COMMITTEE OF THE WHOLE 5 June International Baccalaureate Program Implementation Plan

Transcription

1 I F 5 June 2018 eport o International accalaureate Program Implementation Plan ey ontact: rett eynolds, ssociate irector (ext. 8252) Frank iley, uperintendent of Instruction (ext.8820) PP: 1. o seek approval of the implementation plan of the International accalaureate (I) Program at erivale igh chool in regard to:. a phased in change to a non-semestered program delivery model at erivale igh chool; and. the establishment of an attendance boundary for the istrict s International accalaureate programs at olonel y econdary chool and erivale igh chool. 2. o share information that the start time at erivale igh chool will remain the same. X: 3. ne of the approved recommendations resulting from the econdary chool Program eview (June, 2016) included the implementation of a second I program in the western area of the istrict. he goals identified in this decision were to provide equity of access to enhanced programming and to address the issue of demand versus available site capacity at olonel y econdary chool (current home school for the I Program). he estern rea ccommodation eview (concluded in the spring of 201) identified erivale igh chool as the chosen site with a start date of eptember, 2019 (subject to the accreditation by the International accalaureate rganization (I)). his site was chosen in large part since the school had the capacity to add a program that ultimately could result in an additional 500 students and address its declining enrolment over the years. eport I Program Implementation Plan Page 1

2 4. he introduction of a second International accalaureate Program set the goal of having as many students as possible in the western area of the istrict attend a istrict program in closer proximity to their homes. n arch 2, 2018 a consultation process was approved by oard related to a number of decisions regarding the implementation of the new erivale igh chool I program: a. hould erivale igh chool adopt a non-semestered program delivery model?; b. here should the boundary for the new I Program be established?; and c. hould there be a later start time for erivale igh chool students? II: Program elivery odel 5. ackground erivale igh chool is a semestered grade 12 school. he I program is to be implemented (dependent on accreditation) incrementally beginning with the pre I rade 9 program as the first cohort of students starting in eptember, hat cohort may be up to 140 students (5 cohort classes). his projected cohort will result in an I population of up to 560 students upon a full four year implementation. ombined with the regular community cohort of students, erivale igh chool is projected to be between 1,500 and 1,600 students beyond which reaches the maximum capacity for the school. olonel y econdary chool currently is the only secondary school in the ttawa-arleton istrict chool oard () that has been certified as an I diploma granting school. he program was introduced at the school in 199 when all schools in the former arleton oard of ducation were nonsemestered. It is the only high school to retain this structure post amalgamation due to the unique features of the I Program. he school s population has grown to a total of 1,136 students in the school year (02 students in the I Program and 434 students living in the regular catchment area). ue to its capacity, the school has not been able to offer spaces to a high percentage of qualified I applicants. rigorous investigation process is conducted by the I to officially accredit a school site to offer I programming. hile there are many criteria that must be met, three are critical I iploma Program requirements: a. he schedule provides for the recommended hours for standard and higher level subjects; b. he schedule provides for the development of the theory of knowledge course over two years; and c. he schedule respects concurrency of learning in the iploma Program. oncurrency of learning means teaching the curriculum in a schedule that consistently exposes the student to all of their subjects over the two years of the program. his allows students and teachers to make links between experiences in the core program and the academic subjects that are being studied. eport I Program Implementation Plan Page 2

3 he istrict has currently begun the I accreditation process with the understanding that the decision concerning the program delivery model will be made in June delay of that decision will result in the program not beginning in eptember, Issues for onsideration he decision of whether or not to change the program delivery model to a nonsemestered format at erivale igh chool is a complicated matter. etting up the new program for optimum success, honoring existing school community expectations, scanning provincial practices and reviewing consultation feedback have helped to form the proposed recommendations. he discussion of whether erivale igh chool should become desemestered is not tied to the evaluation of which program delivery model, semestered or nonsemestered, is a better instructional model. here is no definitive research that supports one delivery model over the other in terms of resultant student success. emestered programming is the predominant provincial structure in districts for the delivery of ntario curriculum. he discussion of this issue is tied to the context of what model best supports the I learner profile and program expectations while meeting the needs of the current erivale igh chool students.. Implementation Impact In considering what the best program delivery model would be at erivale igh chool, some analysis of the implementation impact is warranted. his analysis speaks to the final program delivery model for the entire school upon full implementation of the I program in grades It is acknowledged that, if approved, there may be a time of transition during the first years of implementation when two models may need to be in place. he intent is that this time period would be as short as possible as it would require additional supports which are referenced later in this report. 8. emestering Versus on-emestering tudent imetabling, ourse oad and taff evelopment In a semestered system there are some challenges for I students. I examination timing and preparation is developed for a non-semestered structure. he final I examinations are held in the first week of ay, unlike regular ntario diploma courses that would have final exams at the end of each semester (January and June). tudents writing higher level I exams in a semestered school would have courses that have finished in the first semester. his means that they would not have active instruction in the courses from the end of January until the ay exams, which could put them at a disadvantage in writing their final I exams. hile mechanisms may be put in place for extra support/tutelage in preparation for the ay examinations, this would involve voluntary teacher time. econd semester courses would need to be more compressed to be able to cover material needed for the ay examination timing. eport I Program Implementation Plan Page 3

4 ccreditation for the program may be more difficult to achieve. he I states that a non-semestered program delivery model provides the optimum opportunity for students to be successful in the program since it allows students to plan their I programs over a two year cycle while studying disparate disciplines in a richer, more interdisciplinary learning model. andidate schools (those who have applied for accreditation) must demonstrate how they will achieve the concurrency threshold which is more difficult to achieve in a semestered program. ntil the program is at full capacity, course selection for students in the I programs will be somewhat prescriptive and course choice less flexible for ntario program students. he ability to run a full flight of semestered courses for ntario program students and I standard and higher level course at the same time will be dependent on the number of trained I teachers and the staffing availability for the ntario program courses. non-semestered system would be a total change in the current delivery model of erivale igh chool. In a non-semestered program, students carry eight courses for the year and have a full slate of examinations and summative evaluations at the end of the school year. o mitigate the work load challenge, the course schedule being considered for erivale igh chool is based on the current olonel y econdary chool timetable. tudents would not have eight subjects daily but rather four subjects daily over a two day rotation. his allows for longer instructional time in each scheduled class and helps students manage the daily course load of homework. hen a student transfers from a semestered school to a non-semestered school, developing a timetable can be a challenge. owever, when this situation does occur at olonel y econdary chool, a number of strategies (credit recovery, credit transition, student success program support, etc.) are used to ensure that the students success in courses is not jeopardized. If approved, a phased in approach to non-semestering (grade 9 in 2019/2020, grade 10 in 2020/2021 and grade 11 s and 12 s in 2021/2022) can result in all students except one grade level finishing their high school career in the program delivery model with which they are familiar. tudents currently in grade 8 would be moving from a semestered grade 11 to a non-semestered grade 12, whereas all other students would continue in the program model that they began in grade 9. tudents who have been in the semestered delivery model may find this change difficult in their graduating year. he current cross boundary transfer policy does not acknowledge program delivery models as a criterion for transfer application. here may be a need to consider a one-time exception for these students who would experience difficulty in managing the non-semestered and wish to attend another school. he s program in its current non-semestered configuration at olonel y econdary chool has been deemed one of the most successful secondary I programs in orth merica based on the number of I diplomas that are granted. In developing the new program at erivale igh chool, staff professional learning and curriculum development will rely heavily on the experiences of eport I Program Implementation Plan Page 4

