This would also provide an ongoing opportunity for school councils to offer any
advice or suggestions to the Task Force.

That Task Force Discussion Notes of each meeting would be posted on the
Pembina Hills website.
The Task Force met on the following dates in 2012:

June 11 – Jarvie

June 26 – W.R. Frose

August 27 – Dapp

September 11 – Flatbush

September 25 – Jarvie

October 9 – W.R. Frose

October 23 – Jarvie

November 13 – Flatbush

November 27 – Dapp

December 4 – W.R. Frose
The Task Force Facilitator met with school councils and community members on
January 22, 2013 to present the work of the Task Force and the background for its
recommendation to the Board.

5:00 pm - W.R. Frose School

7:00 pm - Dapp School
6|Page
4. Key Observations of the Task Force
The Task Force reviewed a significant amount of background information, much of
which was provided by personnel from Pembina Hills and representatives from the
Capital Planning Branch of Alberta Education. Some of the key observations of the Task
Force include:
Student Enrollment

Alberta Education funding to school jurisdictions for instruction, operations and
maintenance of facilities and student transportation is all based on the number of
students enrolled and educated. At its simplest, declining student enrollments
mean declining operational funds for school boards which over time can
negatively impact the education students receive.

Since regionalization to Pembina Hills in 1994/1995, Dapp School has lost 26% of
its student population, while both W.R. Frose and Jarvie schools have lost more
than 50% of their student population. Enrollment forecasts point to a continued
drop in students enrolled in Westlock north schools.
School
current
13/14 14/15
15/16
16/17
Dapp
111 (3)
102
99
90
80
K=14
K=15
K=10
K=8
K=6
35
41
40
45
48
Jarvie
W.R. Frose 70 (7)
68 (6) 62 (5) 62 (5) 58 (3)
()= early entry
Total
216
211
201
197
186
Of note is the long term trend of declining number of students starting school.
For example, in 2015/2016 above, just 8 students are predicted to begin school in
Dapp. This drops to 6 students in 2016/2017. If this trend continues, Dapp will be
faced with enrollments of 50 - 65 students in the foreseeable future. These lower
numbers will, in turn, see Jarvie school with about 20-30 students.
The W.R. Frose student enrollment forecast parallels the trend in Dapp.
Beginning in 2013/2014, just 6 students are expected to begin school. Forecasts
7|Page
indicate about 6 students beginning school thereafter. This would result in 50-60
students in a K-8 school.

Both W.R. Frose and Jarvie currently meet the Pembina Hills school closure
criteria and Dapp will meet it within the next five years.

Census 2011- The Task Force reviewed Census 2011 data. In brief, Westlock
Town and Westlock North communities are not growing as fast as the rest of
Alberta or Canada is growing. Westlock Town, for example, has declined by
3.7%. Barrhead, on the other hand, has grown by 5% and Athabasca by almost
16%. Key rural trends identified by census 2011 include:
- The number of farms are decreasing because of larger farms
- Farm operators are getting older (average 54 years)
- Families are smaller

Economic Development - Westlock County reports that there is no anticipated
growth in the Westlock North area although there is a potential expansion of the
Peat power plant northwest of Dapp.

A key assumption of the Task Force is that enrollment projections will continue
to decline as projected. In the view of the Task Force, it is better to deal with this
unfortunate reality in a proactive way rather than a reactive way. Simply, the
Task Force supports a solution that deals with student enrollment decline and
education of students in Westlock North in a way that enhances current
education, transportation and facilities services in a cost effective way.
Allocation Priorities

Despite allegations to the contrary voiced at the Westlock North consultation
meetings, per pupil funds allocated by Pembina Hills to jurisdiction schools is
weighted to support smaller schools. For example:
8|Page
Per student $ received by schools in Pembina Hills.
Barrhead Composite
6,010.52
BES
6,899.92
Busby
7,755.77
Dapp
7,615.36
Dunstable
8,847.54
Eleanor Hall
7,133.37
Fort Assiniboine
8,859.78
Jarvie
8,927.76
Neerlandia
7,012.44
R.F. Staples
6,015.62
Swan Hills
7,009.08
W.R. Frose
8,813.51
Westlock Elementary
6,919.32
9|Page

The Task Force also reviewed the Pembina Hills expenditures on instruction,
transportation and administration. The comparisons indicate that Pembina Hills’
expenditures compare favourably with its neighbours. For example:
School System
Instruction
Transportation
Board and System Administration
2010-2011
K-12
Pembina Hills
75.2%
9.3%
3.8%
Aspen View
74.1%
8.9%
4.8%
Evergreen
78.7%
10%
4.8%
Edmonton Public
75%
3.5%
3.6%
Northern Gateway
71.9%
8.1%
4.3%
Sturgeon
73.5%
9.2%
4.4%
Operations and Maintenance

Utilization Rates of PHRD schools range from 100% (Neerlandia, Westlock
Elementary) to 35% with an average of 68%. Regarding Westlock North Schools,
utilization rates as of Sept 2012 are;

-
Dapp School = 51%
-
Jarvie School = 38%
-
W.R. Frose School = 35%
-
Combined Westlock North Schools =42%
The Task Force recommendation for a regional school in Dapp will result in a
facility with a utilization of 84%.

The Task Force discussed the cost of maintaining the three Westlock North
schools. At present, all three schools cost more to operate and maintain than the
revenue available from Alberta Education. The net annual operations and
maintenance deficit for all three Westlock North schools is $ 98,087.00 (or
approximately $100,000.00) per year or $ 1 million over 10 years.
10 | P a g e

Alberta Education has recently done facility condition audits of the three
Westlock North Schools. These audits estimate the needed repairs to each school
over the next 30 years. Based on the three recent infrastructure audits and
translating maintenance and repair costs over 30 years –W.R. Frose works out to
$39,092.00 per student ($3,010,101/77) , Jarvie works out to $48,067.00 per
student ($1,682,358/35) , and Dapp works out to $24,526.00 per student
($2,795,996.00/114).
Provincial Capital Priorities
 The priorities guiding provincial decision making regarding school facilities
include health and safety, providing new schools to growing communities and
providing suitable program space for students.

