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December 2, 2010 - School Enrolment/School Capacity Committee of the Whole Board
School Enrolment/School Capacity Committee
December 2, 2010

        A meeting of the School Enrolment/School Capacity Committee of the Whole Board was held on Thursday, December 2, 2010, at James R. Henderson Public School, 361 Roosevelt Drive, Kingston, at 7:00~p.m.
Present Trustees:
H. Chadwick, Chair
G. Beavis
H. Brown
E. Crawford
L. French, Vice-Chair
A. Goodfellow
D. Jackson
P. Murray
S. Ruttan
Present Staff:
Marg Akey, Supervising Principal
Ruth Bailey, PARC Facilitator
Krishna Burra, Assistant to the Director, Safe Schools
Jane Douglas, Communications Officer
Barb Fraser-Stiff, Superintendent of Education
Tammy Giles, Supervising Principal
Richard Holmes, Supervising Principal
Brenda Hunter, Director of Education
Darlene Kirkpatrick, Recording Secretary
Andre Labrie, Superintendent of Human Resources
Roger Richard, Superintendent of Business Services
Wayne Toms, Manager, ITS
        Chair Chadwick called the meeting to order, introducing herself.  She welcomed those in attendance to this evening’s School Enrolment/School Capacity Committee of the Whole Board meeting.  

        The Chair stated that the purpose of this public meeting is to receive input from the public concerning the Kingston West/Loyalist Program and Accommodation Review Committee Report, as well as Senior Staff’s Report.  She indicated that the nine Trustees, who are the decision makers, are here this evening to hear from the public.

        The Trustees introduced themselves.

        Chair Chadwick stated that the role of the Trustees this evening is to listen to the public’s input.  She advised that Trustees have received the Kingston West/Loyalist Township PARC Report, as well as the Senior Staff Report, minutes from the previous meetings, and input to the PARC.  She said that as a committee, Trustees have not discussed these materials and certainly have not made any decisions.  She commented that as individuals, Trustees have been reviewing the reports informing themselves about the content.

        Chair Chadwick indicated that the Kingston West/Loyalist Township PARC Report and the Senior Staff Report have been posted on the Board’s web site, and she trusts that those present have read them, if they wanted to do so.  She said that one report is not more important than the other.  She advised that the comments made tonight will be taken into account by the Trustees as part of the decision-making process.  Chair Chadwick remarked that in the recommendations can be found in the agenda package that has been distributed this evening.

        Chair Chadwick stated that this evening is the public’s opportunity to speak directly to the Trustees before they begin their deliberations and decision-making.  She asked the public not to be offended when the Trustees to do not interact with them about their input to the PARC Report and the Senior Staff Report.  She said that the public should be assured that the Trustees will be listening very attentively to the opinions and ideas expressed this evening.  She said that minutes are being taken and the input will be recorded as accurately as possible so that Trustees can refer back to it and review the comments made.  She said that if, when the two reports are examined and all of the input from this evening, we find that we need further clarification, the Accommodation Review Facilitator will consult the appropriate people.

        Chair Chadwick advised that also present this evening are the Director of Education, Brenda Hunter, and the Superintendent of Business Services, Roger Richard, noting that they are present in their roles as Secretary and Treasurer of the Board, to support Trustees as needed.  She indicated that many Senior Staff, Managers, the Communications Officer Jane Douglas and the CEO of Tri-Board Student Transportation Services, Steve Wowk, are also present in the audience.  She advised that the Board’s Recording Secretary, Darlene Kirkpatrick, will be taking the minutes of the meeting, including each speaker’s comments.

        The Chair stated that in the agenda package that was handed out this evening, are:

  •         The agenda for this meeting;
  •         A copy of the protocol for receiving input tonight, which she said that she will review later in the meeting;
  •         An outline of the presentation on the accommodation review process; and
  •         A copy of the recommendations from both the Kingston West/Loyalist Township PARC and the Senior Staff Report.
        Chair Chadwick noted that a copy of the body of the Kingston West/Loyalist Township PARC Report and the Senior Staff Report were available on a table in the foyer, in case anyone would like to reference a particular section when they make their comments.

Approval of Agenda

        MOVED BY Trustee French, seconded by Trustee Goodfellow, that the agenda, as distributed, be approved.–Carried

Declaration of Conflict of Interest

        Trustee Ruttan declared a conflict of interest, noting that as well as being a Limestone Trustee, she is also the Chief Governing Officer of the Board for the Limestone Advisory for Child Care Programs and the Ontario Early Years Centre located in Bayridge Public School.  She said that, therefore, according to Board Policy 9 (Board Operations), section, she would excuse herself from this meeting and from further discussions regarding the Kingston West/Loyalist Township PARC.

        Trustee Ruttan withdrew from the meeting.

Overview of Kingston West and Loyalist Township Accommodation Review Process

        Superintendent Richard provided an overview of the Kingston West and Loyalist Township Accommodation Review Process, as follows:

  •         On October 8, 2008, the Limestone District School Board approved the formation of the Kingston West and Loyalist Township PARC with the mandate to review program and accommodation issues and make recommendations to the Director of Education for the following schools:
                Amherstview P.S.                Bayridge P.S.                   Cataraqui Woods E.S.
                Collins Bay P.S.                        Fairfield E.S.                  James R. Henderson P.S.
                Lancaster Drive P.S.            R.G. Sinclair P.S.              Truedell P.S.
                Welborne Avenue P.S.    W.J. Holsgrove P.S.                     

  •         The Kingston West and Loyalist Township PARC held 12 public working meetings between November 10, 2009 and June 1, 2010.
  •         The Kingston West and Loyalist Township PARC held four public meetings to present information, respond to questions and receive input from the public.
  •         The Kingston West and Loyalist Township PARC initially considered 26 potential options for the schools in the review.
  •         The PARC report was finalized by the Committee at their working meeting on June 1, 2010 and the final report was presented to the Director of Education on June 9, 2010 and t the School Enrolment/School Capacity Committee (SE/SCC) on June 14, 2010.
  •         Senior Staff reviewed the PARC report and made an initial report to the SE/SCC on Thursday, October 28, 2010.
        Superintendent Richard reviewed the chart outlining the PARC Process – Timelines/Next Steps, included in the agenda package.

Public Input

        Chair Chadwick reviewed the protocol for receiving input at public meetings, noting that we would start with the scheduled four formal presentations, and she asked each of those presenters to keep their presentations to 10 minutes.  She stated that following the formal presentations, persons wishing to speak should move to the microphone and the SE/SCC Chair will recognize each speaker consecutively.