5 olonel y econdary chool and look to emulate those experiences that have resulted in that program s success. hose success criteria rely heavily on the structure of a non-semestered delivery model. he use of the facilities for a semestered program at erivale igh chool will pose more challenges than a non-semestered program. he intermediate population is currently on a balanced day schedule that runs for a full year. o maximize access to specialty areas (science labs, art rooms, drama, etc.), it is advantageous to have all students on the same schedule. he more model alignment there is, the better the ability to schedule students across the different programs. In assessing what program delivery model provides the optimum learning potential for students, it is important to remember that the ability to offer a sufficient number of courses to attain a French Immersion ertificate upon graduation is an expectation of all of our schools, including the I program. his additional program commitment adds a complexity to the scheduling of programs. olonel y econdary chool s non-semestered schedule has achieved that timetabling goal. 9. plit Program onsideration etaining emestering for the ntario Program, on-emestering for I Program he introduction of any new, large program to a school usually requires some modifications to the existing structures while attempting to make that change seamless for the existing school population. In an ideal situation, the I program (non-semestered) would cohabit with the existing semestered model in place. Practically, this is very problematic. erivale igh chool will have a number of program streams upon the inception of an I Program: namely, ntario econdary chool iploma (), I and grades and 8 (on its own balanced day timetable) as well as offering a full French Immersion program. o have all of these groups of students on different schedules seriously impedes the flexibility to provide optimum access to differentiated learning spaces (labs, performance areas, learning commons, etc.) and to timetable for multiple program pathways where needed. For example, developing a timetable with higher level I subjects (non-semestered) and include credits (semestered) would be extremely challenging. tudents enrolled in an I program typically have a mixed timetable of both types of courses. split school schedule would limit student course choice. here would also be significant difficulty in timetabling an I student who makes a decision that the program is not the right placement and wishes to return to a full ntario program. In the same light, the timetabling of staff in a dual program delivery model school would provide the same challenges and greatly limit the flexibility to facilitate staff expertise and interest. tudent choice, facility use and human resource eport I Program Implementation Plan Page 5

6 allocation are all at an optimum where the delivery model of both the I and ntario regular programs is the same. split program also has classroom space implications. s the population at erivale igh chool grows over the years, this expanding demand on instructional space will become problematic. ividing the two programs by the nature of the delivery model also has the potential to create the feeling of a school divided. he ability for students in the I program to take credits as they move toward graduation is critical in providing a school culture of inclusivity for all. ased on the operational challenges of this approach, this delivery model is not feasible as an option. 10. Provincial Perspective he majority of schools offering the I Program in other districts have opted to retain a semestered program model. hey have met the I s requirement to provide concurrent learning and have put processes in place to manage that requirement. hile many districts and school authorities offer I programming, few have comparable enrolment to the program. owever, two districts have comparators of note. hite aks econdary chool (alton istrict chool oard) offers an I program to over 550 students: 300 in pre I grade 9 and 10 (non-semestered), 140 in grade 11 and 110 in grade 12. hey have a desemestered grade 9 and have retained semestering in grades 11 and 12. urner Fenton econdary chool (Peel istrict chool oard) has a total of 598 students in their I program: 325 students in grades 9 and 10 and 23 in grades 11 and 12 and have retained semestering at all levels. 11. hat as eard uring onsultation he general feedback from the consultation period has been mixed (see onsultation section). hile the majority of erivale igh chool parents and students have expressed that they would support staying with a semestered program, the reasoning behind their choice is varied. ome input indicates support of semestering as a program delivery model in general as opposed to a erivale igh chool specific issue. ther feedback is tied to the issue of students not having their mode of program delivery being changed during their time at erivale igh chool (support of a phased in approach). he last grouping of feedback speaks to having the implementation of the I program not affect the regular program students. Interest groups were fairly balanced in their feedback; the erivale igh chool community favoured semestering while feedback in the category of other schools expressed that a non-semestered approach was ideal. In developing a recommendation, staff has looked at what delivery model that will ultimately provide the maximum flexibility for student choice in both I and ntario courses, the best use of facilities and staff allocation as well has having minimum impact on the existing students of erivale igh chool. eport I Program Implementation Plan Page 6

7 12. taff ecommendation for the Program elivery odel at erivale igh chool he staff recommendation is to move to a non-semestered program delivery model at erivale igh chool in a phased in approach. he phased in approach has non-semestering start with the first cohort of grade 9 students and then move into the grade 10 year. (2019/2020 and then 2020/2021). full year programming model is consistent with the grade and 8 timetable model; therefore, the transition would be seamless for the incoming grade 9 s not enrolled in the I program. he year that the first cohort moves into grade 11 (2021/2022), both grades 11 and 12 would become desemestered. ypically grade 11 and 12 students reach ahead and back for course selection. split delivery model between these grade levels would seriously impede the ability of students to make those choices. his process allows for no change in delivery model with the exception of the current grade 8 class who would be moving into grade 12 the year that grade 11 and 12 change to a non-semestered program. he question of offering a district program at two sites with two different models has also been taken into consideration. Parental expectation is that the same structure that has proven to be very successful at olonel y econdary chool over the years should be replicated as closely as possible at a second site. 13. stablishment of a ew oundary ackground In preparing potential boundary area options for the two I program sites, a number of factors and a variety of data were examined. he two future I programs are expected to be similar in size, but not the same. In the longer term, the program at olonel y econdary chool is anticipated to have an intake of 168 grade 9 students. his would result in a total program size of 62 I students at the school. he program at erivale igh chool is expected to have grade cohorts of 140 students, a total program size of 560. he expected sizes of the I programs (relatively similar) and the fact that there will be two sites for the entire istrict speak to the fact that, to some degree, this can be considered a general proportioning exercise. In addition, a relatively high percentage of I program students come from non elementary schools (approximately 20 to 25%). his element, along with the fact that historical data for the program is impacted by the current situation a single program site located on gilvie oad within a residential neighborhood in the eastern portion of the istrict makes some of the information available for analysis less accurate than would normally be part of the planning process. ince the predictive means to understanding how the opening of a second I site will impact applicant and enrolment data moving forward, the use of proportioning the future population in as balanced a manner eport I Program Implementation Plan Page

8 as possible can provide stability as the program begins at erivale igh chool. here is also the commitment to monitor enrolment patterns for a possible reexamination of the situation in future years should that be necessary. o support the development of program boundaries for the two sites, the following data was examined: historical I program enrolment at olonel y econdary chool; grade 9 I program applicant data at olonel y econdary chool; historical secondary school enrolment; and historical secondary school-age population data (children aged 14 to 1). ew residential development and neighbourhood renewal and intensification trends were also accounted for in the analysis. he goal of the setting of I boundaries is to attempt to provide equitable access to students while ensuring that required enrolment numbers are met and sustainable programs created. his is true not only for the new site at erivale igh chool but also the existing one at olonel y econdary chool. ccounting for the geography of the two schools existing regular program attendance areas also needs to be factored in from a feeding school perspective. uring the econdary chool Program review, the Final eport of the International accalaureate ommittee (eport o ) cited that the distribution of students applying for the program reflected a large number residing in the western area of the istrict. he establishment of a second program requires the creation of a boundary to delineate attendance entitlement. he goal of a new I Program boundary will be to provide equitable access to the programs while providing sustainability for both olonel y econdary chool and erivale igh chool programs. ccounting for the geography of the two schools existing regular program attendance areas also needs to be factored in from a feeding perspective. 14. I Program oundary-etting nalysis he starting point for analysis was a division which used the ideau iver from the southern extremity of the jurisdiction to the ttawa iver. his boundary, however, was moved progressively further to the west in order to create a reasonable enrolment distribution for the two program sites. his was due to the fact that a large amount of the school-age population and residential development growth over the past ten years has been centered within communities located west of the ideau iver (for example, growth communities in outh epean, anata, and tittsville). sing the ideau iver would have resulted in a disproportionate pool of the 14-1 school-age population located within the new erivale igh chool I program boundary. his uneven distribution is made more extreme because a large part of the developing iverside outh community is designated to erivale eport I Program Implementation Plan Page 8