Last year there were 700 requests from school boards for new school
construction or school modernization projects that totalled 400 million dollars.
Thirty five (35) out of 700 were approved. All of the approvals were primarily
because of student enrollment growth and providing schools to communities
that do not have a school.

In order to qualify for a new school, a geographic sector of Pembina Hills (e.g. –
Westlock North Schools) would need to have a utilization rate of 85% and have
enrolment projections that demonstrate student growth. Neither of these two
conditions exists at present.
Excess School Space

Pembina Hills would entertain leasing excess school space to a compatible
community group or possibly an individual. It was noted, for example, that a
community library or seniors centre would qualify as compatible while a
gambling casino would not. The organization leasing the space would need to
demonstrate a sustainable ability to fund and operate the leased space.
11 | P a g e
Observations regarding points put forward during the Westlock North Community
Consultations

Transportation – Transportation and related issues had approximately 110
comments made in community meetings. Simply, any recommendation
presented to the board needs to simplify and improve transportation ride times
for students.

Related to this, the issue of open/closed boundaries or transportation areas was
raised about 30 times. Many of the suggestions were about enforcing attendance
areas or making parent choice more difficult. Complicating this issue is the
reality of St. Mary’s School in Westlock and the right of catholic parents to attend
this school as well as the “free ride” provided to St. Mary’s School.

The next most common set of comments (20+) revolved around the notion of
creating a “specialized” school in the north. Suggestions included Outdoor
Education, French, Music, and Religious Education.

Reverse Transportation - A number of comments suggested sending students
from Westlock to Westlock North schools (15+). For example, a scenario like this
exists in Barrhead with students being bussed from Barrhead to Neerlandia. The
Task Force spent some time discussing Neerlandia School and the “reverse”
transportation (from Barrhead to Neerlandia) that supports this alternative
program school. Some interest was expressed by Task Force members in
exploring the concept of an alternative or “lighthouse” school that would attract
students from Westlock or surrounding areas to Westlock North Schools.
Pursuant to Alberta’s School Act, an alternative program means an education
program that “emphasizes a particular language, culture, religion or subject
matter or uses a particular teaching philosophy.” Examples noted included a
Christian education focused school, a sport focused school (hockey, baseball etc.),
an agriculture focused school or a school that had all students wear uniforms. A
community would need to come to the School Board with a request for such an
alternative program. It would be difficult, for example, for the Board to “impose”
such a program on a community and its school. It was also observed that an
alternative school might be a two edged sword in that parents who did not
12 | P a g e
support the school’s alternative approach would, according to the School Act, be
provided transportation to a nearby “public” school.

Better Financial Support - A number of community comments related to
providing more financial support to the Westlock North Schools by adjusting the
current allocation formula (6+ comments). Task Force members noted that small
schools in Pembina Hills already receive more per student funding than large
schools. For example, Jarvie receives $8927 per student while R.F. Staples
Secondary School receives $6015 per student, a differential of approximately
30%.
New School Act
 The new School Act affirms parent choice, public funding for Catholic and
Francophone education, flexibility and personalization in program delivery,
flexible definition of school, the ability to operate an alternative program,
affirmation of existing rules regarding enrolling students in a school operated by
a board, reduced restrictions regarding student transportation and more
emphasis on Board policy.
13 | P a g e
5. The Nine Alternatives Considered by the Task Force
Task Force members were asked to present proposed revisioning alternatives for Westlock
North schools that, in their view, would be reasonable given the background information that
had been reviewed in prior meetings. The following alternatives were presented. These are
clustered around “one school”, “two school”, and “three school” scenarios.
a) One School scenarios

Dapp becomes a K-9 school. No schools in Jarvie or Fawcett. Dapp currently has
available space and could accommodate all Westlock North students (perhaps with a
small addition)

New school in Jarvie.
b) Two School Scenarios

Fawcett K – 8 and “right size”
Dapp K – 9
No school in Jarvie - amalgamated with Dapp

Jarvie 7 – 9
Dapp K – 6
No school in Fawcett

Jarvie K – 3
Dapp 4 – 9

Dapp K – 6
Fawcett K – 9
No school in Jarvie. Jarvie 7-9 students bussed to Fawcett School.

Flatbush K – 3 (housed in community complex)
Dapp K – 9 (Jarvie amalgamated with Dapp)
14 | P a g e
c) Three School Scenarios