        Chair Chadwick asked each speaker to identify him or herself; and relevant title; the school community in which s/he lives or where his/her children attend school; the group or organization, if any, for which he or she serves as spokesperson.  She asked that those individuals speaking tonight adhere to a five-minute maximum time limit allotted to each speaker.  She indicated that a speaker may address the Committee only once during the course of this meeting.

        Chair Chadwick indicated that those persons whose comments are not heard due to time constraints, or speakers who would like to add to their previously recorded comments, may communicate in writing with the PARC Facilitator, within five (5) days, for inclusion of their comments with the input from this meeting.

Scheduled Formal Presentations

Marsha Eldridge, Amherstview Public School, School Council Secretary

        “I am Marsha Eldridge, the secretary for Amherstview Public School Parent Council and I am speaking on behalf of the council this evening.

        First I would like to thank all of the PARC committee members and board staff for their time and effort put into the many Tuesday night PARC meetings from November to June.  I was not part of the PARC committee but I did attend the public meetings and was always brought up to speed by the council members that did attend every week.  I know there was much discussion and a lot of time and energy that went into the PARC process.  

        Upon reading the Senior Staff Report that was released in October, our parent council was concerned with a number of things.

        It seems that all of the effort made by the PARC participants was a complete waste of time as it looks like the senior staff already had a preferred plan.  If so, why would they not have presented this plan to the PARC members at the beginning?  The members could have then taken that suggestion and worked with it, coming up with different variations.

        The committee should also have been informed of the amount of money that the Ministry had already put into Bayrdige Public School.  This too would have saved time by going down a path which was not do-able. Even if the Senior Staff didn't have an initial plan already mapped out, it seems the PARC was still a waste of time, since it doesn't look like Senior Staff took any suggestions from the members into consideration.
        Based on the Senior Staff Report, it seems that you are looking at implementing Alternative #4 for September 2011.  In regards to this, we have some comments.

First of all we are extremely accepting and open to receiving new students from other schools.  However, we do not want to loose our grade 7 and 8’s if it really isn’t necessary.

A)       The report suggested that the grade 7 and grade 8 English students be moved from Amherstview Public School to Fairfield Public School leaving Amherstview a JK-Grade 6 school.  The PARC committee considered removing 7s and 8s in a few scenarios but decided by a great majority that it was not a move that the PARC considered to be a good one.  This is just one example where the Senior Staff did not take the PARC’s recommendations seriously enough.
This proposal isn’t a case of all grade 7s and 8s being put together as in a separate middle school where all students are entering a new environment.  This would displace students by moving them into another school’s hierarchy, leading to increased instability, uncertainty and culture shock.
Amherstview Public would also lose the senior students from being mentors, helping with reading and being role models to the younger students. The students moved may not feel as open for volunteering for these types of roles at a school where things are going to be very new for them.
B)       The suggested move of the tech room from Amherstview Public to Fairfield is questionable.  Considering the amount of money spent in recent years to upgrade and maintain the very successful tech room and the cost of $85,000 to move it to a school just 1 ½ kilometres away doesn't make sense.
C)      If the grade 7 & 8 students aren't moved and the tech room is not relocated to Fairfield, Amherstview Public would need 3 portables.  Based on the discussions we have had with parents, the general consensus is that they would prefer to keep their children at Amherstview Public in portables and have the tech room stay where it is, rather than go to a different school at this stage of their children’s school career.   This is based on the fact that they've been at Amherstview Public School since kindergarten and have roots here. They feel that a move to a different school, when it isn't really necessary, would be very detrimental to the students.

D)      The LARC before and after school daycare program currently uses space at Amherstview Public School. Nothing has been mentioned about this program in the Senior Staff report. If there is no available space at Amherstview for this program, is there a plan to help parents locate new childcare?   It seems that there will be a significant increase of before and after school care needed if Amherstview is to receive the 180 new French Immersion students from Henderson Public School.
        In conclusion, we would like to issue a very warm welcome to all new students that may be transferring to Amherstview Public School.  We are proud of our school.  We have awesome staff there.  Many teachers are involved in extra-curricular activities with the students and we have many clubs, great holiday concerts, the swim/skate program, music, drama and dance, sports teams and even a tech room (hopefully).  We have many parent and staff volunteers and a great parent council.  We will all be happy to welcome transferred students into our family and in no time at all, they will feel right at home.
Thank you very much for your time.”

Janet Jarrett, Parent, Amherstview Public School

        “I wish to share the stories of how moving Amherstview Public School Grade 7 and 8 classes will affect my family - not in a scholastic way or an economic way but in an emotional way.

        Our story began when my young child was 6 months old.  We were trying to find childcare for him so that I could go back to work.  My husband and I worked at Millhaven Institution but lived in Bayridge.  Amherstview seemed logical for us but we also needed to think about our son's future school placement when he was old enough to attend.  My husband went to Amherstview Public School as a child.  We did our research and talked with parents whose children attended different schools.  With the glowing recommendations we got and the family history, our choice was simple.  We made arrangements with a reputable home daycare who in turn highly recommended AVPS.

        My son, Alex, was born in late November, making him the youngest in the class – and in Junior Kindergarten, one of the youngest in the school.  He was shy and needed to feel comfortable with a situation before he became confident.  My first encounter with AVPS was Mr. Shaffer.  How can I relate the impact he had on Alex?  I remember one day, a parent was looking at the artwork on the wall.  They pointed to my son's artwork and compared it with another child's, implying how immature my child's ability was to draw, how unskilled.  Mr.~Shaffer, in typical fashion, asked the parent to come back in nine months so that he could compare Alex's drawing in nine months’ time to the other child's picture currently displayed.  In one statement, he showed me that he understood the age gap and showed the other parent that such comments were not welcome in his class.  Alex graduated nine years later with friends he had known since junior kindergarten and new friends he made along the way.  He built his confidence through teachers such as Mr. Shaffer and continues to thrive in high school because of his AVPS foundation.

        My younger son, Ben, started school three years later. With two children in the school, I became involved in the Parent Council.  I got to see the passion of the parents and the willingness of the teachers to give to a school that supported and cultivated new generations.  I got involved in fund raising and watched with pride as the Junior kids got a new playground. I volunteered for hot lunch days, field trips, anything I could.  I have witnessed many Christmas concerts and sports competitions.  These teachers were amazing, validating our decision that AVPS was the environment for Alex and Ben.

        Ben is currently in Grade 6.  He is involved in numerous roles and activities throughout the school.  He has achieved a reputation as a good athlete.  He loves AVPS –  he is known by older and younger kids and by most of the teachers.  He is chosen for roles because of this. I think he will do okay wherever he ends up – but my point is, he shouldn't have to rebuild a reputation it took him 8 years to get.  He should now be enjoying his final years at AVPS, secure in his past efforts, and looking forward to what else is awaiting him.