9 igh chool for the regular secondary school program, and therefore has to be included within its I boundary area (see ppendix ). oving the boundary division west to follow ow s ake and the -train rail line helped with the distribution, but was still short of providing an adequate population of students for the olonel y econdary chool program. taff does however appreciate the geographic logic of such an east/west boundary divide (see ppendix ). 15. Proposed ption for the onsultation Process he proposed option that was put forward during the public consultation served to extend the olonel y econdary chool I boundary west to include a corridor bounded by aseline oad to the south and the ttawa iver to the north. he western limit of the boundary mirrored the current oodroffe igh chool attendance area. he first proposed attendance boundary division resulted in a population distribution proportionate to the two expected program sizes for % of the secondary school-age population (14 to 1 year olds) resided within the eastern or olonel y econdary chool I boundary area, and 45% within the western or erivale igh chool I boundary area. he percentage distribution of secondary school students is very similar. hese boundaries also resulted in a scenario where a mostly seamless regular program secondary school list could be created. his is a straightforward method for identifying a student s I program site, as it is based on the secondary school they are designated to attend. he only exception to the list was a rural area located to the south and east of the iverside outh community where students have the option to attend either sgoode ownship igh chool or outh arleton igh chool. tudents residing in this area of the istrict would likely have an option to apply to either I program site. lthough the population distribution of the proposed boundaries would be in sync with the two I program sizes, there are some anomalies that result. In order to ensure adequate numbers for the olonel y econdary chool I program, some areas of the istrict which are closer to erivale igh chool would not be directed to it (for example, some of the western parts of the boundary including the entral Park and arlington neighborhoods). 16. hat as eard uring onsultation taff was present at two very well attended open houses held at erivale igh chool, and a meeting of the olonel y econdary chool Parent ouncil that also included members of the broader community. hile comments are summarized in the houghtxchange analysis, with regard to the boundary, a small number of themes seemed to emerge as follows: eport I Program Implementation Plan Page 9

10 1. o oundary pproach to the placement of I program students. 2. equest to modify staff s proposed I boundary eastward in order to improve access to erivale igh chool site. 3. equest for a minor adjustment to staff s proposed I boundary in order to expand the erivale igh chool program area to include a corridor bounded by eitrim oad, the ideau iver, unt lub oad, and imebank oad. he proponents of the no boundary approach wanted one master list of accepted students to be developed centrally. tudents would be listed in ranked order and be permitted to choose their I site of preference. his would go on until program capacity was met at either site; remaining students would be offered admission at the site with program capacity until it too was filled. he use of this approach is contradictory to the oard s commitment to move toward the geographic model approach for specialized programming. he establishment of a boundary increases the opportunities for some students to participate in the program and improves access by admitting students based on a geographic boundary. lso, the I accredits each I site as an independent entity; meaning that students are required to apply to a distinct school site and not a istrict program. he first proposed I program attendance boundary division focused more on ensuring that the pool of secondary school age population would be balanced, rather than on a purely geographic accessibility approach to each site. Feedback during the consultation was consistent in that there was a desire to see, at a minimum, the oodroffe igh chool boundary area directed to the erivale igh chool site for the I program. It is acknowledged that there are portions of neighbourhoods in both the oodroffe igh chool and epean igh chool attendance areas that are geographically closer to erivale igh chool than olonel y econdary chool. ased on the feedback provided during the consultation, the first option has been modified. he proposed erivale igh chool I program boundary would be moved eastward in order to include the oodroffe igh chool regular program attendance area. he existing optional attendance area located just east of the oodroffe igh chool boundary wherein resident students may choose to attend either oodroffe or epean igh chools would also be directed to the erivale igh chool site for the I program. It should be noted that the teve acean Public chool (J-8) community has pointed out that there is a small portion of its boundary that is not included within the erivale igh chool/outh arleton igh chool regular program optional attendance area. ll other grade 8 students at teve acean Public chool have an option to attend erivale igh chool. he subject area is located north of the iverside outh ommunity and is split between either idgemont igh chool and rookfield igh chool, depending on where a student lives. It is acknowledged that a change to address this feeding inconsistency is warranted, and needs to be addressed for students enrolled in the regular program within the future lta Vista-unt lub pupil accommodation review. eport I Program Implementation Plan Page 10

11 owever, an amendment can be made to the recommended I boundary areas to direct this area to the erivale igh chool site. 1. taff ecommendation - International accalaureate Program oundary reas he staff recommended boundary is a different one from the first three that were presented for consultation. here are three changes that have been made as a result of feedback and reevaluation: as initially noted, the goal of setting I boundary areas has been to attempt to provide equitable access to students while ensuring that required enrolment numbers at each site are met. taff have considered the main themes of public input, as noted above, and generally are able to accommodate the issues that have been raised throughout the consultation period as detailed above through the staff responses. he area contained within both the oodroffe igh chool regular program attendance boundary and the adjacent oodroffe igh chool/epean igh chool optional area, is now proposed to be directed to the erivale igh chool I site. he change reflects a compromise between student accessibility and the need to ensure a sufficient pool of secondary school-age students to support the two programs dditionally, as previously noted, we have responded to public comment from the teve acean Public chool community. hile the majority of the elementary school boundary is directed to erivale igh chool for regular programming (and proposed for I) there are sections of the teve acean Public chool catchment that are directed to idgemont igh chool or rookfield igh chool for secondary school regular programming. taff propose to direct the whole of the teve acean Public chool boundary to erivale igh chool for I (there are no proposed changes for regular secondary school programming at this time) which is a slight departure from using a methodology that reflects a consistent I and regular secondary chool boundary, but reflects feedback from the community. Finally, in the rural area in proximity to iverside outh (south and east of the urban community) there is an optional area for secondary school attendance where students may choose to attend sgoode ownship igh chool or outh arleton igh chool. nder the proposed I oundary in the original consultation package, staff proposed that this area have the option to attend either I site location. taff has since reconsidered its position. taff is currently suggesting that the entirety of this option area be directed to olonel y econdary chool. s of ctober 201 there were seven I students in the area attending olonel y econdary chool. ppendix includes the staff recommended I program boundary area maps. It also includes revised information which reflects recalculated historical data associated with I program enrolment, I applicant data, grade 9 to 12 enrolment, and secondary school-age population. ppendix contains maps and supporting information for the three other boundary area alternatives considered, including the original taff Proposed I boundaries. eport I Program Implementation Plan Page 11