Status Quo

Fawcett K - 6 and “right size”
Dapp K - 6
Jarvie 7 - 9 (Fawcett junior high students bussed to Jarvie)
A discussion of the pros and cons of each alternative is summarized in the October 23
Discussion Notes posted on the Pembina Hills website.
15 | P a g e
6. The Three Task Force “Short listed” Alternatives and Rationale
Task Force members support their schools in their current locations but recognize that the
history of declining student enrollment in the Westlock North schools and the predicted
continuing further drop in student numbers will over time negatively impact programs,
funding, facilities and transportation in all three schools. Over the next five years, all of the
Westlock North schools will meet one or more of the Pembina Hills school closure criteria. In
the words of one Task Force member, the status quo will lead to “death by a thousand small
cuts.” While the education provided to students in Westlock North is currently sound, the view
of the Task Force is that continuing declining enrollments will eventually undermine this sound
education and lead to an unacceptable situation for Westlock North students. As such, the Task
Force does not see the status quo as a viable long term option.
Similarly, the other three school option simply shifts existing students around and does not deal
with the fundamental issue of enrollment decline that could negatively affect the education
students receive in Westlock North schools.
While the two (2) school options would deal with enrollment decline in the short term by
housing all students in two (2) schools rather than three (3), the long term probability is that one
of the two would meet school closure criteria in the foreseeable future.
Task Force members generally supported the idea of one regional school in Westlock North as
providing the best educational opportunities and long term educational stability for Westlock
North students.
The Task Force discussed a possible new school in Jarvie for Westlock North students but felt
that this was not a realistic alternative Alberta Education would fund. It was noted, for
example, that Alberta Education puts priority on funding schools in growing communities that
do not have a school. It would be highly unlikely that Pembina Hills would receive funding for
a new school when the Westlock North region has declining enrollments and already has three
schools, with one (Dapp) being in excellent condition and able to house all current and
projected students. Given this reality, the Task Force decided to end discussion of a new school
in Jarvie.
While the Task Force studied and discussed nine (9) possible scenarios, three (3) scenarios were
proposed as a possible framework solution. Two of these scenarios involved a phased in
transition from three (3) schools to two (2) schools to one (1) school at Dapp over a five (5) year
period. The third scenario involved moving from three schools to one school in Dapp within the
next three (3) years. The Task Force analyzed and discussed the implications of these scenarios.
16 | P a g e

Scenario A - Amalgamating Dapp and Jarvie in stage one and W.R. Frose with
Dapp/Jarvie students in stage two.

Scenario B - amalgamating Dapp and W.R. Frose in stage one (elementary students
would go to Dapp and junior high students would go to Jarvie) and Jarvie in stage two
(all students would go to a K-9 school in Dapp) and;

Scenario C - amalgamating W.R. Frose and Jarvie with Dapp and creating a new
regional school within the next three (3) years;
7. The Task Force Recommendation to the Board of Trustees
After considerable discussion, the Task Force reached a consensus minus one position (8 for,
1 against) for scenario C. The recommendation that the Task Force presents to the Board is
that within three years, all K-9 students in Westlock North be educated and housed in a
“revisioned” regional Dapp School.
17 | P a g e
8. Rationale Supporting the Recommendation
The Task Force sees the following benefits in support of its recommendation to the
Board.
For Pembina Hills:

The recommendation gives Pembina Hills and the Westlock North community
time to plan for facilities, school programs, staffing and budget – simply - time to
plan and build a model lighthouse school. A time frame of within three years
gives the School Board time to plan for and fund the transition to one
consolidated school and provides the Jarvie and Fawcett communities time to
plan for possible community use of surplus school space.

A consolidated regional school at Dapp is a long-term cost effective solution.
While there will be some initial start-up/facility adjustment cost, there will be
long term cost savings. A consolidated school will improve the school utilization
rate and result in cost savings for operations and maintenance, transportation,
“rightsizing” schools and reduced administration. Taken together, annual
operational cost savings of over $200,000 per year are possible.
For Parents:

A consolidated school will provide a common school year and day. A number of
parents in Westlock North, for example, currently send their children to three
different schools, each with its own and different school calendar.

Parents and communities are looking for stability rather than wondering
annually what the future holds for the education of their children. This solution
provides long term educational stability for Westlock North students.

While combined grades are supported by many parents, some parents would
prefer not to have their children in a combined grade scenario. The Pembina
Hills experience, for example, is that some parents start switching schools once
double or triple grade combinations are put in place because of low student
numbers in each grade. A consolidated school will reduce the need to combine
18 | P a g e
multiple grades because of low student numbers but leaves the option open for
combining for educational benefit.
For Students:

A consolidated school at Dapp will be designed around a common vision,
providing enhanced learning opportunities for all students in Westlock North
and sustainability over the long term. In the words of long time educator Werner
Frose, “The school at Dapp will be made a model school - a school with a vision
to the future, because they can take all of the best from each of the schools, and
they have the opportunity to build something educationally-wise that hasn’t
been done before… We have the opportunity now to produce a northern school
that will use the best teaching methods that are possible. It is not an extension of
Dapp School – it is a brand new unit.” (Westlock News interview)

While a school of about 200 students in Dapp is certainly larger than each of the
current schools in Westlock North, it is still considered “small” by Canadian
standards. As such, it could be seen to be in the “Goldilocks” zone (not too big,
not too small) of school size. For example, a review of school size research
conducted by K. Leithwood (2009) found that:
The weight of evidence provided by this research clearly favors smaller
schools. Students who traditionally struggle at school and students from
disadvantaged social and economic backgrounds are the major benefactors of
smaller schools. Elementary schools with large proportions of such students
should be limited in size to not more than about 300 students; those serving
economically and socially heterogeneous or relatively advantaged students
should be limited in size to about 500 students. Secondary schools serving
exclusively or largely diverse and/or disadvantaged students should be
limited in size to about 600 students or fewer, while those secondary schools
serving economically and socially heterogeneous or relatively advantaged
students should be limited in size to about 1,000 students.
A “revisioned” K-9 school in Dapp, while still small by definition, would be large
enough to offer all core subjects and allow the school to specialize in subjects like
Fine Arts or second languages or other areas of specialization supported by
Westlock North parents.

A consolidated school will improve student transportation pick-up and ride
times for most students in K-9. If double bussing is implemented in the pm as is
recommended by the Task Force, ride time for K-12 students in the Westlock
North area will be improved. This is because the transportation system in
19 | P a g e
Westlock North will be simplified with cross bussing and multiple school
transfer points eliminated. The bottom line is that a simplified transportation
system with all students heading in the same direction and needing no school
transfer points will, on average, equal improved student pick-up and ride times.

A consolidated school will, because it eliminates the need for three separate
administrations, be able to spend a larger percentage of its budget on classroom
instruction.