        My stepdaughter is 6.  She is in Grade One.  We choose for her to attend AVPS because her older step-siblings were there.  In 2009, Bella was diagnosed with seizures.  The school was wonderful.  Parent-Teacher conferences were held on how to make her school experience the best it could be.  This was not based on outcomes for the school; this was based on Bella being happy, healthy, and educated.  Bella lacks confidence.  She needs help socially.  She is getting that at AVPS.  People might argue that she would get that at any school.  I don't think so – not to this degree.  I hope she gets to continue to grow and thrive in a comfortable surrounding where there are people she trusts during those awkward years.  I hope she gets to graduate from a school where she is understood.

        My stepson is four!  He is in Junior Kindergarten.  He doesn't know, probably won't know, the anxiety of having to switch schools after Grade 6.  Moving to a new school where others have the advantage, not participating in extra-curricular sports because there are no older kids at the school to form a team, leaving the teachers he has grown to admire and the friends he has made, not experiencing his final public school years in a place he loves –  these will all be expected when he gets to Grade 6 if all this goes through.  Do I wish that my other kids could experience the emotions Alex felt on graduating with all the friends he had known for 10 years? My other kids may not understand what they are missing, but I do.  Will I ache for Ben next year when he has to start all over again at a rival school?  Absolutely.  Will I be scared for Bella when she has to go to another school and become part of a new social group?  With every passing day. It may be commonplace when Josh has to move – but it is affecting his family now and in the years to come.  It shouldn't affect any of them!

        These are children with emotions, vulnerabilities, and fears.  They don't care about the numbers or the money.  They care about their school, their friends, their teachers, their names on the school walls, the achievements they have made, and the future they want at AVPS.  We choose AVPS for a reason!  We want to stay there for so many more reasons than we ever imagined.

        I have shared four stories with you and, through them, I have shared my own.  There are hundreds of stories at AVPS – the class clown with the big heart (the one teachers initially dread but grow to appreciate for his warmth and kindness), the shy one who started in the shadows of others but grew into his own through help of the staff, the athletes, the brains, the not-so brainy students who just need that extra push.  These are my children’s friends –  they are the children of AVPS and they deserve to graduate with the same pride Alex and his friends felt when they looked around the gym they had known forever, at the people who had supported them forever –  the day they graduated from their own school.

        My family and I beg the Senior Staff to consider the impact that moving Grade 7 and 8 from AVPS will have on this school.  I can name dozens of arguments for keeping my children at the school we choose for them.  But I think the biggest argument of all is I want what is best for them.  And I know that includes finishing their grade school years at AVPS.

Thank you for your consideration.”

Clayton Harriman, Parent, JR Henderson French Immersion living in the Bayridge P.S. catchment area

        “I will be attending the PARC meeting on December 2, 2010 and wanted to take the time to provide written comments on behalf of myself, and Constance Carriere, regarding our children who are enrolled at J.R. Henderson in the immersion program.  Our address is 949 Mayfair Crescent, and we fall into the grouping of parents and children who would be required to be bused to Amherstview to continue their education.  We are vehemently opposed to the any attempt to reject the primary choice of the PARC committee by Senior Staff.  For a wide variety of reasons, many more of which came to light after reading the Senior Staff report.

  •         Increased bus time. The senior staff report is factually incorrect in its claims of the length of time that children from the Bayridge bused area are actually on a bus to JR Henderson, these inflated times suggest that a farther drive to Amherstview is not problematic, it is.
  •         Increased burden on a great deal of parents, who will be required to spend time, energy and money to drive to Amherstview for multitude of reasons such as clubs, parent teacher interviews, child pick ups etc.
  •         It appears that the main reason why the 3 track was rejected in favour of a 2 track system was to appease the Early Years Centre. The Senior Staff report notes that the lease is coming to an end in 2012, near perfect timing to provide an alternative site.
  •         Unlike justifications given for other recommendations, the Senior Staff report is woefully negligent in providing details of its claims that “no other schools in the area could be suitable locations”.  I do not understand why other schools which were looked at were not listed and a cost benefit approach was not given to the parents as per the above noted reasons?
  •         According to the Senior Staff report, it is very likely that Amherstview PS will in all eventuality need 3 portables after all.  So, the children are just moving from a Portaplex, or portables at J.R. Henderson to Portables in Amherstview, and having to be bused there. This is ridiculous.
  •         The Senior Staff report asserts that there will be no additional cost to bus the children to Amherstview based on a funding formula provided by the Ministry of Education.  This is factually inaccurate and short-sighted as there is a cost, increased cost of diesel fuel, increased wear and tear on vehicles, and increased time for bus drivers all comes with a cost which is ultimately passed onto the parents who are the taxpayers.  So, any claims that there are no additional costs only serve to mislead those who read the report.

  •         My oldest child is currently enrolled in a 2/3 split immersion class.  Last year she was also in a split grade 1/2, and I would be willing to wage a bet that there will be yet another split grade should she remain at Henderson next year for a likely 3/4 split class. Any insinuation that failure to go to a 2 school immersion system versus a 3 immersion school system to alleviate split grades is wishful thinking.  Split grades are a reality, as being a former teacher in the Limestone School Board, enrollment does not fall into easy 21 to 1 ratios.
  •         My children's mother, Constance Carriere is of Francophone origin.  Living in the heart of Bayridge, having to be bused to Amherstview to receive a French education is a slap in the face to francophones everywhere, and it clearly signals that having a French education in our area is an after thought.
  •         Future enrollment forecasts do not take into account the decrease in enrollment in French Immersion as I speculate that many parents in the Bayridge area will choose not to bus their children to Amherstview, and foresake a French education, which is a disservice to the community as a whole.
  •         Lastly, while I do not dispute that the Early Learning Years Centre does some good for the community, with my family having used it on one occasion and finding it not nearly as busy as the letter from the Centre suggests, I do not see how it could not be duplicated in another school – one which is not at the center of a great deal of debate as to the future of French Education in this community.
Thank you for your time.”