12 lthough a decision around the setting of a boundary for the new erivale igh chool I program has to be made at this time, it does not preclude a revisiting in future years. oth planning staff and the respective school communities will monitor the programs and the impact of the new boundaries as the phased implementation occurs. 18. olonel y econdary chool I Program - xisting tudents and iblings I program students residing within the approved new boundary area and already attending olonel y econdary chool will remain at that school and complete their final years. It has also been suggested that students living in the new erivale igh chool I program boundary area who are eligible to enroll in the program and have older siblings attending the olonel y econdary chool program, may be provided an option to also attend olonel y econdary chool if they are accepted into the program. hese students would not be required to attend the new I program at erivale igh chool. he prospective student would be eligible to apply once to their school of choice. 19. erivale igh chool tart ime ackground he hours of operation at erivale igh chool are 8:00 a.m. 2:30 p.m. for grades and 8 and 8:05 a.m. 2:20 p.m. for grades he early start times reflect bus services that have been designed to have erivale igh chool as one of the first stops on their daily bus runs. In looking at the addition of a istrict program, the question was raised whether or not a later start time should be contemplated. In past years, ttawa tudent ransportation uthority () has also heard from school administrators and some community members that a later start would be preferable. he process for changing bell times at school is governed through. ny change to a bell time that is more than ten minutes must go out to the impacted communities for consultation which is managed by. ince the was embarking on a consultation process on the implementation of the I program, it was decided that it would be beneficial to tie the bell time consultation to the I consultation plan. Potential transportation changes are analyzed for their cost impact on the consortium s efficiency goals and the oard votes to proceed with the staff recommendation to trustees, who hold the final vote on the potential change. urrently the majority of the school population uses the yellow bus as school transportation. he ability of using this mode of transportation is based on the early start time; buses are able to transport students to erivale igh chool and then travel on to a second, and in some cases, a third bus route. ny later time would necessitate the use of ranspo as the major means of school transportation for students. ue to the rush hour demand on urban transit, ranspo would not be able to have the number of available buses needed eport I Program Implementation Plan Page 12

13 until after 9:00 a.m. nly an early start guarantees the continued use of yellow busing. 20. hat as eard uring onsultation he feedback provided at both the open house meetings through the houghtxchange dialogue and the website link was overwhelming aligned on this issue. hile many acknowledged that a later start time might support a teen s circadian rhythm better, the real issue behind the feedback focused on the mode of transportation. ll discussion on this issue supported continuing using yellow buses for school transportation and given the choice between a later start or using yellow buses, the latter was the preferred option. Participants in the consultation were very vocal about the inability of urban transit to provide transport to erivale igh chool students without lengthy travel times and poor connections. his situation was particularly true for parents in the iverside community. ome student feedback also favoured the earlier start time since it facilitated participation in after school sports and part time jobs. It should be noted that an earlier start time may still necessitate the use of ranspo for a very few of the future I students based on their home location. his would be true for any secondary student not residing on a yellow bus route. t this time, there will be no recommendation to change the start time at erivale igh chool. his decision is a result of the feedback received throughout the consultation. change in the start time would also incur significant cost for the istrict as yellow busing is the most cost efficient manner of transportation. ttaining utmost efficiency in terms of financial transportation consortium goals has also to be taken into consideration in evaluating this issue. IPII: 21. he resource implications for the implementation of the I Program can be categorized in three categories: startup costs, on-going operational costs and additional one-time operational costs tied to the proposed implementation of non-semestering. he provided startup cost estimates are those costs that will be incurred to prepare for the program opening in 2019 and are prescribed as part of the application process for accreditation. hose costs involve the formal training of staff, application fees for accreditation, site visits for I and curriculum development. hose costs are estimated to be in the $100,000 range. n-going operational costs will change annually as the program is implemented. he fees that are collected by students mitigate the operational costs so that upon full implementation the program will be close to, if not totally, cost recoverable based on fee revenue. he annual fee charged to I students is $300 per student per year. tudents can also expect to pay in the range of $800 - $1,200 to challenge the final I examinations. stimates for the on- eport I Program Implementation Plan Page 13

14 going operational costs that would need central support range from $85,000 (first year of implementation) to $26,000 (final year of implementation). nother on-going operational cost will be the I coordinator s job, which is part of the staff recommended budget annually. In order to be accredited, each site must have a designated coordinator. he nature of those positions (full time or part time) would be part of the staff recommended budget in the budget process. he move from a semestered program delivery model to a desemestered program brings inherent costs as semestered schools are able to use resources twice a year. owever, the ability to estimate this cost is very difficult as the reliance on textbooks has diminished over time and often the teacher may be able to mitigate those needs by using class sets of texts. taff are still working on what this cost might be but see it as a smaller one-time budget commitment that could be covered within operating expenses. epending on the final decision taken regarding the program delivery model at erivale igh chool, some staffing overlay costs will be inherent during the three transition years. If the decision is made to phase in the change to nonsemestering, then the years when the school would be running both semestered and non-semestered courses may require some one time support through staffing overlays. ransportation costs will increase proportionally with the increased I population at erivale igh chool of an extra 140 students each year. It has also been noted that the general population of erivale igh chool has increased at the grade intake point; therefore, not all increased transportation costs may be tied to the I startup. stimated transportation costs over the full four years of implementation could be in the $400,000 range. II/I I: 22. Purpose of the consultation he purpose of the consultation was to familiarize parents and students with the I iploma Program and to provide opportunities for school communities to provide feedback on the three areas of decision making relevant to the implementation of the I program at erivale igh chool: the program delivery model (semestered versus non-semestered), the newly established catchment areas for I for both olonel y econdary chool and erivale igh chool and the start time for the school day at erivale igh chool. he consultation period ran from 28 arch, 2018 to 1 ay, 2018 with the website feedback link remaining open until the oard s final decision in June ethodology pen ouse eetings wo open house meetings were held to provide information about the new I program at erivale igh chool and to elicit feedback on the three previously identified issues. olonel y econdary chool also held a third eport I Program Implementation Plan Page 14

15 meeting with a dedicated agenda item regarding the new I boundary. erivale igh chool and olonel y econdary chool communities, as well, their feeder schools were sent individual invitations to participate in the consultation through choolonnects. he open house meetings were well attended with close to 250 participants each night. taff provided a short introduction of the background pertinent to the three areas of discussion and then moved into a question and answer format. Following the first meeting there was some concern expressed that there may be some erivale igh chool parents who believed that the consultation centered on only the I program. efore the second open house, an was sent to every parent and student at erivale to let them know that the decisions to be made would have impact on the entire community and not just the I program. nline ommunity ngagement and iscussion ne of the ways in which we engaged stakeholders in the consultation process was through the use of an interactive online platform. he platform, houghtexchange, allows for consultation with and among stakeholders through the sharing of open-ended feedback and collective prioritization of ideas. he link for participation in the platform was posted to the istrict website and shared at pen ouse meetings. n invitation was also sent via to approximately 23,000 families: families of erivale igh chool, olonel y econdary chool, and all families with students currently in grades 5 through 8, who may be interested in the I Program. hrough the online platform, we invited stakeholders to respond to the following questions: hat are your thoughts or questions about the proposed attendance boundary for the two I programs? erivale igh chool is currently a semestered school. hat are your thoughts about moving to a non-semestered program delivery model for students at erivale igh chool? erivale igh chool currently starts at 8:00/8:10 a.m. hat are your thoughts or questions about a later start time for erivale igh chool students? s participants shared their thoughts, they were also invited to assign stars/ratings to the thoughts of others. his allowed for a collaborative prioritysetting exercise, where the thoughts with the highest ratings would be apparent. here was a high level of engagement in both the thought-sharing and starring steps of the process, for each of the three questions posed. total of 21 individuals participated in the process in some form. eport I Program Implementation Plan Page 15

