Wednesday 30 April 2014

On Wednesday, April 30, 2014 by PWSParents
Link Community Complaint Overview
Link - Community Complaints 1
Community Complaints, Cont'd 2

A history of unreliable information and lack of community input

Complaints about previous school and boundary reviews, including lack of transparency, unreliable information and lack of opportunity for community input, are well-known. No doubt such complaints prompted the current Nova Scotia School Review Process Consultation, and perhaps, HRSB’s current review of its own boundary review process (Policy B.003 Creating School Populations Policy).
The School Review Process Discussion Paper (November 2013) at p. 22 reports that information is not always trusted and some reviews are distracted from the most important factor – the education of students:
Based on comments from parents and community members, school communities do not always trust the information in these reports. Some community members felt that, when they had questions or objections to the information, they did not have the resources or the access to sources to confirm the information.
It is essential to have accurate and dependable information in order to make the best decision possible about the future of a school. However, it appears that in some cases the review begins to focus solely on a discussion of specific data points, distracting participants from the broader conversation about the future of the school and, most importantly, the education of students. [Emphasis added]
The paper also notes that reliability of information can be a flashpoint and the suggestion that the source of information should not be generated by school boards:
A variety of stakeholders said that the data used for identification reports and impact assessment reports can become a flashpoint for disagreement between school communities and school boards. This is a serious concern because the data is used throughout the school review process and decision makers rely on the information. (p. 22)

There is a need for data and methodologies to be clear and reliable in order for the review process to focus on the best options for educating students. These were some suggested solutions:
• Set provincial standards for the information.
• Have a body other than school boards responsible for generating the information.
• Use information that is readily available through trusted sources.
• Use information that is already being collected and compiled provincially… (p. 23)
At p. 11, the authors set out the principles of administrative fairness; which include a right of persons affected to influence the decision:
A decision to close a school must adhere to the principles of administrative fairness. In common law, this means
• An individual who is affected by a decision has a right to influence the decision.
• The information used to make the decision is readily available.
• The decision is unbiased.
The authors note the call for early and more community involvement at p. 18:
Communities have said they would like to be involved earlier in the planning process so they can better understand, and influence, the long-range plan for a school region. A regional review would examine how school boards can best deliver education across the entire region or within a family of schools. Earlier involvement at this level of planning allows a community to be aware of issues that may lead to the identification of a school for review. It also allows communities to be more involved in identifying possible solutions.

Current review follows the same problematic process

Board members and staff initiated the current review and are conducting it with full knowledge of the well-known complaints described above.[1] Following the same process, there should be no surprise to hear the same community complaints and upset.

------------------------------------------------------------------------------------------------------

[1] Although there are differences between school closure and boundary reviews, similarities of stakeholders, interests, processes, impact and community complaints make reference to school reviews relevant and instructive for boundary reviews.


Sunday 27 April 2014

On Sunday, April 27, 2014 by PWSParents
On the second day of criticism my community shared with me.......

Link to Community Complaints Regarding Park West Boundary Review
Link - Best Possible Learning Environment Overlooked

2.       Failure to recognize school boundaries or cap enrolment

Staff have allowed students to attend the school without regard to where they live or enrolment. There are policies to reduce enrolment. By not implementing the policies to reduce enrolment, it is reasonable to conclude that enrolment is not viewed by staff as a problem.
The current enrolment of 783 includes an estimated 100 out of area students, most of whom are without permission. Staff do not follow the Student Registration Policy that requires the recognition of school boundaries. Thus, they are permitting the enrolment to be inflated by the 100 students from other communities. Recognition of the existing school boundary by staff would cause an estimated immediate enrolment reduction to 683 (783-100).
Additionally, enrolment is projected to decrease by 30 students per year for each of the next three years, which provides for the following projected enrolments:
September 2014                           653  (783 – 100 – 30)
September 2015                           623  (783 – 100 – {30 + 30})
September 2016                           593  (783 – 100 – {30 + 30 + 30})        
All of the above enrolment numbers, including the current enrolment, are within or less than the “functional capacity” of the school (recently acknowledged by staff to be in the range of 730-810).
Recognition of existing catchment areas is required by policy. It is the least disruptive means to reduce enrolment. It does not require any special steps by staff or involvement of the Board or volunteer committees. Staff have refused to follow the policy. They have not taken any steps to reduce enrolment.
In response to the Board and staff initiating the review, numerous community members, including the school PTA, called upon staff to enforce the school boundaries. The PTA’s request:
To the HRSB Superintendent and Elected Board,
The motion below was unanimously passed at the February 19, 2014 meeting of the Park West School Parent Teacher Association:
‘A motion was made by Christa Brothers during the February 19 PTA meeting that the HRSB be required to enforce the boundaries of Park West School and have parents show proof of residency in the area.  The motion was seconded by Kelly Greenwood and a vote taken showing that this request was unanimous among those present at the meeting.’

