Program Strategy Information Session – March 25, 2013
How many students will be coming into Westdale as a result of the boundary change?
There will be an additional 593 students included as a result of the boundary change. Please see the attached map for a complete enrolment summary for the proposed Westdale boundary.
What are the current range of French Immersion courses offered at Westdale?
Westdale currently offers the following French courses along with the required FI courses from 9-12:
- Dramatic arts
- Canadian and world Studies (Geography)
- Visual Arts
- Canadian and World Studies (History)
- Career and Civics
- Introduction to Entrepreneurial studies
- Intro to Psychology, Sociology, and Anthropology
- Writer’s Craft (this is new)
What are the current International Baccalaureate (IB) courses offered at Westdale?
IB Ontario Grade attached
Number of Students
|PreBacc 9 English||ENG1D1||81|
|PreBacc 10 English||ENG2D1||76|
|IB English Part 1||ENG3U1||54|
|IB English Part 2||ENG4U1||47|
|IB English Part 3 (HL)||ETS4U1||26|
|PreBacc 9 Math||MPM1D1||60|
|PreBacc 10 Math||MPM2D1||65|
|PreBacc 11 Math||MCR3U1||75|
|IB Math Part 1 SL||MHF4U1||40|
|IB Math Part 1 HL||MHF4U12||12|
|IB Math Part 2 SL||MCV4U1||23|
|IB Math Part 2 HL||MCV4U12||12|
|IB Math Part 3 HL||MDM4U12||13|
|PreBacc 9 Science||SNC1D1||74|
|PreBacc 10 Science||SNC2D1||74|
|IB Biology Part 1||SBI3U1||38|
|IB Biology Part 2||SBI4U1||49|
|IB Biology Part 3 (HL)||PSE4U1||39|
|IB Chemistry Part 1||SCH3U1||45|
|IB Chemistry Part 2||SCH4U1||36|
|IB Chemistry Part 3 (HL)||SNC4M1||24|
|IB Physics Part 1||SPH3U1||13|
|IB Physics Part 2||SPH4U1||6|
|IB Physics Part 3 (HL)||SES4U1||4|
|IB French Part 1 (SL only)||FSF3U1||31|
|IB French Part 2 (SL only)||FSF4U1||26|
|IB FI Part 1 (HL)||FIF3U1||10|
|IB FI part 2 (HL)||FIF4U1||0|
|IB FI Part 3 (HL)||EWC4U1I||10|
|IB Spanish Part 1||LWSBD1||10|
|IB Spanish Part 2||LWSCU1||5|
|IB Psychology Part 1||HSP3M1||34|
|IB Psychology Part 2||HHS4M1||37|
|IB Psychology Part 3||HSB4M1||8|
|IB History Part 1||CHW3M1||13|
|IB History Part 2||CHY4U1||13|
|IB History Part 3 (HL)||IDC4U1||7|
|IB ITGS Part 1||ASM4M1||8|
|IB ITGS Part 2||ASM3M1||10|
|IB Visual Art Part 1||AVI3M1||5|
|IB Visual Art Part 2||AVI4M1||5|
|Theory of Knowledge||HZT4U1||43|
What are the number of students currently enrolled in IB at all three locations?
Out of Catchment
What does an ideal French Immersion program look like?
A certificate in French Immersion requires 3800 hours of instruction in French. Students must successfully complete a sequence of four courses in French as well as a minimum of six courses in other subjects taught in French. A critical mass of 350 students is necessary to offer a variety of courses beyond the minimum compulsory subjects. These can include subjects such as dramatic arts, visual arts, Canadian and world studies, anthropology, introduction to psychology, sociology and writer’s craft.
What would a partial French Immersion program look like?
If there is enough student interest within a school, and staffing is available, students could elect to take some secondary courses in French at a non-French Immersion site. However, students would not be able to access the required hours of instruction nor the course availability offered at a French Immersion school. Therefore, a course taught in French does not equal French Immersion.
What is the length of HSR trips based on the location of the programs? For example, how long will it take a student living in the East End to get to Sherwood for French Immersion versus attending Westdale?