16 Question houghts hared atings ssigned Question 1 (re: proposed boundary) Question 2 (re: semestering at erivale) Question 3 (re: erivale start time) otal (across all 3 questions) 344 5, , ,293 1,248 21,458 he vast majority of participants were parents, although student voice was also well-represented in the exchange. ost participants reported either being from erivale igh chool or a feeder school to erivale. he figures below provide additional details on the demographic breakdown of the participants. 6% ho were the participants? 2% 2% Parent/uardian 14% taff tudent 6% ommunity ember ther hat school are they from? 8% erivale 29% Feeder school to erivale 32% olonel y 20% nother school ommunity 11% ey insights from the exchange are discussed below. Individual thoughts can also be explored through the houghtexchange link: hat as earned in the onsultation In many cases, the insights shared through the online platform were consistent with what was heard through the other methods of consultation. owever, the online forum allowed for consolidation of those thoughts and provided participants with the opportunity to learn from each other as well. he key themes and trends will be discussed for each question in turn. hat are your thoughts or questions about the proposed attendance boundary for the two I programs? he key themes emerging from this question are: takeholder ngagement; upport more I schools; eport I Program Implementation Plan Page 16

17 nrollment and admissions; eighbourhood schools; Proposal ptions; Flexible and equitable; upport boundary; upport later start; Prefer existing start; Impact on ransportation; ommute and transportation Project planning and transportation; and on-semester option. he largest conversation in question one was about flexible and equitable access to the I program. Participants shared that they would like students to have equal access to both school sites. ome participants indicated that location and transportation have been factors in previous/existing applications, and that all students and families should have the opportunity to apply to their preferred I school. From the consultation, we also heard that some participants believe that previous enrolment demographics may not accurately reflect communities of interest, since commute may have factored into whether or not a student applied. Further, there was an expressed interest in seeing more spots available in the erivale igh chool I program, or in an additional I school, given a growing interest among students in the western area of the istrict. he feedback shared was also informative for better understanding stakeholders perspectives on transportation. Participants expressed a concern for long commute times, especially for students traveling from the west end. ome thoughts added suggestions around how the boundaries could be shifted to better accommodate and reflect participants preference for a closer option. here was an expressed desire among some participants for students to be able to attend the school closest to their home and neighbourhood. Participants are interested in revisiting the data and planning process to better understand the impact of school locations on families and students. erivale igh chool is currently a semestered school. hat are your thoughts about moving to a non-semestered program delivery model for students at erivale igh chool? he key themes emerging from this question are: Prefer semestered; alance workload; niversity preparation; Instruction and engagement; cademic planning; etain semesters; on-semester option; I program impact; eport I Program Implementation Plan Page 1

18 upport non-semester; and Impact on transportation. he most common theme in response to this question, particularly among student participants, was with regard to balancing the workload. Participants suggested that a semestered approach allows students to better balance their workload and manage their coursework. Participants also pointed out that postsecondary institutions use a semestered approach and that retaining this delivery model would help students prepare for college and university. ther suggested benefits of the semestered delivery model that were mentioned include: a sense of immersion and focus on a limited range of courses; increased student engagement in their courses; and benefits for students with Individualized ducation Plans (IPs). Participants expressed concern that the proposal to shift from a semestered model is intended to support the I program expansion, while adversely impacting the larger body of non-i students. here was some suggestion that a non-semestered system would complicate students ability to take courses at a different high school and would limit their ability to take advanced or make-up classes. n the other hand, some participants expressed support for the non-semestered delivery model. hey suggested that year-long learning could help students retain subject knowledge, and that a non-semester system is preferable for I students to accommodate their exams. ot surprisingly, an examination of the pattern of responses to this question revealed two groups of participants: those in favour of a semestered approach and those in favour of non-semestered. Interestingly, although there were a greater number of thoughts shared in favour of the semestered approach, when grouped by participants, the two groups are much closer in size. etails of the two groups that emerged are presented in the table below. roup (n = 58) roup (n = 46) -ssigned a high rating to thoughts in favour of semestering. -ssigned a low rating to thoughts in favour of non-semestered approach. -includes a higher percentage of participants from erivale igh chool (61%) and erivale feeder schools (25%). here are more students in roup (33%) than roup (9%). -ssigned a low rating to thoughts in favour of semestering. -ssigned a high rating to thoughts in favour of non-semestered approach. -includes a higher percentage of participants from another school (3%) and olonel y econdary chool (33%). eport I Program Implementation Plan Page 18

19 erivale igh chool currently starts at 8:00/8:10 a.m. hat are your thoughts or questions about a later start time for erivale igh chool students? he key themes emerging from this question are: iverside outh; ommute and transportation; Prefer school bus access; ate start with bus; Project planning; and arly start with bus. he most common theme in response to this question was the concern that a later start time would result in the loss of the yellow bus option. ome thoughts suggest that this would nullify any gain from a later start time, especially for those in iverside outh, given that they would have a long commute on public transit. oncerns about public transit included lack of reliability, long commutes, multiple bus transfers, and limited scheduling. lthough there was an expressed interest in implementing a later start time, participants tended to be more concerned about the potential loss of the yellow bus service. ome participants identified benefits to the earlier start time, including more time for extracurricular and after-school activities, as well as more time after school so that students can go to bed earlier and get additional sleep. I I: 25. he ttawa-arleton istrict chool oard is committed to providing equitable access of opportunity for students individual learning needs. I: It is recommended. erivale igh chool adopt a non-semestered program delivery model starting in eptember 2019 with the incoming grade 9 cohort coincident with the start of the I Program;. phased in approach of non-semestering continues with grade 10 becoming semestered in and grades 11 and 12 becoming semestered in ;. he attendance boundary for the I Program as reflected in ppendix to eport be approved; and. tudents living in the new erivale igh chool I program boundary area who are eligible to enroll in the program and have older siblings attending the olonel y econdary chool program be provided an option to also attend olonel y econdary chool. eport I Program Implementation Plan Page 19

20 Jennifer dams irector of ducation and ecretary of the oard Frank iley uperintendent of Instruction PPI ppendix ppendix ecommended ttendance rea Package Investigated lternative ttendance rea Package eport I Program Implementation Plan Page 20

21 PPIX to eport ecommended ttendance oundary ttendance oundary aps istorical I nrolment and pplicant ata istorical r 9-12 nrolment & 14-1 yr. old, Population ata

22 ecommended oundary ew rade 9 to 12 International accalaureate Program ttendance oundary ap 1 of 2 µ I V I F I VI X II F PI I I V I I VI V PI IX V I I P I I I I I I F V JI I I I P F I I I I VI 8 VI I 41 I 416 P I I IV I ' I F 9 P I I Q I I J P I I I F F I I FF X I I I I I I P I V I VI I PIP P I I I I I IV PI I 6 F I I I 41 F I I Z 41 V I IX FI I P FI F I V I P I P I P X I I I I F I I P P P I IVI I P FF FI I I I J IV I I I I egend olonel y.. erivale.. I ote: ew I.. Program will be introduced at erivale.. with the program phasing in with rade 9 in eptember 2019 and progressing one grade per year thereafter. P V FI IV F P P V P F F I I I I I IV V I I I I! olonel y.. I ' I P I J I P F ' I I P I P V FF I F I F I F I F I V I P I F I I F F I I P I I X F I I I I! erivale.. I P I I P VI VI P IF I V P I I V P P Z I P I I Z VI I I P I I I I V I V I I I PI P I P I 41 I I 41 I V I V V I I I I I I V I VI, I IV V P P P V FI. 1 ee ap 2 of 2 I I I VI P F FI F I IX I I IV I I P. P PP 29 I I I VI I I I I ' I I I I J 4 1 I I V I I I V I J I VI I I FI I F I I Q P