Janet Lee, J.R. Henderson School Council Chair

“Dear Board Members and Trustees, Parents and Members of the Public,

First of all, I had difficulty going through the Senior Staff recommendation as the numbers don’t seem to add up.  On page 3 under the trend for the past 5 years for J.R. Henderson it has the English Program with a slight decline of about 10 students to 372 and the French Immersion Program with an increase of about 50 to 380 students.  Currently, Henderson has 773 students.  428 FI students (153 JK/SK) and 345 English students (57 JK/SK).  According to the charts on page 29 and 30 the English program will have 272 students.  When you subtract the 58 English students moving from Westpark from the current number of 345 you get 287.  On page 11, when you add 319 the French Immersion enrolment at Henderson to the 181 which are the numbers of students coming from areas other than Amherstview the total is 500 which is not the projected enrolment according to page 13.  It would be really helpful to look at actual numbers at J.R. Henderson and Amherstview P.S.  Historically, the LDSB has consistently underestimated the enrolment at Henderson, which makes it difficult to believe the projected figures.

I was disappointed in the Senior Staff recommendation.  It leaves J.R. Henderson with just under 600 full-time students and there is no mention or acknowledgement of the infrastructure being suitable for only 500 students despite it being raised as a significant issue at PARC.  It feels like the LDSB has not heard fully the issue at Henderson of overcrowding.

Currently, there are three bathrooms for boys and three bathrooms for girls. ~Each bathroom has three stalls. ~That means nine stalls for all the girls and nine stalls for all the boys. ~Given that Henderson has 773 students and 1/2 are boys and 1/2 are girls that's approximately 386 boys to nine stalls and 386 girls to nine stalls.

The Ontario Building Code says: "The number of water closets required for elementary and secondary schools shall be at least one fixture for each 30 males and one fixture for each 26 females."

This means that there are enough toilets for 234 girls, and for 270 boys at Henderson. ~These numbers support the original capacity of the school at 504. ~Given the current numbers at Henderson, an additional six stalls would be required for girls and an additional four stalls for boys.

The LDSB’s mission is to prepare students to face a changing world as life long learners and informed, responsible citizens, within a safe, inclusive and dynamic environment.  How about an environment that meets the building code!

Literacy is one of the key components of the curriculum in elementary school.  The Resource Centre enhances the learning that happens around literacy as well as other subjects. ~At Henderson, the Resource Centre not only has to hold library books for an English program but also for the French Immersion program.  There is no space for students to do any type of studying or quiet work.

When students have to do group work they can be found in the hallways simply because there is no other room or place for them to go. ~Volunteers who help children with literacy can often be found in the hallway with a student or group of students because there is no other place for them to go. ~Imagine how distracting sitting in a hallway might be, where other students and staff frequently pass while trying to focus on reading.  Not to mention the issue of privacy.

There has been a lot of media coverage lately about promoting exercise and fit breaks for children for improving their health as well as improving their academic performance. ~It is my understanding that students~are allotted 150 minutes in the curriculum to gym and health per week. ~Apparently, this typically means that the students receive two periods of gym a week and one period of health. ~At Henderson a student is fortunate to receive one indoor gym period a week. ~The other must be an outdoor gym period. ~When the weather is too cold or it is raining those outdoor gym periods must be rescheduled if possible. ~Even at 600 students the gym will not accommodate for all classes to be able to have two indoor gym periods.

Having an entire school assembly in the gym at Henderson is not possible. ~Tickets to the school play always sell out due to limited seating.

Resource staff that come into the school use a small kitchen to interview and assess students.  Not great really, when you consider that we also use it for hot lunch activities, the Breakfast program and so on.

The staff room is unable to accommodate all staff as it is their workroom.  I can only imagine the frustration at times at the lack of space, including lack of sufficient bathroom facilities for staff.
In Policy 15 (School Accommodation) it states:

“The Limestone District School Board agrees with the Ministry of Education's observation in Good Places to Learn (February 17, 2005) that ‘the education program needs of students must lead decisions concerning buildings and grounds’, and that ‘there is a strong link between the standard of the physical environment and good outcomes, such as better student performance and higher teacher retention’.”

I wonder what is the standard of the physical environment and shouldn't these standards be consistently applied to all schools within LDSB and the province?  Having been at all the schools involved in the Kingston West PARC, there are huge variations in terms of space.
Is it okay that students at Henderson have at most one period of the Phys. Ed. in the gym per week?  Is it okay that the library limited room but has to accommodate two programs (French Immersion and English), that there is no space for students to quietly do work?  Is it okay that students are sitting out in the hallways doing work instead because there is no other space?  Is it okay that students come home and dash to the bathroom because they don’t like using the bathroom at school?  Is it okay that when you want to have a private discussion with a resource person or a teacher it is often in the hallway because there is no meeting space?  Is it okay that the kitchen gets used as an assessment area for outside resource staff?

The first goal in the LDSB’s strategic plan is to improve achievement and success for all students.  If this goal is linked with the standard of the physical environment then it should guide the decisions around enrolment numbers at Henderson.

I have mentioned before, it is to the credit of the creativity of the teachers, staff, students and parents at Henderson that students achieve to the level that they do and the school operates as well as it does given these limitations.  Imagine the places we can go with more space and/or reduced enrolment.

The Senior Staff Recommendation increases the boundaries for J.R. Henderson again to include the Sinclair and Welborne bussed areas leaving Henderson open to greater increases in enrolment.  We have already heard from real estate agents that real estate around Henderson has been selling quickly as families are moving in, so that they can remain within the Henderson catchment area.  Based on French Immersion enrolment trends over the years and with J.R. Henderson remaining the only French Immersion school in Kingston West I anticipate the school will be dealing with increasing overcrowding again very quickly.  I am surprised that the Senior Staff has not identified a process to track French Immersion enrolment at Henderson and outlined a process to deal with enrolment when the school hits a certain number of total students.

It seems to me that a school’s capacity should be based not just on its classrooms but on its infrastructure capacity and also the availability of space.  Yes, Henderson has a total capacity of 664 but it can only support 500 students based on its infrastructure and so it should be documented as such.  

It is unfortunate that we spent eight months looking at possibilities in PARC and we were told that the Ontario Early Years Centre (OEYC) could be moved out of Bayridge P.S.  Clearly, if the OEYC cannot be moved this should have been made clear much sooner in the PARC process.  In addition, these rooms should then also be removed from the total capacity at Bayridge because they are essentially not available.

The total permanent capacity and the total capacity with portables is not truly what is indicated based on this information.

We spent a lot of time discussing Grade 7 and 8 at the PARC and having one group of 7 and 8s join another group at their school.  Historically, all schools that had been through this experience spoke of it as having been a negative experience for their students, families and school.  It really bothers me that the Senior Staff would make the recommendation of moving Grade 7 and 8s from Amherstview P.S. to Fairfield E.S. without acknowledging PARC’s concerns around this very issue.  It makes me feel that we as a PARC have not been heard.