A consolidated school will provide enhanced library services and student
resources to all students by combining existing libraries and student resources.
20 | P a g e
9. Consideration of “Necessary Conditions”
In addition to considering the rationale supporting a consolidated regional school in
Dapp, the Task Force also proposed some “necessary conditions” that if
implemented would further support its recommendation.
These necessary conditions include:

Bringing administration, communities and school councils together to shape the
vision for the new regional school in Dapp. In the view of the Task Force, joint
school planning that involves parents and community members will lead to a
lighthouse school supported by all three communities. In this, it will be
important to emphasize that this solution is not just an expansion of Dapp School
– it is a revisioning and rethinking about what one school that serves all
Westlock North students would offer students. Renaming the school will also
help with positioning the school as a regional school for all Westlock North
students.

Pembina Hills needs to design and confirm the new routes to ensure improved
transportation times. The Task Force would like Pembina Hills to consider
double busing (transporting K-9 and high school students separately) in the
afternoons for area students.

Facility modifications/renovations/additions to Dapp School will be needed to
turn a K-6 school into a K-9 school able to accommodate a new and expanded
school program.

The plan needs School Board and Community/Parent support.

A regional school at Dapp can become a lighthouse school for Westlock parents.
If numbers warrant, the Board should consider bussing students to Dapp from
south of the current attendance line to the new regional school.
21 | P a g e
10. Conclusion and Next Steps
The Westlock North Task Force did not come to its decision easily. It had many
emotional and heart-felt discussions about the value of schools to their communities
and the loss that will be experienced in some communities. The Task Force also
recognizes that its recommendation is not without controversy. At the end of the day,
however, the Task Force decision is not about community politics or saving jobs for
staff. It is about what the Task Force thinks is in the long term best interests of students
in Westlock North.
Alberta Education has recently gone on record as supporting the Task Force
recommendation as an educationally sound and cost effective solution to the challenges
currently faced by Westlock North schools. It is prepared to enter into discussions with
Pembina Hills about designing and funding a school project that will turn a community
K-6 school into a regional K-9 school. The quick response by Alberta Education is
heartening and bodes well for the needed funding approvals.
The Task Force thanks the Pembina Hills Board for the opportunity given to parents
and community members to be an important part of the planning for the future of their
children. All too often parents are left out of these important discussions until decisions
have been made somewhere else.
The work of the Task Force is complete. If the Board supports the Task Force
recommendation and is prepared to implement it, the Task Force would encourage the
Board to continue to involve parents and community members in the detailed planning
for the regional school. For example, the Board might want to consider creating a
“Transition Team” composed of representatives from staff, parents and communities.
In sum, the education provided to students in Westlock North is at a precarious
balancing point. In the view of the Task Force, doing nothing and staunchly defending
the status quo will lead to reduced educational opportunities for students over time and
increased friction between communities. The Task Force believes that the time has come
for the communities of Westlock North to work together, to look beyond the interests of
each separate community and to think about what is in the best long term educational
interest of all students in the Westlock North region. While this may be painful and
difficult, our students deserve nothing less.
22 | P a g e
Respectfully submitted on behalf of the Westlock North Task Force
S. Schmold
23 | P a g e
Appendix 4
New School Process
October 11, 2013
10/07/2013
High degree of responsibility to make decisions about the learning structures
Process: Overview
Board
Responsibility
Coordinating Committee
Professional Learning Community
Transition Team School Council
Advisory capacity regarding decisions about the learning structures
Time
Process: Responsibilities
Purpose: Initiate the planning process
RO Admin
School Admin
Staff
Parents
Students
Community Stakeholder
Job to do: Gather ‘information’ from staff, students, parents and community to describe the following:
Outcomes: 1. List of statements about the school climate that can guide decisions about the social‐
emotional environment of the school
2. List of statements about academic expectations that can guide decisions about instructional delivery (Engaged Learners, Success for All Students)
3. List of ideas describing structures (grade levels, optional programming, extra‐curricular traditions…)
Guiding Principles and Resources: School Act, Board Policies and Admin Procedures, PHRD Jurisdiction Education Plan, research reflective of Universal Design for Learning, Inclusive Schools and Assessment for Learning
1
10/07/2013
Step 1: Coordinating Committee will Collect Input from Students, Parents, Staff and Communities
• Before April 12: Principals of the three schools will collect Student Voice • Before April 12 : Principals of the three schools will have a pre‐event conversation about the upcoming input sessions… School Councils to solicit support
• Before April 12: Messaging will be created for school and PHRD Website, and for Newsletters.
• Before April 12 : Principals of the three schools will personally contact families to invite them to the input meeting
Step 1: Coordinating Committee will Collect Input from Students, Parents, Staff and Communities
• On April 12 (School Based Professional Development Day):
– Who: All three schools’ staff and parents will meet at Dapp Gym – PURPOSE: Collecting voice to inform a vision for new school
• On April 16 (evening)
– Who: Invitation: community members interested in contributing to the creation of vision for a new school…”, – PURPOSE: Collecting voice to inform a vision for new school
2
10/07/2013
Responsibilities
Purpose: Lead the Planning Process Job to do: Refine the vision and plan a school program