23 ZI ecommended oundary ew rade 9 to 12 International accalaureate Program ttendance oundary ap 2 of 2 ote: ew I.. Program will be introduced at erivale.. with the program phasing in with rade 9 in eptember 2019 and progressing one grade per year thereafter. P P 416 I5 P26 I I I I 416 I 416 P I I II F I P I 41 IX QI FI I I I I I QI V PII I F PI I P P P I I F IV PI QVI I PP P P I X II I F I I I FX I FF V FF F PI I J. P I I P I FFI V IQI FI I V I FF I I I I P F I I I FI I P V Z J I P PIV -I FI I F I IFF I I X I VI I I I I I X I FI J P PII V I V I I I V JI I IVI I V IF IV VI PI IF I PII I I FI PI IF P II I I V I FF I V I I I IPP I PI. I I P I P I I P I I P I V PII F I PII P 41 I124 P5 I VI J FI VI PVI VI I P V F I IV FI IV I P I I IFF. ' P PI I F P P P P VI P I PI J I VI I I I I II P VI I II P I I V FI IVI PI I I IV II P I I II P FI! erivale.. JI I I P FI P I PI F V PI P I PI I ZI IVI P IP PI P V ZI XI F P IV PIIP I P P II I I P Q I P PI V VI F I IFF P PP PIV P I I I P I I I I PI F. PI P I J F I I P IVI ' X F I I P II I P FI P P IVI I F FIF I Q IZ P V I I PI P Q II P I I P P V FII I F I P P P I PI I I ' I F IV P P I P I V JI V PI P X FX I V I F I I I V PV PIV II PIV P I FI PIV V P II I I PIV IV I IVVI PIV VI P I V VI I V V I PIV I IVI PIV I VI F II P V P V P P I II I P P VI I PI I IF PIV I P QI FI I I I PIV I P FF P FI I I V PIV 41 I11 P25 Q I X I I FI I JP I P II P PP I Z IP P V I V I IP FFI PII P I J I I P P PI I I P I 41 P X II PFI VIII I P I I V I I F I PP' I V I III FI IZ I FI I PI Z -, V I I IVI F ' I I F I P V II PII I I I I V PIV I IVI I I P I P VI 41 I115 P61 PI. I IX V IFX I PIV PI P P I Q -, V I I 14 I P JIFF P I PIV PI I I I P I XI P FFI V I 41 I112 P66 41 I112 P55 F II µ I PI I P P II

24 istorical I Program nrolment ata organized by the ecommended ttendance oundary rade otal otal otal otal otal otal otal otal astern rea nrolment olonel y % of total 62% 9% 84% 81% 6% 5% 60% 9% 82% 68% 55% 56% 53% 9% 59% 44% 56% 53% 53% 52% 40% 46% 55% 52% 48% 43% 44% 46% 54% 4% 45% 4% 46% 42% 45% 38% 4% 46% 45% 44% estern rea nrolment erivale % of total 38% 21% 16% 19% 24% 43% 40% 21% 18% 32% 45% 44% 4% 21% 41% 56% 44% 4% 4% 48% 60% 54% 45% 48% 52% 5% 56% 54% 46% 53% 55% 53% 54% 58% 55% 62% 53% 54% 55% 56% otal ote: totals do not include ut of oard jurisdiction students attending the I Program. (umber of students : 3 in 2010; 1 in 2012 & 2015, 2 in 2013, 2014, 2016 and 201) istorical I pplicant ata ata organized by the ecommended ttendance oundary astern rea pplicants olonel y % of total estern rea pplicants erivale % of total % 48% 42% 45% % 52% 58% 55% otal ote: total # of pplicants does not include ut of oard jurisdiction pplicants which number in 2014, 6 in 2015, 3 in 2016 and 4 in 201

25 istorical r 9-12 nrolment ata organized by the ecommended ttendance oundary rade otal otal otal otal otal otal otal otal astern rea nrolment olonel y % of total 51% 52% 52% 58% 54% 51% 51% 52% 56% 53% 50% 51% 51% 55% 52% 48% 49% 51% 55% 52% 48% 49% 49% 55% 51% 48% 49% 49% 53% 50% 4% 48% 49% 54% 50% 46% 4% 4% 53% 49% estern rea nrolment erivale % of total 49% 48% 48% 42% 46% 49% 49% 48% 44% 4% 50% 49% 49% 45% 48% 52% 51% 49% 45% 48% 52% 51% 51% 45% 49% 52% 51% 51% 4% 50% 53% 52% 51% 46% 50% 54% 53% 53% 4% 51% otal ote: totals do not include ut of oard jurisdiction students attending the Jurisdiction - econdary chool ge (14-1 yr old) Population istory ata organized by the ecommended ttendance oundary ge otal otal otal otal otal otal otal otal astern rea Population olonel y % of total 54% 54% 55% 56% 55% 54% 54% 54% 55% 54% 52% 54% 54% 54% 54% 52% 52% 54% 54% 53% 52% 52% 52% 54% 53% 51% 52% 52% 52% 52% 51% 51% 52% 52% 51% 51% 51% 51% 52% 51% estern rea Population erivale % of total 46% 46% 45% 44% 45% 46% 46% 46% 45% 46% 48% 46% 46% 46% 46% 48% 48% 46% 46% 4% 48% 48% 48% 46% 4% 49% 48% 48% 48% 48% 49% 49% 48% 48% 49% 49% 49% 49% 48% 49% otal ource: aragar ystems - ustom ata xtract 201

26 PPIX to eport ther lternatives xamined lternative 1 ttendance oundary - ideau iver lternative 2 ttendance oundary - ow s ake and -train racks Proposed ttendance oundary (including oodroffe )

27 lternative 1 - ideau iver ew rade 9 to 12 International accalaureate Program ttendance oundary I F I VI X II F I V V I I I I PI IX V VI V I I I I P I I PI I I I I F V JI I F I I I I P 8 I VI P VI IV I 416 I ' I 41 I P I 9 F I I I Q I I J F I P X I F I FF I I µ P I I I I I I I I VI I 6 F PIP I V 41 PI I I P IV I V I I I Z I I P I P I I FI I I I 41 F P FI I I V I P I I IX I I I I FF P I P P P I IVI J FI F I F I P I I IV V I IV I X I I! olonel y.. IV P I F egend olonel y.. erivale.. Potential option to attend olonel y. or erivale.. I ote: ew I.. Program will be introduced at erivale.. with the program phasing in with rade 9 in eptember 2019 and progressing one grade per year thereafter. F F I P I P P I V FI I I ' V P J I I I P ' I F I P I P FI I V F I I I I V F I FF I F F P I I F P I I! erivale.. F I I I X F P I VI IF I I I I P I V VI P Z I I P I I V P P Z I I P I VI I P V I 41 I I I I V I I I I P I 41 I I P P I VI I V I V V I I I I I I V I I V V, IV P I P FI I. I I 1 P F FI VI F I IX I I P IV ee ap 2 of 2. I I P I I PP I I V 29 I I ' I I I I I I I J 4 1 I I V I I I J FI VI I I F I I I Q P ap 1 of 2