Perhaps, moving Grade 7 and 8s from Henderson, Amherstview and possibly Lancaster P.S. to a new Grade 7 and 8 middle school at Bayridge Secondary School would be worth considering as all the students would be starting fresh in a new location.  Perhaps an exciting new program for students could be offered to make it an attractive option.  It was felt at PARC that if the Grade 7 and 8s needed to be moved that it seemed to work best if it was at a brand new location for all students.

Students from Kingston West are asked to be relocated to Amherstview Public School.  We have heard that Amherstview is a wonderful school and I never heard a comment to suggest otherwise while we going through the PARC process.  What we heard from parents is that it was outside of their community, their children were being separated from their friends and it was too far west.  Parents whose children attend Henderson do not tend to work or live in Amherstview and that it is the geographical location of the school that is the issue.  For some parents it means that they are travelling an extra 20 minutes in the morning and afternoon to pick up their children from school or the before and after school program.  Bus ride times are longer and if children have an after school activity that starts at 4 or 4:30 the bus ride may make them late.  Any additional activities or appointments that children have during the day also means additional time spent driving.  In addition, there is a cost factor associated with this as well as parents will have to pay for additional gas, car usage and time away from work and decreased income.

To me the bottom line is that there is no school in Kingston West that can accommodate a second French Immersion Program and it needs to go back to the Ministry for additional funding for either a new school to be built or additional funding to be made available for Henderson to increase its infrastructure.  This means adding additional bathrooms, adding a gym or increasing the size of the current gym, increasing the library space, finding a new room for a computer lab, increased staff space, providing a proper office for the Principal and creating additional meeting room space.  

Lastly, I would like to add that it has been a pleasure to work with the Henderson PARC members.  Brenda, Ms. Moore, our Principal always had an open door and did an awesome job providing updates for the Henderson community.  Information was posted on the school website, a Henderson meeting for Henderson families was held, at times weekly updates were provided to families that were also posted on the school website.  Surveys were sent out to parents to collect feedback to give direction to PARC members.

I am grateful for the time and commitment that she and the other members of the Henderson PARC have given to the PARC process.”

Corinne Deshaw, Chair, J.R. Henderson P.S. Parent Council

        Ms. Deshaw said that she has two children at James R. Henderson Public School.  She stated that she was disappointed that the Senior Staff report does not address the overcrowding issue at J.R. Henderson, which was one of the major reasons for the PARC process in the first place.  She said if implemented, enrolment at the school is forecast to be 600, but the school’s capacity is only 500.  She commented that 600 is a low estimate as some families will likely move so that they are within Henderson boundaries.

        Ms. Deshaw said that as a parent of two children who attend Henderson, she sees the effect of overcrowding.  She reported that when she met with the special education teacher and occupational therapist to discuss her daughter’s progress, she was in a kitchen where there were two interruptions.

        Ms. Deshaw said that the Board cannot keep adding portables to address the problem.  She said that the library, and computer room are far too small to meet the educational needs of students.  There are not enough washrooms and the gymnasium is not big enough to hold the entire student population.  Ms. Deshaw stated that this puts a strain on administrative and janitorial staff and makes it more difficult to supervise our children in the yard.  She indicated that students often end up in busy hallways with volunteers.

        Ms. Deshaw said that the issue around the Early Years Centre at Bayridge Public School should have been resolved before the PARC process began one year ago.  She said that it seems like the whole process was a waste of time now.  She asked whether we could go back and look at the other PARC options to reduce overcrowding, stating if not, we need to go back to the “drawing board” to find a better solution – another space to accommodate the students at Henderson.  She said that we need to look at other suggestions to address more space to accommodate the children at James R. Henderson Public School because they deserve better.

Goksin Yilmaz, School Council Member, whose children attend James R. Henderson P.S.

        Mr. Yilmaz tated that he is a member of the School Council at Henderson and that he has two children who attend Henderson, one in Grade 3 and one in Senior Kindergarten.  He said that he lives in the Cataraqui Woods Area.

        Mr. Yilmaz advised that the distance from his home to Henderson is approximately 5 km, and from his home to Bayridge Public School is 2 km.  He indicated that when he measured the distance to Amherstview Public School, it was around 13 km.  He said that the report stated that it is only 3 km more to bus his children from Cataraqui Woods to Amherstview Public School.  He said that currently his children have a long route, yet the report indicates that the route will be shorter to Amherstview Public School.

        Mr. Yilmaz advised that he is a professional engineer.  He said that from time to time he takes his children to school, especially in inclement weather.  He commented that he has nothing against Amherstview Public School, but the drive to Amherstview Public School will put his children in jeopardy if there is inclement weather.  He said that he would have to drive 13 km to take his children to Amherstview Pubic School, rather than 2m to Bayridge Public School or 5 km to James R. Henderson Public School.

        Mr. Yilmaz reported that one of his children had skating lessons in Amherstview, but when there were inclement weather conditions, they could not get there.  He talked about inclement weather being an issue.

        Mr. Yilmaz stated that parents visit James R. Henderson Public School significantly, and a portion of these parents would have to go to Amherstview Public School and it could pose a difficult situation for them.  He talked about reducing car emissions.

        Mr. Yilmaz indicated that since the day his children started school at Henderson, he has tried to be involved in the School Council, but it will be much more difficult for him to do so if his children were at Amherstview Public School, and it would likely reduce the probability of him getting involved.

        Mr. Yilmaz stated that Senior Staff’s suggestions are not a good idea.

        Mr. Yilmaz said that if there are classrooms being used for other purposes at Bayridge Public School, and they are now needed, then that space should revert back to classrooms, the original intended use.

Traci Coté, Ontario Early Years Centre

        Ms. Coté read the following statement:

“This presentation is being made on behalf of the Ontario Early Years Centre for Kingston & the Islands Advisory Committee.

We can appreciate that the Limestone District School Board is striving to balance enrolment at community schools and to make decisions which most positively affect children and their families.

The 2002 Early years plan for Kingston and the Islands identified gaps in services for families with young children: lack of playgrounds, information, resources and parent education, specifically in West Kingston

Barry O’Connor, Director of Education, identified that space was available within Bayridge Public School and that it was the desire of Limestone District School Board to house the Early Years Centre.

Significant major capital funding of $120,000 was provided by the Ministry of Children & Youth Services for initial renovations to four classrooms, and in September 2003, the OEYC moved into Bayridge Public School.

The Ontario Early Years Centre provides free services to all parents and caregivers with children from birth to age 6 regardless of their income, culture or special needs.