RO Admin
Outcomes: 1. Using a PHRD School Education Plan Template:
a.
b.
c.
School Admin
2. Request System support structures:
Teachers
a.
Transition Team Define foundation statement.
Define the geography, history and demography.
Define programming structures as key school strategies
b.
c.
School Business / Finance
Student Transportation
Facilities
4. Draft school procedure manual to include:
a.
b.
3. Draft a school handbook
c.
Administrative responsibilities chart
Emergency response plan
Comprehensive Counselling Plan
Baseline Principles and other Resources: Outcomes 1‐4 from the Coordinating Committee (beliefs, structures and purpose), PHRD Education Plan Template, PHRD Admin Work plan, PHRD Safety officer, other schools’ Admin responsibility charts…
Responsibilities
Purpose: Lead the Planning Process Job to do: Refine the vision and plan a school program
How will Other Parents and Community Members be included?
• Request names for Ad Hoc Committee reps from Parents and staff…
• A ‘statement of interest’ form will be created to gather names and possible interest areas…
RO Admin
Membership:
• RO Facilitator
• 3 School Principals
• 4 Teacher Representatives
• 4 Parent representatives
Selection Process:
• Selected by Coordinating Committee
• Application process for Teachers and Parents
• Standardized criteria
School Admin
Teachers
Transition Team Parents
Students
Ad Hoc
Ad Hoc
Ad Hoc
Ad Hoc
Regional Services
Regional Services –
information providers to Transition Team and/or Ad Hoc
AD Hoc support could include: School Handbook, Playgrounds, Curriculum (music, library, technology…), Extra‐curricular (athletics, field trips…), Student Services, School Artifacts, Transportation, Facilities, and so on.
3
10/07/2013
High degree of responsibility to make decisions about the learning structures
Process: Overview
Board
RO Admin
RO Admin
School Admin
Responsibility
School Admin
School Admin
Staff
Professional Learning Community
Teachers
Transition Team School Council Chair
Staff
School Council
Parents
Parents
Students
Community Stakeholder
Ad Hoc
Ad Hoc
Ad Hoc
Ad Hoc
Parents
Students
Regional Services
Advisory capacity regarding decisions April 2013
about the learning structures
April to June 2013
2013 – 2014 School Year
Time
Role of Trustees
• Senior Admin will provide informal progress reports at board meetings
• Trustees are invited to observe at April 16th input session
Next update: June 12th Board Meeting
• Transition Team will present draft documents and plans to date
4
October 11, 2013
Appendix 5
Dapp School Proposed Project Description
Dapp School K-6 (Future K-9)
August 27th, 2013
Pembina Hills Regional Division No.7
Prepared by Alberta Education
Meeting Attendees: Colleen Symyrozum-Watt, Wendy Scinski, Darcie Eamor, Tracy Tyreman
Laurel Udell, Kenneth Wong, John Lovell and Mark Latimer
The current 2,047 m² Dapp School was constructed in two separate phases (413m² in 1965, and 1634m²
in 1989). The current capacity for the 2012/2013 school year is 116. The net capacity of the school is
218 students.
The potential consolidation project will see students from Jarvie School and W.R. Frose School
combining at the Dapp facility. The 2012-2013 adjusted enrolment for the three schools is 116 (Dapp),
34 (Jarvie) and 83 (W.R. Frose) for a total of 233. There is also the potential to draw students who
currently travel to Westlock to attend school if a newly modernized school were in place at Dapp. Based
on the adjusted enrolment of 233, it is recommended that a 300 capacity K-9 built-out core school be
used as the benchmark for comparison. With one CTS Lab the capacity would be 320 students. This
would result in a utilization rate of 72% if built-out to 320 capacity but provide a higher utilization rate
with less modular classrooms in place.
Below are comparisons of the spaces in a320 capacity K-9 school (as per the School Guidelines) versus
the spaces in the existing Dapp School.
Instructional Spaces:
Existing
Space
School
Classrooms
7
Science
Small Ancillary
Large Ancillary
320 Capacity
School
7
Difference
Notes
0
Potential for some permanent core
classrooms to be combined to form CTS
and/or ancillary spaces.
Potential joint lab with CTS.
0
0
1 (Stage)
1
2
1
-1
-2
0
Information
Services
Gymnasium
Gym Storage
0
1
-1
1
1
1
1
0
0
Library
1
1
0
CTS
0
1
-1
Potential for stage to be opened up to
create larger area for music/band.
(Remove old water treatment space
below band area and review adjacent
community kitchen). Would have to
include acoustical upgrades including
new movable partition to separate
space from gymnasium. Review
adjacent community Kitchen
Existing Room 110 is not counted as a
classroom.
PHRD to comment on adequacy of size
of gym storage.
Consider learning commons and
whether to open it out to entry
gathering space (movable partition).
Based on the preceding information, the existing school is deficient 5 learning spaces when comparing
to a 300 320 capacity school. However, it should be noted that if for example two existing classrooms
were combined to form a single CTS space, than the number of additional learning spaces needed would
increase to 6.
Non-Instructional Spaces:
Existing
Space
School
Administration
197m2
and Staff
320 Capacity
School
227m2
Difference
Notes
-30m2
The areas are comparable, note that
we have included the computer
resource room as part of this area.
PHRD indicated it is considering
converting rm. 110 (42.6 sq. m. to
Wrap-Around space.
Current mechanical room is on
mezzanine above gymnasium and is
tight, but does appear to be working –
PHRD to comment. Modernization
project would not receive air to air heat
exchangers requiring additional space
Not required – LEED certification item
in new schools
Change rooms appear satisfactory from
a size perspective. Expected to see
more use with junior high students.
Corridors/circulation appear to be
efficient in existing school.
The need for more storage can be
expected with the additional students
and introduction of junior high
students. Need for band equipment
storage was emphasized by PHRD.
All student and public washrooms must
be converted to provide a handicapped
stall. One additional toilet is required
in the proposed elementary wing (1965
section) girl’s washroom for the
additional students (100 elementary
girls). There is available space.
PHRD indicated that room 108 might
be converted when room 110 becomes
wrap around space.
Small gathering spaces at main entry
and at corridor intersection at south
end of school appears to be extent of
flex space.
Wrap-Around
20m2
0m2
-20m2
Mechanical