28 lternative 1 - ideau iver ew rade 9 to 12 International accalaureate Program ttendance oundary ap 2 of 2 ote: ew I.. Program will be introduced at erivale.. with the program phasing in with rade 9 in eptember 2019 and progressing one grade per year thereafter. µ PI FI -I I P I I P I P II I I IP P JI I I I I I P P II P P PIV I I ' ' F P I I I I I V FF I I I olonel y..! PI I P FF II I. JP V FF I I J. P F P V I I I P I I 41 I P I I I FI I II P I I FI I PI Q I P J P X I FI IVI I F FIF I Q IZ I I PI F F IVI I P P I I I I PIFI I I IV P I I I I I IV F VI P P VI P P, I Q PI IP VI F II I V F I I II I I P V I I J I P V IV I V PII I I II P VI I PI IVI I I P I V F VI II I I P I P. PI I I I I P PI FFI IP P V I V JI I. I V V I I VI I I P I I V I I IVI P ZI I P IV V I FI PFI VIII I F IF J I I PIV I ' I P I VI I IVI 41 I115 P61 -, V V J I IFX I I FI I I PI I IF V I I F IV I I V ZI PI P I P I X F P F I PI I F Q I V I I V V II FI V I 41 I11 P25 X I V I I I PP I I P P I V V III FI I I PII Z P I I I I PIV I 14 XI P I P V I PPF 41 I112 P55 F FFI I P I P I 41 PVI P P P I I P PI ' F I P P P I I P P P I II PIV P I I IVI FI P P I P I I IPP I PIV X 41 I115 P36 I FI PIV PIV II -, V II I P V PIV QI PIV I P P I 14 I I P P II V I J I FI P PP I V F JI XI 41 I109 P51 I VI 41 I109 P25 P PPI,

29 istorical I Program nrolment ata organized by lternative 1 ttendance oundary - ideau iver rade otal otal otal otal otal otal otal otal astern rea nrolment olonel y % of total 5% 1% 80% 68% 69% 49% 55% 1% 5% 61% 46% 48% 49% 68% 51% 39% 48% 43% 4% 44% 35% 40% 4% 43% 42% 3% 39% 40% 46% 40% 36% 43% 41% 35% 39% 32% 39% 42% 38% 38% estern rea nrolment erivale % of total 43% 29% 20% 32% 31% 51% 45% 29% 25% 39% 54% 52% 51% 32% 49% 61% 52% 5% 53% 56% 65% 60% 53% 5% 58% 63% 61% 60% 54% 60% 64% 5% 59% 65% 61% 68% 61% 58% 62% 62% otal ote: totals do not include ut of oard students attending the I Program. (umber of students : 3 in 2010; 1 in 2012 & 2015, 2 in 2013, 2014, 2016 and 201) istorical I pplicant ata ata organized by the ideau iver astern rea pplicants olonel y % of total estern rea pplicants erivale % of total % 39% 35% 36% % 61% 65% 64% otal ote: total # of pplicants does not include ut of oard pplicants which number in 2014, 6 in 2015, 3 in 2016 and 4 in 201

30 istorical r 9-12 nrolment ata organized by lternative 1 ttendance oundary - ideau iver rade otal otal otal otal otal otal otal otal astern rea nrolment olonel y % of total 3% 39% 38% 42% 39% 36% 3% 38% 40% 38% 35% 36% 3% 40% 3% 33% 35% 36% 40% 3% 33% 34% 35% 39% 36% 33% 34% 34% 38% 35% 32% 33% 34% 3% 35% 31% 32% 33% 3% 34% estern rea nrolment erivale % of total 63% 61% 62% 58% 61% 64% 63% 62% 60% 62% 65% 64% 63% 60% 63% 6% 65% 64% 60% 63% 6% 66% 65% 61% 64% 6% 66% 66% 62% 65% 68% 6% 66% 63% 65% 69% 68% 6% 63% 66% otal ote: totals do not include ut of oard students attending the Jurisdiction - econdary chool ge (14-1 yr old) Population istory ata organized by the lternative 1 ttendance oundary - ideau iver ge otal otal otal otal otal otal otal otal astern rea Population olonel y % of total 45% 45% 46% 4% 46% 44% 45% 46% 46% 45% 43% 44% 45% 46% 45% 43% 43% 44% 45% 44% 43% 43% 43% 45% 43% 42% 42% 42% 43% 42% 41% 41% 42% 42% 42% 41% 41% 42% 42% 41% estern rea Population erivale % of total 55% 55% 54% 53% 54% 56% 55% 54% 54% 55% 5% 56% 55% 54% 55% 5% 5% 56% 55% 56% 5% 5% 5% 55% 5% 58% 58% 58% 5% 58% 59% 59% 58% 58% 58% 59% 59% 58% 58% 59% otal ource: aragar ystems - ustom ata xtract 201

31 lternative 2 - ow's ake and -rain ew rade 9 to 12 International accalaureate Program ttendance oundary ap 1 of 2 µ I V I F X II F I VI I I V I VI V I IX PI I I P PI I I I I F V I I JI I I P V I I I I P 8 IV VI ' I I I I I P I Q I 9 J P F I VI F I I I I I F I X I I V FF I I I I P I I VI I I I I PIP I I P IV F 6 I I 41 PI I Z I V P I I I 41 F FI I I I P I V I I FF P I I I I I I IX I P FI F P P P I IVI J X I F I P FI I P P I IV I V FI I egend olonel y.. erivale.. I ote: ew I.. Program will be introduced at erivale.. with the program phasing in with rade 9 in eptember 2019 and progressing one grade per year thereafter. I I IV I P F F I I F P I V I I V ' P I J P I I F ' I I P I P V I FF I F I F I F I F P I F I P I I F F I I I! erivale.. I P I X F VI IF I P I I V I Z VI I I P I I P I V P P Z P I I I VI I I V I P V I I I 41! olonel y.. I I I I PI P I I I 41 I V I V I I I I I I V I VI, I IV V I IV V P P P I P I F I I I I I. P 1 F FI I I VI F I I ee ap 2 of 2 IX IV. P P PP I 29 I I I I I VI I I I I 1 V I I J 4 I ' F I I I I V J I I I VI I I FI I F I I Q P Potential option to attend olonel y. or erivale..

32 ZI lternative 2 - ow's ake and -rain ew rade 9 to 12 International accalaureate Program ttendance oundary ap 2 of 2 ote: ew I.. Program will be introduced at erivale.. with the program phasing in with rade 9 in eptember 2019 and progressing one grade per year thereafter. P 41 I131 P55 X P VII 41 I131 P66 I I 416 I I I I I P I I P I FI II I QI I QI I ZP I I V PIV PI I P P J I F PI QVI I X P P 41 I129 P25 I X I F I P I I I V II PI V FX FF FF I P I 41 I J. P V I FFI IQI FI PI I V FF F V I Z J I J P V I FI X I I I I I I VI I I I I -I X I I V FI J V I I P PII I IVI I JI I IV PI IF FI PII I PI I V IF P FF I P I I I I I I PI II I I I I P I V V I 41 I124 P5 P I P I V I VI J FI VI V PVI I P I. ' P V F I IV FI V J IV I P I PI I F P P P I J P I I I I II P VI VI I I F FI FI IVI I I V PI IV I II P PI II! erivale.. P I P JI IVI P P ZI IP PI I I PI I P V ZI FI P P XI IV I I II I F V I PIV P P PI Q I P I J I P VI P X PP PIV IV I P I PI F P I F IVI I I I ' I P '. PI F I II F I FI P I I P F F FIF I IVI I I V P I PI P P Q II I Q IZ FII I I I I PI I I P P I PIV P F IV P P V I I V PI P FX IVVI PIV I V I F XI PIV I P PIV VI PIV II PIV I V I I II IV I P FI PIV I PIV P I VI PIV VI P I P P VI I V V I PIV I I IVI PIV VI F II P P P V V PIV V V I I P P II PI I IF PIV PIV PIV I QI FI I FF FI I I I PIV P PIV V IP P Q 41 I11 P25 I X JP V I V I I I I I II P I PP P I IP I I Z P I I PIV F J P I F I 41 P X I II I PFI VIII P I V F I P I V I III FI I FI PIV -, V PIV I PI I PP' I I IVI F P I I I P V ' I PII I II I I P I V PIV I I IVI I VI 41 I115 P61 PI. QI I P IX I Q -, V V I I I IFX I PIV PI P P I P JIFF P I PIV PI I I 14 I I P V I XI P II FFI I 41 I112 P55 F II V I PI P P P PP I µ VI P