Through many community partnerships which are vital to our service delivery, families attending the Bayridge site have access to:

  •         Six weekly Early Learning programs including Francophone and infant groups
  •         Services of the Early Literacy Specialist through Kingston Literacy & Skills
  •         Parenting programs co-facilitated with Pathways for Children & youth
  •         Baby clinics, pre and post natal information and nutrition workshops offered by KFL&A Public Health
  •         Groups for special needs children and their families offered in conjunction with the Child Development Centre
School readiness is an integral part of service delivery.  Our services support children’s readiness for school and lifelong learning.  Parents identify it as one of the main reasons they attend OEYC programs.

Our early learning programs provide structured activities that enhance the skills and development children require when entering school.  They also allow them to develop socialization skills and to feel comfortable participating in a large group setting.

A summer School Readiness Program has been offered annually, with priority registration given to students entering Bayridge Public School.

Children have an opportunity to learn about “kindergarten life” as the program is held in the kindergarten classroom and led by qualified Early Childhood Educators.

For many of these children, this is the first time they have been away from their parents.  School entry can be unsettling for both parents and children.  This program can and has helped to alleviate fears families may have about sending their children to school.

Children and parents are better familiarized with school routines, and staff can facilitate referrals to community agencies which better supports the child.

We will strengthen our link with the school and kindergarten teachers in an attempt to better serve these children.

The OEYC is a vital part of the school readiness transition as children enter full day early learning.

This is an optimal time to keep the centre in the school, in light of the partnership between the Ministry of Education, Ministry of Children & Youth Services, and the Municipalities.

The June 2009 report, “With our Best Future in Mind” generated by Dr. Charles Pascal outlines the next phase of the Best Start vision as the development of Child & Family Centres.  He highlights the importance of these centres being located in schools.

The Limestone District School board and Early Years Centre represent a successful community partnership.  When we see parents and children using our facilities, we are upholding our responsibilities to our children, our students, our future.

Since 2003, we have served approximately 11,620 individual children at our sites.  The majority of these children could potentially attend a school within the Limestone District School Board.  That translates into a high number of children who are positively affected and more prepared for school entry.

If the centre has to relocate, a financial hardship will be created.  It is unlikely that capital dollars will be available to cover moving and renovation costs.  The potential is great for disruption.  The end result will be a decreased level of service delivery and support to all families served by the Ontario Early Years Centre.

Thank you for taking this important information into consideration when making the final decision.

We encourage you to visit the centre and familiarize yourself with everything we have to offer.”

Bruce Beacock, Parent of Grade 1 student at James R. Henderson Public School

        Mr. Beacock read the following statement:

        “While I agree that something needs to be happen in order to reduce the number of students at J.R. Henderson Public School, I believe that shipping buses full of students out to Amherstview is not the answer.

        I used to live in Amherstview, and love the community, as well as the schools in it.  That being said, part of my feeling for the community was born of the fact that I was part of it.  I lived there, my son went to school there, and we shopped, walked, and played community sports there.
To bus students from one community, their community, to another, where after school activities, and community events are not for them is not in the best interest of the children.

        Perhaps there are some other, viable solutions.

        There are a series of questions arising from the minutes of the PARC meetings.  Senior Staff consulted with the Ontario Early Years Centre.  Their lease terminates in June 2015.  It was noted that the “First choice of the Ontario Early Years Centre is to renew the lease ...” because of not wanting to relocate, and re-renovate.  In the same document, it states that according to the Ministry of Education guidelines, “Value to student is to be weighed above all other considerations”.  Are we willing to go against the mandate of the Ministry of Education and put the needs/wants of the Ontario Early Years Centre before those of our students?

        The portapak cost $2 million to install.  This would be far too costly to move.  Has anyone considered that moving the Ontario Early Years Centre into the portapak would free up much needed space at Bayridge Public School?  Not to mention making Bayridge a ‘complete’ site again, rather than a school with fire doors blocking off a section, which forces students to walk outdoors to use the restrooms.

        The cost to relocate the Tech Education Centre at Amherstview Public School is $85,000.  Once the lease is up at the Ontario Early Years Centre in Bayridge Public School, how much would it be to renovate the rooms back to classroom readiness?

        Finally, has anyone considered the short term versus the long term costs of using the Amherstview site?  Firstly, at $85,000 you move the Tech Education Centre to Fairfield.  Next, you retrofit the room to classroom readiness.  Finally, you bus hundreds of students out there, every year, forever.

        In the short term, a substantial amount of money will need to be spent to ready Amherstview to receive an influx of new students.  That figure will pale in comparison to the year after year costs of busing students.  It is said that Amherstview is only three kilometres farther from Bayridge than Henderson is.  Over 10 years, that ‘mere’ three kilometres will turn into a massive amount of money.”

Andrea Branch, Parent of Children Who Attend James R. Henderson Public School

        Ms. Branch read the following statement:

        “I’ll just start by letting you know that my children attend Henderson.  I love this school and the people in it.  I’ve spent a lot of time here volunteering in many different capacities, including being part of school council who worked so hard to raise money and install the play structures and improve the yard.

        I have followed this process closely.  The entire reason we’re going through this process is to reduce the overcrowding at Henderson.  However, both the PARC Report and Senior Staff Report ‘solutions’ leave Henderson over enrolled.  And enrolment is projected to continue increasing.

        The solution to our overcrowding problem is to leave us overcrowded and under serviced.

        What I want the Trustees to hear is this: Henderson cannot go on being over enrolled without a significant change to our facilities.

        The Board lists Henderson’s capacity at 504 and I would argue even that is too high.  I’ll explain why – Henderson’s overcrowding is not new.  The enrolment has been rising steadily at Henderson for years.  To accommodate the growing numbers over the years Henderson has turned everything into classroom space:

  •         most of the library
  •         computer lab
  •         Principal’s office
        So the capacity that we supposedly have is simply due to stolen space from other critical areas.  We still have a library; it’s just one-quarter of its original size.  The kitchen is used as office space for paid professionals who come in to do testing and remedial work with our children.  The change rooms are storage rooms.

        The gymnasium is tiny as you can see.  It doesn’t have the capacity for 591 students, let alone 504.  With that population this gymnasium can only accommodate one gym period a week for each class – all other gym time must be taken outdoors.  And they just miss their gym time if it is raining or there is an assembly, not to mention special events like the school play or book fairs that cancel all gym time.  As this country struggles with an obesity epidemic, making gym time equally available to all students of the Board should be a priority.

        I wanted to be well informed so I took a tour of three of the schools that surround Henderson to see if we had comparable facilities – I toured Welborne, Bayridge and Sinclair.  Without exception, all of the facilities at Henderson were inferior.