52m2
108m2
-56m2
Recycle Room
11m2
0m2
-11m2
Phys.Ed.
75m2
75m2
0
Circulation
425m2
TBD
TBD
Storage
59m2
31m2
-28m2
Washrooms
36m2
37m2
+1m2
Accessible
Washrooms
12m2
0m2
-12m2
Flexible Space
72m2
TBD
TBD
Wiring
Network
40m2
TBD
TBD
From a non-instructional space perspective the areas are primarily deficient with regards to the new
interim design standards (wrap-around, recycle, accessible washrooms and larger mechanical space) as
well as storage space. For a modernization the wrap-around service space and accessible washrooms
should be provided with relation to addressing program needs arising from the Inspriring Education
initiative. I believe the intent would be to carve out these spaces within the existing permanent core of
the school, which could include classroom spaces and then the classroom spaces could be replaced by
modulars as needed.
Based on the facility audit, information provided by Workun Garrick and the observations from our
August 27th, 2013 tour, it is anticipated that a modernization project would include:
•
Structural Components
o The 2012 facility audit indicates that the crawlspace was wet and that there is no
ventilation and recommends repairs with an associated cost of $81,000.
•
Building Envelope
o Exterior walls are considered acceptable with only recaulking identified as a priority in
the facility audit.
o Windows & Doors
The windows are 24 years old. TSB has been asked to comment on the potential
to replace the windows as part of the modernization (facility audit recommends
replacement in 2029).
o Roofing
Roof membranes are 24 years old and facility audit recommends replacement in
2016. Roofing has been included as part of the modernization.
Skylights (2) to be replaced with clerestories.
Potential to add clerestory windows to west wall of stage area to allow for
natural lighting to new music/band space.
•
Interior Components/Finishes –
o A portion of the interior finishes will require renewal, including replacement of 1989
carpet.
•
Mechanical
o Plumbing is understood to be acceptable
o Heating/Ventilation
Generally acceptable, air handling units scheduled for replacement in 2019 and
heating boilers in 2024. TSB has been asked to comment on the potential to
replace these systems as part of the modernization.
Workun Garrick identified need to air condition computer room and server
room.
o Fire Suppression
Building is not sprinklered and it is understood that this would not be required
provided that modular installation includes rated link.
•
Electrical
o Main Service/Distribution
Informed that main service is adequate although Workun Garrick recommends
surge suppressor be installed.
Some wiring/receptacles, etc. will require upgrading where functional room
changes are taking place.
o Lighting (Exterior and Interior)
Some interior lighting upgrades are anticipated including gymnasium and
computer room.
o Fire Alarm
Fire alarm and security systems will require upgrading plus extension into new
modular classrooms.
•
Equipment/Millwork appeared acceptable.
•
Functional Assessment
o Programming Upgrades
Modify two classrooms to form proper CTS space.
Modify stage area into proper music/band space.
Other interior modifications to provide required non-instructional space.
Addition of modular as required.
o Barrier Free Upgrades
Required for access to stage.
•
Site
o
o
o
Grading
Due to water report in crawlspace, upgrades recommended in facility audit.
Parking/Driveways
With additional students it is expected that additional parking and bus drop off
improvements will be required.
Walkways appeared acceptable.
Scope Summary
•
The area of a new 300 capacity K-9 school with 1 CTS lab is 3,186m2 (this would actually
represent a 320 capacity with the CTS), while the existing school is 2,047m2, leaving a deficient
area of 1,139m2.
o It is assumed that the deficient area will be addressed through modular classrooms, and
link structures leaving the permanent core area available for modification for CTS and
ancillary instructional spaces as well as required non-instructional areas identified
previously.
o The 1,139m2 would translate to 11 modular classrooms, which may not be practical or
required at this time.
If we installed 6 modular classrooms plus two boot room links of 80m2 the
associated area would be 762 sq. m. and net capacity would be approximately
298 translating to a utilization of 78%. If enrolment numbers increase or
decrease modulars could be subtracted or added.
Draft project description:
•
•
•
•
2,047m2 of permanent space to be modernized at 44.05%. Allow for:
o Crawslpace repairs at $81,000.
o Partial building envelope upgrade (5.00%).
o Roofing replacement (8.74%).
o Interior construction for room modifications needed (4.40%)
o Partial interior finishes upgrade (2.00%)
o Partial HVAC upgrade (4.13%)
o Partial electrical upgrade (1.99%).
o Site improvements (grading, bus drop off, increased parking) (5.00%).
o Barrier free upgrades (1.0%).
o General requirements and fee (11.79%)
CTS equipment @ $100,000.
Addition of 6 modular classrooms plus boot room links.
Based on the above, the CPMP template indicates that the project would have an order of
magnitude cost of approximately $5.94 million.
October 11, 2013
Appendix 6
W. R. Frose School Report
W. R. Frose School
Fawcett, Alberta
Updated Condition Analysis
Pembina Hills Regional School Division No. 7
October 18th, 2011
1.0
INTRODUCTION
In October of 2011, Pembina Hills Regional School Division No. 7 commissioned The Workun Garrick
Partnership, Architecture and Interior Design Inc. to provide an update on the condition of W. R. Frose
School.
2.0
BACKGROUND INFORMATION
The original W.R. Frose School was constructed in 1948, and has since been demolished. Additions to the
original school were constructed in 1956, 1959, 1961, 1966 and 1984. The total gross area of the school is
2,366.4m2. The fixed capacity of the school is 225. The grade structure of this facility was recently revised
to K – 8. A total of 72 FTE students enrolled in this school in September of 2011; therefore the school’s
current utilization rate is approximately 32%.
The building consists of wood framed walls, floor and roof structures in all areas except the 1984 section,
and masonry walls and steel joist & deck floor and roof structures in the 1984 section. Crawlspaces exist
under all areas of the school. Exterior wall finishes are primarily sand / cement stucco with a stone
aggregate finish. Roofing generally consists of modified bituminous membranes and prefinished sloping
metal. The entire school received a major modernization in conjunction with the 1984 addition.