33 istorical I Program nrolment ata organized by lternative 2 ttendance oundary - ow's ake & -rain rade otal otal otal otal otal otal otal otal astern rea nrolment olonel y % of total 61% 5% 82% 1% 2% 56% 59% 4% % 65% 51% 55% 52% 2% 56% 42% 53% 51% 50% 49% 3% 44% 51% 51% 46% 42% 42% 45% 51% 45% 40% 46% 44% 41% 42% 35% 42% 45% 41% 40% estern rea nrolment erivale % of total 39% 25% 18% 29% 28% 44% 41% 26% 23% 35% 49% 45% 48% 28% 44% 58% 4% 49% 50% 51% 63% 56% 49% 49% 54% 58% 58% 55% 49% 55% 60% 54% 56% 59% 58% 65% 58% 55% 59% 60% otal ote: totals do not include ut of oard students attending the I Program. (umber of students : 3 in 2010; 1 in 2012 & 2015, 2 in 2013, 2014, 2016 and 201) istorical I pplicant ata ata organized by lternative 2 ttendance oundary - ow's ake & -rain astern rea pplicants olonel y % of total estern rea pplicants erivale % of total % 46% 39% 41% % 54% 61% 59% otal ote: total # of pplicants does not include ut of oard pplicants which number in 2014, 6 in 2015, 3 in 2016 and 4 in 201

34 istorical r 9-12 nrolment ata organized by lternative 2 ttendance oundary - ow's ake & -rain rade otal otal otal otal otal otal otal otal astern rea nrolment olonel y % of total 44% 45% 45% 50% 4% 43% 44% 45% 49% 46% 43% 43% 44% 48% 45% 41% 42% 43% 48% 44% 41% 41% 42% 4% 44% 40% 42% 42% 4% 43% 40% 41% 42% 4% 43% 38% 40% 41% 46% 42% estern rea nrolment erivale % of total 56% 55% 55% 50% 53% 5% 56% 55% 51% 54% 5% 5% 56% 52% 55% 59% 58% 5% 52% 56% 59% 59% 58% 53% 56% 60% 58% 58% 53% 5% 60% 59% 58% 53% 5% 62% 60% 59% 54% 58% otal ote: totals do not include ut of oard students attending the Jurisdiction - econdary chool ge (14-1 yr old) Population istory ata organized by lternative 2 ttendance oundary - ow's ake & -rain ge otal otal otal otal otal otal otal otal astern rea Population olonel y % of total 50% 50% 50% 51% 50% 49% 50% 50% 50% 50% 48% 49% 50% 50% 49% 48% 48% 49% 49% 48% 4% 48% 48% 49% 48% 46% 4% 4% 4% 4% 46% 46% 4% 4% 4% 45% 46% 46% 4% 46% estern rea Population erivale % of total 50% 50% 50% 49% 50% 51% 50% 50% 50% 50% 52% 51% 50% 50% 51% 52% 52% 51% 51% 52% 53% 52% 52% 51% 52% 54% 53% 53% 53% 53% 54% 54% 53% 53% 53% 55% 54% 54% 53% 54% otal ource: aragar ystems - ustom ata xtract 201

35 Proposed oundary ew rade 9 to 12 International accalaureate Program ttendance oundary ap 1 of 2 µ I V I F I VI X II F PI I I V I I I VI V IX V PI I I I I I I I F V JI I I I P F I I P I I VI I 416 P I 41 VI 8 IV I ' I I I F 9 P I I Q I I J P I I I F F I I FF X I I I I I P VI I V I I I PIP P I I I I I IV PI I 6 F I I I 41 F I I Z 41 V I IX FI I P FI F I V I P I P I P X I I I I F I I P P P I IVI I P FF FI I I I J IV I I I I egend olonel y.. erivale.. I ote: ew I.. Program will be introduced at erivale.. with the program phasing in with rade 9 in eptember 2019 and progressing one grade per year thereafter. P V FI IV F P P V P F F I I I I I IV V I I I I! olonel y.. I ' I P I J I P F ' I I P I P V FF I F I F I F I F I V I P I F I I F F I I P I I X F I I I I! erivale.. I P I I P VI VI P IF I V P I I V P P Z I P I I Z VI I I P I I I I V I V I I I PI P I P I 41 I I 41 I V I V V I I I I I I V I VI, I IV V P P P V FI. 1 ee ap 2 of 2 I I I VI P F FI F I IX I I IV I I P. P PP 29 I I I VI I I I I ' I I I I J 4 1 I I V I I I V I J I VI I I FI I F I I Q P Potential option to attend olonel y. or erivale..

36 P ZI Proposed oundary ew rade 9 to 12 International accalaureate Program ttendance oundary ap 2 of 2 ote: ew I.. Program will be introduced at erivale.. with the program phasing in with rade 9 in eptember 2019 and progressing one grade per year thereafter. I I 41 I I I I 41 X I P 41 I131 P53 X P VII 41 I131 P66 I I 416 I 416 I I I I I P I I P I FI II I QI I QI I ZP I I V PIV PI I P P J I F PI QVI I X P 41 I129 P25 I I P X I F I P I I I V II PI V I FX FF FF P I 41 I J. P I FFI V IQI FI PI I V FF I F V Z J I J P V I FI X I I I I I I VI I I I -I X I I V FI I P PII V I J I I IVI I JI I IV PI IF FI PII I PI I V IF P FF I P I I I I I I PI II I I I I P I V V I 41 I124 P5 I P V I P I V J I FI VI VI PVI I P I. ' P V F I IV FI V J IV I P I PI I F P P P P I J I I I I II P VI VI I I F FI FI IVI I I V! erivale.. PI IV I II P PI P I II P JI IVI P P ZI IP PI I I PI I P V ZI FI P P XI IV I I II V I F I PIV P P PI Q I P I J VI I P PP PIV P IV I P I PI F P I F IVI I I I. PI ' I P ' I P F II I FI I P P F I F FIF P I IVI I I V F I PI P P Q II I Q IZ FII I I I PI I I P P P F IV P P V I I V FX PI IVVI PIV I V I F XI PIV I I V P PIV VI PIV II PIV I I II I PIV P I VI PIV IV I FI PIV V P VI P I P P VI I II V V I PIV I IVI PIV P P IP P Q VI F II P V V PIV V V I I P IF PIV P I PI I PIV FI I I PIV PIV I FF PIV FI I X JP I I V P 41 I11 P25 I PI V I V I I I I II P I PP P I IP Z F I I I J P I J PIV I 41 P I -, V II I PFI VIII P I X V F I P I V I III FI I FI PIV PIV I PI I PP' I IVI F P ' I IVI VI I P V I I I II I PII V PIV FIF µ I Q I P I