        The libraries at both Welborne and Bayridge are 2 ½ times bigger than ours.  Sinclair’s library is two times bigger.  Each school had extra rooms for things like Guidance offices, daycare, School to Community rooms and a dedicated French room.  The gymnasiums at Welborne and Bayridge are double the size of this one.

        Yet our student population is much greater than any of those schools.  I don’t begrudge them their facilities; I am here to advocate for similar facilities for my children.  I’m not asking for special treatment, but I am her to demand equality.

        I think that the Senior Staff report is shortsighted and doesn’t address Henderson’s over enrolment problem at all.  Kingston’s west end needs another dual-track French Immersion school.  Any why does Senior Staff say another dual-track school at Bayridge is not feasible?  There would be no room for the Early Years Centre.  Well, what they are really saying is that they have a revenue stream in the Early Years Centre that they don’t want to lose.  The Early Years Centre doesn’t have to be in a school building.  The Board has a lease with them, but we all know that leases can be broken.  There are plenty of buildings in Kingston willing and able to rent out space for that program.

        What the Senior Staff have really done is chosen the well-being of their wallet over the well-being of our children.

        The PARC recommendation could work if you allow for two things:

1.      Give Henderson back what it used to have, what it has given up over the years to accommodate the overcrowding that you are here to fix.  Return our library to its original size.  Return our computer lab to full size.  Keep the port-a-pod.

2.      The gym needs to be two times its size to accommodate the number of students PARC proposes.  A capital investment in this structure is imperative for any plan with an enrolment for Henderson over 500 students.

        Henderson families have put up with the overcrowding and the reduced facilities for years because there was no alternative and always the promise of a fix.  This is our chance to actually fix the problem!

        Trustees – to accept the Senior Staff proposal or the PARC proposal as an appropriate solution for Henderson without improving our facilities will relegate Henderson students to second-rate status.  You will effectively create a two-tier educational standard with Henderson on the bottom.

        If the Trustees are not prepared to make a capital investment in Henderson to bring the facilities up to an acceptable standard for the number of students PARC proposes, you must come up with another plan that significantly reduces the population of Henderson.

Jessica Bonney, Parent of Child at James R. Henderson Public School

        Ms. Bonney indicated that when she considered a school for her daughter, she had options; she could have sent her to a French, catholic or private school.  She said, however, that she chose the French Immersion program at Henderson.  She stated that because where she lives, she would now have to choose whether to have her daughter continue in an environment where she is learning French, or pull her from the French Immersion Program.

        Ms. Bonney commented on changing daycares.

        Ms. Bonney stated that if one wants to have their children attend French Immersion, it is a two tier system; French is not priority and French is not valued.  She indicted that her husband would like their daughter to continue in French Immersion, which she loves or they will have to consider pulling their daughter from the French Immersion program.  She said to her the Senior Staff report is completely unacceptable.

June Cotton, Parent of a Child at James R. Henderson Public School

        June Cotton advised that she has a daughter in SK at James R. Henderson Public School, noting that she would like to share some concerns this evening that are important to her.  She said that she shares the views and opinions of many people who have spoken tonight with regard to the bus route.

        Ms. Cotton stated that Amherstview Public School is located in the opposite direction as to where they live.  She said that when they relocated to this area, they bought a house in Bayridge, never anticipating their daughter might have to go to a school in Amherstview, which is outside of their community.

        Ms. Cotton indicated that they pay taxes to the City of Kingston. She said that they chose to build their home in Kingston West in order to be close to services – Fire, Ambulance, and Kingston General Hospital.  She said that Amherstview Public School would have an increased ride time, if her daughter needed to go to the hospital from school.  She stated that the houses in Amherstview are price lowered than those in the City of Kingston, but they chose to build in Kingston West because the services in Kingston were important to them.

        Ms. Cotton commented on her childcare situation, noting that her parents are located around the corner from where she lives, and if her child went to Amherstview Public School, they may have to find other childcare arrangements.

        Ms. Cotton stated that there would be no time for after school programs, such as ballet, swimming, and those things are important in a child’s life.  She said that the bus ride for her child would be 50 minutes on the way home from school, and she feels this is too long for a three year old.

        Ms. Cotton said that she inquired about bus ride times and found that a ride time of under one hour is acceptable.  She said that from the Bayridge bused area to Amherstview Public School, the ride time is approximately 55 minutes.  She said that she does not see how that can be any shorter.  She commented that she would have to call on the assistance of family members to avoid that long of a bus ride for her daughter.  She said that it is not possible for them to continue to drive to Amherstview because of the distance, and during inclement weather, their daughter would have to miss school.

        Ms. Cotton indicated that she hopes the panel would consider seriously the bus ride time and childcare.  She also commented on enrolling in recreational activities in Loyalist Township, when one lives in the City of Kingston.

Lisa Drysdale, Parent of Children Who Attend James R. Henderson Public School

        Ms. Drysdale expressed concern about the bus ride time that her children will have, noting that she has one child in JK and one in Grade 4.  She said that they will have to spend one hour on the bus.  

        Ms. Drysdale stated that her younger child barely makes it home in time to go to the washroom.  She said that she is grateful for the help of her parents, who pick her children up to take them to school, and who pick them up and bring them home.  She commented that her parents will also go into the school to speak to the teachers.  She advised that she works four days a week because it provides her some time with her children.  She said that she can make some connections with the teachers when she picks her children up for lunch.  She commented on the partnership between parents and teachers.  She remarked that if her children were to go to Amherstview Public School, that partnership would be compromised.  She commented on the importance that being part of a school community is to her and her husband.

        Ms.Cotton commented on the number of accidents at the Taylor-Kidd Boulevard/ Coronation Boulevard intersection, and noted that area is compromised during inclement weather.

Peng-Sang Cau, French Immersion Representative at James R. Henderson Public School

        Ms. Cau stated that she is the French Immersion representative at James R. Henderson Public School, and the area that she lives in does not affect her children.  She said that the views of the parents who called her because she was on the PARC, were that the PARC was a waste of time.            

        Ms. Cau stated that the French Immersion concerns were not really a priority for Senior Staff.  She said that the Senior Staff’s recommendation forces parents to decide whether to leave their children in the French Immersion program or pull them out.  She said that parents talked about the bus ride time, and they are saying that Senior Staff’s recommendation is forcing them to make a decision as to whether to keep their children in the French Immersion Program.

Tammy McPhelan, James R. Henderson Public School Parent

        Ms. McPhelan stated that she is new to Kingston, and that her family moved here during this past summer.  She said that they had the choice of where to purchase a house.  She said that she talked to many people at the school board regarding schools that offered French Immersion programs.  She advised that they decided to purchase a house in the Bayridge area, and that her children were to attend the French Immersion program at James R. Henderson Public School.  She said that it was only when she went to register her children that she was told her children might have to change schools.  She said that is when her frustration began.