The Workun Garrick Partnership subsequently commissioned Protostatix Engineering Consultants Inc. to
assess the school’s structure, Hemisphere Engineering Inc. to assess the existing mechanical systems, and
JO Engineering Inc to assess the existing electrical systems. The results of this review are summarized in
the following paragraphs.
3.0
FINDINGS
3.1
Functional Issues
The following functional & utilization issues exist at this facility:
•
•
•
3.2
The school’s utilization rate is very low (32%). This has a significant impact on the Division’s ability
to operate and maintain this facility, since much of the funding for plant operations and
maintenance is granted on a per-student basis.
A suitable barrier-free washroom does not exist.
A platform lift is required to enable any wheelchair-bound students or teachers to access the stage.
Architectural and Structural Physical Plant Conditions
A facility audit was performed by the firm of S. Siren Architect Ltd. in 2000, on behalf of Alberta
Infrastructure. This audit was used as background information for this review. A site visit was originally
made by the consulting team on May 30th, 2005 to update existing conditions at that time; follow-up visits
rd
th
were made on May 3 , 2010 and October 18 , 2011 to re-assess the condition of the building.
The following architectural and structural conditions exist at this facility:
•
•
Generally speaking, the building envelope and finishes within the school appear to be in
reasonable condition.
There is a high water table on this site. The crawlspaces had wet areas at time of review, and
rotting of structural floor framing members is a continuing issue. Replacement of some rotted floor
framing members has been carried out by the School Division in the recent past. Crawlspace
sumps & pumps and circulation fans have been installed by the School Division in an attempt to
control humidity; however, moisture is still infiltrating the crawlspaces due to the high water table.
These conditions exist primarily at the south and north classroom wings (1959 and 1966 additions).
1
•
•
•
•
Some spalling of concrete footings was observed in the crawlspace of the 1956 addition, which
may be due to presence of water soluble sulphates.
The roof areas over the north and south classroom wings are near the end of their service lives and
will require replacement in the near future.
Coat hooks are used in the elementary corridors, which is a flame-spread rating issue since the
corridors are used as accesses to exit.
Some interior finishes (such as carpeting) are worn due to age, and require replacement.
In general, commercial and institutional buildings of wood frame construction have an anticipated service life
of 25 to 40 years, and masonry and steel buildings can have a life span of 60 to 100 years; therefore parts of
the school are at the end of their service lives, and the most recent addition has a significant service life
remaining. Since a successful modernization of this facility was carried out in the mid 1980s and a reroofing program has been completed in the recent past, the school should perform reasonably well for the
foreseeable future if the groundwater infiltration issue is resolved and thorough review and repair of the 1956
addition floor joists is carried out.
3.3
Mechanical Plant Conditions
The following mechanical problems were found to exist at this school:
•
•
•
3.4
The mechanical systems serving the school are in good condition.
Crawlspace is wet in some areas with standing water.
Provisions for fire fighting do not exist (i.e. a fire-fighting water cistern is required).
Electrical Plant Conditions
The following electrical conditions and problems exist at this facility:
•
•
•
•
•
•
•
•
•
•
•
•
Main power service is underground, 120/208V-3Ø-4W, 600A, maximum demand is 130 amps.
There is no surge suppressor device. The existing NW Mechanical Room will be demolished. The
existing Main Distribution Panel (MDP) is in this room. The main power distribution will need to be
relocated to a new Electrical Room. Recommend a new MDP complere with a surge suppression
system be installed.
Branch circuit panels are 120/208V-3Ø-4W.
Wiring and receptacles will require upgrading in areas of functional change.
Existing telephone system is an AlcaTel VoIP
Sound and intercommunication system is an analogue, switch type, Rauland MCZ300 system and
would need to be upgraded to a microprocessor system.
120 volt and battery clocks will be reused.
Lighting is primarily fluorescent and most has been replaced with T8 lamps and electronic ballasts.
Recommend computer room fixtures be changed to parabolic louvred type. Broken lenses will
require replacement.
Security system is a DSC system with passive infrared detectors (PIR) throughout school. The
system could be salvaged, checked for operation and PIR’s relocated to suit modernization.
Fire alarm system is an Edwards QuickStart, 10 zones active and 6 zones spare. System does not
have visual signal appliances. The corridors where there are coat hooks and the infirmary do not
have smoke detectors.
Exit and emergency lighting is provided throughout school.
Data system consists of Category 5 cabling run to classrooms and in staff areas. SuperNet is
located in the Server Room.
New mechanical equipment and Owner’s supplied equipment would require power and
connections.
In general, electrical systems are in reasonably good condition. The sound & intercommunication system,
and MDP are of old technology and it is recommended these systems be upgraded. Much of the wiring
would be disrupted due to modernization work and will require re-feeding.
2
4.0
RECOMMENDATIONS
If it is deemed that this school remains viable from educational and financial standpoints, the following is
recommended to address functional issues, physical plant deficiencies and negative environmental
conditions at this school:
•
•
•
•
•
•
5.0
Demolish the wood-framed 1959 and 1966 additions, to reduce the building footprint and eliminate
the primary problem areas for groundwater infiltration. This would result in a more efficient floor
plan, increase the utilization rate to approximately 50%, and reduce ongoing plant operations and
maintenance costs.
Excavate around the remainder of the school and install a foundation drainage system c/w sump
and pump-out.
Create barrier-free washroom facilities.
Provide a platform wheelchair lift to the stage area (will also be a music room).
Create a “wet-lab” in the school to replace the science lab that will be eliminated through
demolition.