Depending on the address, the travel time is approximately the same for either location. Please see attached maps for possible routes.
Is HWDSB working with the City on expanding HSR routes?
Yes, HWDSB is working with the City to expand HSR routes.
When will the boundary consultations take place?
The secondary school boundary consultations will take place at the same time as the program strategy consultations. Location of programs as well as the final school boundaries are linked. The proposed consultation timelines is as follows:
|Draft program strategy presented at Information Session||
|Draft program placement presented at CTW||
|Community consultation (13 meetings)||
May 1-30 2013
Why are the boundaries for the new South not extended further south?
The proposed secondary school boundaries are included in Appendix A. The new school is projected to be at capacity and redirecting students living in the Mount Hope/Bellstone area to the new school would create a significant imbalance between the new school and Ancaster secondary school. Redirecting students from the Mount Hope/Bellstone area would put the new school over capacity and Ancaster significantly below capacity.
Why isn’t the Millgrove community being redirected to Waterdown?
A boundary review is currently taking place in the Millgrove community. The results from the review are expected to come to Trustees in the near future.
Currently Glendale has 21 per cent of its students living in poverty (LICO). Why aren’t staff suggesting an adjustment to Glendale’s boundaries to allow for a greater socio-economic mix from Stoney Creek?
Both Glendale and Orchard Park are schools with smaller enrolment numbers. The closest elementary school between the two schools is Green Acres. Movement of students from Orchard Park to Glendale would create an enrolment imbalance between the two schools and does little to improve the socio-economic diversity within Glendale. If approved, the proposed Performing Arts program would likely bring in both a diverse enrolment as well as additional students to increase enrolment at Glendale.
HWDSB’s Program Strategy contains recommendations to move some programs out of schools with large class sizes and replaced with programs with smaller class sizes. For example, academic classes have an average size of 30 students, while English as a Second Language classes have 22 students. How will schools such as Westdale accommodate the increased demand for additional classroom spaces?
Westdale’s capacity is 1521. A composite secondary school offering multiple pathways is able to accommodate between 110 per cent and 115 per cent of its capacity before requiring temporary accommodation.
As socio-economic status will factor in the Program Strategy decisions, could the most current Learning Opportunities Plan for Elementary and Secondary (Weighted Rankings) be shared?
The Weighted Rankings for secondary and elementary are attached. Please note that the data relies on the 2006 census information. We expect the 2011 data to be released this fall.
How will we be addressing future growth at Saltfleet?
The growth at Saltfleet is based on a projected uptake of the planned and registered housing developments yet to be constructed within the Saltfleet boundary as well as the current retention rate from the existing schools within the boundary. Staff will continue to monitor assumptions around the new development timing and the impact of the new Bishop Ryan Catholic Secondary School on student retention as these two factors can significantly impact enrolment projections.
Where will the QUEST program currently at Parkside be located?
This program is an example of a Tier 2 program that could be offered at any secondary school where there is significant student interest.
Are the special sports programs at secondary schools going to continue?
Beginning September 2013, any student who is out of catchment and attends a sport focused course is no longer able to play that sport for their school team. For example, an out of catchment student attending a high school for their basketball program is no longer allowed to play for the school’s basketball team. In light of this ruling, HWDSB will not be offering sports specific academies, sports schools or sports programs of choice.
Students will still be able to take sports-specific physical education courses at their local high school. These are courses offered through the Ontario Curriculum and enable students to choose from a variety of sports courses.
What is the research about the start-up of new programs within a school?
Anecdotally, we find that programs are most successful if they are driven by student interest within a school.
What are the elements needed for the successful growth of programs?
The following are important elements required for successful growth of programs within a school:
- A champion teacher team at the school with defined roles and responsibilities
- Clear purpose and pathway planning for students
- Student voice – the desire to pursue the program/pathway
- Demonstrated student success – student champions sharing their experiences with younger students
- Parental value/recognition of the program and school
- Recognition by sector partners and co-op employers – the desire to engage students from the program because they are more prepared
What are is the percentage of academic, applied, workplace, college and university classes offered at each school? What are the attendance rates for each school? What are the graduation rates?
Please see the attached chart.