        Ms. McPhelan stated that she has nothing against Amherstview, but that they chose to live in Kingston because they wanted the amenities the City of Kingston had.  She said that she does not believe that sending children who live in the Bayridge Area to the French Immersion Program at Amherstview Public School will solve the problem; that is only putting a bandaid on a bigger problem.  She commented on the overcrowded situation at James R. Henderson Public School, and stated that in a few years Amherstview Public School may be overcrowded.

Leslie Veldman, Parent of a JK French Immersion Student at James R. Henderson Public School

        Ms. Veldman stated that she and her family live near Chapters, and indicated that she has the same concerns of the others who have spoken before her.  She advised that she moved to Ontario because there is a good French basis here.  She commented that she chose a good French Immersion school for her child.  She said that she is shocked about the situation.

Kelly Scott, Parent of Two Children Who Attend James R. Henderson Public School

        Ms. Scott said that she lives in the area that is not affected by the move.  She commented on the projected numbers, indicating that it is her understanding that the Board is still counting kindergarten children as ½.  She referred to full-day learning children and asked how we are counting those children.  She said that we may be overcrowded again in a short time.

Brian McLeod, Parent of Child Who Attends James R. Henderson Public School

        Mr. McLeod stated that we know that Henderson is overcrowded and that Bayridge could become overcrowded.  He commented on doing something with Bayridge Public School to prevent it from becoming overcrowded.

Katherine North, parent of Student at James R. Henderson Public School

        Ms. North spoke to a single track French Immersion school, encouraging the Board to consider that now rather than five years from now.

Caroline Wauters, Parent of Children Who Attend the French Immersion Program at James R. Henderson Public School

        Ms. Wauters read the following statement:

        “My name is Caroline Wauters and I have two children in the French Immersion Program at Henderson.  We live in the Lancaster area which means that my children – according to the latest report – are being transferred to Amherstview.

        I am not happy with this solution.
        Amherstview Public School is a different community and is in the opposite direction of work and after school activities.  I feel that the French Immersion and English children are not treated equally.  In the report it is stated how important it is for the English program students to go to a school in their area and be able to walk to their school.  However, it is okay to send our French Immersion kids to a completely different community.  I am not asking that they should be able to walk to school, but have them at least go to an area they are familiar with.

        My children are worried about the friends they will have to leave behind and are not looking forward to the long bus drive.

        Why can we not have one strong single track French Immersion school?  It would benefit all French Immersion children.  The number of children per grade would be bigger so hopefully there would be less need for split classes.  And this way we can keep all the French resources under one roof.

        I strongly encourage you to reconsider this option.”

Dave Morrison, Parent of a Child in the French Immersion Program at James R. Henderson Public School

        Mr. Morrison commented on the importance of the French language, and how indicators show that a children who learn a second language do better, as do children who are involved in extracurricular activities.

        Mr. Morrison stated that he would move his child to Amherstview Public School, if it meant her being in a French Immersion program.

        Mr. Morrison said that he is disappointed that the PARC did a lot of work and Senior Staff’s recommendations are listed, but no reasoning for them are given.  He suggested that there could be a money reason behind it.  He asked if that is why the Ontario Early Years Centre is not moving rom Bayridge Public School.  He advised that he took his children to the Ontario Early Years Centre, and if it had been in a different location, he would still have taken them there.  He said that there is no legal requirement that the Ontario Early Years Centre be located in a school.  He asked why wasn’t Bayridge an option for a French Immersion site, and the Ontario Early Years Centre not asked to leave.

Steacy Morrison, Parent of a Child in the French Immersion Program at James R. Henderson Public School

        Ms. Morrison stated that she has a daughter in the French Immersion Program at James R. Henderson Public School, and she lives in the Cataraqui Woods area.  She said that she is disappointed in the Board and what it has to offer families with regard to French Immersion programming.  She said that French is an important thing for our children to learn.  She suggested that there be more options for children, and that the Board not think about compromising their education.

Julie Embury, Parent, James R. Henderson Public School

        Ms. Embury stated that she is worried that we are not finding a long-term solution with regard to the overcrowding situation at James R. Henderson Public School.  She said that the parents of French Immersion students will have to make a choice about moving to a school where they will be bused.  She also commented on the Amherstview Public School Grade 7 and 8 students being bused to another school.  She said that when parents live in a community, they want their children to go to that community’s school.  She said that she does not believe that Amherstview is big enough and that some children going there will have to be bused to other schools.  She said that she does not believe that Amherstview’s voice should be forgotten either.

Christine, Parent, Bayridge Public School

        Christine said that she is a mother of two children in the English program at Bayridge Public School, and that her children were excited about a French Immersion program coming to Bayridge.  She said that she was disappointed that the Board did not choose to have a French Immersion program in the west end.  

        Christine said that there were a number of oversights by the Board, with the Ontario Early Years Centre being one.  She said that she hopes the Board learns from its mistakes.  She commented on the Ontario Early Years Centre’s lease being terminated.

        Christine said she is concerned about the bathroom to student ratio at Henderson, noting that information was not brought to the PARC.  

        Christine commented that we might be shifting problems from one school to another, commenting that she does not believe that the numbers reflect adequately.  She suggested that before the Board makes its final decision, it may want to work in conjunction with the City of Kingston to find the accuracy of its numbers in the consideration of new neighbourhoods.

        Christine suggested the grandfathering rule when the Board makes it decision.

        Christine stated that parents will have to consider the following: Will I move?  Will I continue at this school?  How will I find daycare because my child has to move?  She indicated that a school might be chosen because of before and after care.

        Chair Chadwick reported that minutes have been taken, and she re-assured those present that the Senior Staff Report is no more important than the PARC Report.  She said that all of the information will be gathered before the Board begins any discussions or deliberations.  She reported that Trustees will receive Senior Staff’s follow-up report and it will include the information from this evening’s meeting.  She said that the public may attend the meeting, as observer, where the Senior Staff’s follow-up report is received.  

        Chair Chadwick thanked those in attendance for attending this evening’s meeting.  She thanked PARC members for their time and for their contributions to the process, on behalf of their schools.  She also thanked them for relaying the information from the meetings to other parents.

Committee to Rise and Report

        MOVED BY Trustee Goodfellow, seconded by Trustee Brown, that the School Enrolment/School Capacity Committee of the Whole Board rise and report.–Carried


        MOVED BY Trustee Crawford, seconded by Trustee Goodfellow, that the meeting adjourn at 8:45 p.m.–Carried