Carry out recommended mechanical & electrical upgrading work.
ORDER OF MAGNITUDE COST TO RIGHT-SIZE AND UPGRADE THE FACILITY
Demolition, backfilling & restoration of grounds:
Architectural & structural:
Mechanical:
Electrical:
Sitework:
General conditions:
Soft Costs:
Total Order of Magnitude Cost Estimate:
$ 165,000.00
$ 1,100,000.00
$ 138,000.00
$ 132,000.00
$
90,000.00
$ 292,500.00
$ 402,500.00
$ 2,320,000.00
Prepared by,
THE WORKUN GARRICK PARTNERSHIP, ARCHITECTURE AND INTERIOR DESIGN INC.
Dave Christie, C. Arch. Tech., AAA
LEED® AP
Partner
3
Appendix 7
Jarvie School Report
October 11, 2013
Jarvie School
Updated Condition Analysis
Pembina Hills Regional School Division No. 7
October 18th, 2011
1.0
INTRODUCTION AND BACKGROUND
In October of 2011, Pembina Hills Regional School Division No. 7 commissioned The Workun Garrick
Partnership, Architecture and Interior Design Inc. to provide an update on the condition of Jarvie School.
Jarvie School was constructed in 1964, and two detached portable classrooms were added in 1967. The
total gross area of the school is 1,121.5m2, including the portable classrooms. The fixed capacity of the
school is 98. 49 FTE students were enrolled in this school in September of 2011, in grades 7 through 9;
therefore the school’s current utilization rate is 50%.
The school consists of masonry and wood framed walls, wood framed floor and roof structures and concrete
slab on grade floor in the mechanical room. Crawlspaces exist under all areas of the school except the
mechanical room. Exterior finishes consist primarily of sand / cement stucco with a stone aggregate finish,
horizontal cedar boards and some brick veneer in isolated locations. Although no records are available, it
appears that the school received a modernization of interior and exterior finishes in the early 1980s. There
were no records available for the portable classrooms.
The Workun Garrick Partnership subsequently commissioned Protostatix Engineering Consultants Inc. to
assess the school’s structure, Hemisphere Engineering Inc. to assess the existing mechanical systems, and
JO Engineering Inc to assess the existing electrical systems. The results of this review are summarized in
the following paragraphs.
2.0
FINDINGS
2.1
Architectural and Structural
A facility audit was performed by the firm of Niels P. Gerbitz Architects Ltd. in 1999, on behalf of Alberta
Infrastructure. This audit was used as background information for the current review. Site visits were made
th
th
by the consultants on April 29 , 2005 and October 18 , 2011 to assess existing conditions.
The following architectural and structural conditions exist at this facility:
•
•
•
•
•
Provisions for fire fighting do not exist (i.e. a cistern and fire pump are required).
Although there is some evidence of dampness in the crawlspace, exhaust fans have been installed
to dissipate this. Rot was not evident in the floor structure over the crawlspace, upon cursory
review.
The bus lay-by requires regrading and recompaction.
Generally speaking, the school appears to be in very good condition.
The portable classrooms have long exceeded their services lives.
In general, commercial and institutional buildings of masonry construction have an anticipated life span of 40
to 60 years; therefore, this school has not yet reached the end of its service life. It appears that, since a
successful modernization of this facility was carried out in the early 1980s, the school should perform
reasonably well for the foreseeable future.
2.2
Mechanical
The following mechanical problems were found to exist at this school:
•
•
•
•
•
•
Current outside air exchange rates not provided.
Inadequate filtration system.
No humidification system.
No source of water for fire protection.
Two air handlers provide air supply to the school; units are in reasonable condition.
Two boilers are provided; one 9 years old, one 31 years old is on standby.
1
•
•
•
Controls have been upgraded to a Siemens DDC system.
Crawlspace is damp; ventilation is provided by air handler plus four exhaust fans and is still
inadequate.
Plumbing is in reasonable condition.
Our recommendation is to upgrade the existing mechanical systems to meet current outside air rates,
filtration quality and humidification. Additional drainage and ventilation is required for the crawlspace.
2.2
Electrical
The following electrical conditions and problems exist at this facility:
•
•
•
•
•
•
•
•
•
•
Main power service is overhead, 120/240V-1Ø-3W, 200A, maximum demand is 80 amps. There is
no surge suppressor device. The main distribution centre consists of a splitter with fused
disconnect switches. It will require replacement and serviced with underground secondary.
Most branch circuit panels are 120/240V-1Ø-3W. They are generally full and require replacement
to larger capacity types.
Wiring and receptacles will require upgrading in areas of functional change.
Battery clocks will be reused.
Lighting is primarily fluorescent and has been replaced with T8 lamps and electronic ballasts. The
gymnasium will require re-lamping. Broken lenses will require replacement.
Security system is a DSC system with passive infrared detectors (PIR) throughout school. The
system could be salvaged, checked for operation and PIR’s relocated to suit modernization.
Fire alarm system is an Edwards EST, 5 zones active and 3 zones spare. System does not have
visual signal appliances.
Exit and emergency lighting is provided throughout school. Washrooms require emergency
lighting.
Data system consists of Category 5 cabling run to classrooms and in staff areas.
New mechanical equipment and Owner’s supplied equipment would require power and
connections.
In general, electrical systems are in reasonably good condition with the exception of the main service
and power distribution system; however much of the wiring would be disrupted due to the modernization
work.
3.0
ORDER OF MAGNITUDE COST TO MODERNIZE THE FACILITY
Disposal of Portables
Architectural:
Mechanical:
Electrical:
Soft Costs (21%):
Total Order of Magnitude Cost:
4.0
$ 13,000.00
$100,000.00
$130,000.00
$ 70,000.00
$ 66,000.00
$379,000.00
RECOMMENDATION
Create provisions for fire fighting. Remove and dispose of the existing portable classrooms to improve the
utilization rate of the school, and to reduce ongoing plant operation and maintenance costs. Carry out
recommended mechanical & electrical upgrades.
Prepared by,
THE WORKUN GARRICK PARTNERSHIP, ARCHITECTURE AND INTERIOR DESIGN INC.
Dave Christie, C. Arch. Tech., AAA
LEED® AP
Partner
2

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