In light of the overwhelming support from the large number of Park West PTA members at this regularly scheduled meeting, we ask that the Elected Board instruct the HRSB Superintendent and the HRSB Superintendent subsequently instruct the appropriate HRSB staff members to take steps to require the Principal of Park West School to take immediate steps to verify the place of residence of students at the school as required by HRSB Policy B.028.  Without verification of residency of all the students currently enrolled at Park West School, it is difficult for concerned parents of students at the school to contemplate any changes to the boundaries or configuration of the school catchment area or to assess whether any particular change would be effective.  If parents from the community face those challenges, those challenges must be magnified for Elected Board members some of whom may not be familiar with the Park West School neighbourhood.
With the boundary review that is currently underway by the HRSB involving Park West School, your urgent attention to this matter is requested.  On behalf of the PTA I ask that the HRSB Superintendent and the Chair of the Elected Board each acknowledge receipt of this correspondence by reply email to me upon receipt, and that you each respond to the substance of the request on or before March 7, 2014 and advise what action the Elected Board will take as a result of this request.
Board members did not acknowledge the request. Staff have refused to take any steps.[1] On March 12th, the Superintendent stated that he refuses to determine the accurate student population in the Park West area by requiring proof of address, despite knowing that it could impact on the boundary review. He was also asked to provide the boundary review committee with accurate information on the functional capacity for the school (namely, that functional capacity includes portables); which he refuses to do.
Another least disruptive means to reduce enrolment is to cap it. It does not require any special steps by staff or involvement of the Board or volunteer committees. Staff have refused to implement this means to reduce enrolment.
Board members and staff initiated the boundary review claiming there was a need to reduce enrolment in this school. In fact, they are pursuing a closure of the junior high portion of the school under the guise of a boundary review. It is unconscionable for the Board and staff to misuse the boundary review process and pursue a knowingly flawed, burdensome and upsetting process. It is inconceivable that they would even consider such a process without having first pursued less disruptive means to reduce enrolment, namely to follow their own policies and reduce enrolment by recognizing the school catchment area and capping enrolment. With knowledge of significant underutilization of schools in Fairview and Clayton Park, the Board should be examining whether the best possible learning environments would be achieved by closing one or more of those schools.

[1] In March, school staff circulated a registration form for students/parents to complete. School staff, on their own initiative or by direction, did not request or obtain proof of address. Any representation that this initiative provided proof of address or that it was a genuine attempt to identify out of area students would be misleading.

Saturday 26 April 2014

On Saturday, April 26, 2014 by PWSParents

Link to Community Complaints Regarding Park West School

The first day of Criticism my community shared with me
The best option for us the board cannot simply see...........

1.       Best possible learning environment overlooked

The Province’s School Review Process Discussion Paper (November 2013) at p. 9, says that the first priority is high-quality education. Policy B.003 The Preamble of Creating School Populations Policy, Revised February 24, 2010, states that the guiding principle is the best possible learning environments.
Park West School is the only elementary and junior high school in the Park West community. Located in the center of the Park West community and its catchment area, it is a walking school. As a grade primary to nine school, it provides a safe and stable learning environment for new and established Canadian families. Combined with a reputation for high achievement, it is a draw for families, some of whom have moved into the community from overseas and other parts of the city so their children can attend the school. (Such features have also attracted many students from neighboring communities – many without permission.)
The current review is yet to include any meaningful assessment of the best possible learning environment for children living in the community. Park West School, in its P-9 format, is the best possible learning environment for children living in the community. This fact has been overlooked in the review process.

Remember to tweet your comments on Twitter Save Park West School


Friday 25 April 2014

On Friday, April 25, 2014 by PWSParents

OVERVIEW

Park West School is the only elementary and junior high school in the Park West community. In its format as a grade primary to nine school, it provides the best possible learning environment for children in the community. This fact has been overlooked in the review process.

Board members and staff initiated the boundary review claiming there was a need to reduce enrolment in this school. In fact, they are pursuing a closure of the junior high portion of the school under the guise of a boundary review. It is unconscionable for the Board and staff to misuse the boundary review process and pursue a knowingly flawed, burdensome and upsetting process. It is inconceivable that they would even consider such a process without having first pursued less disruptive means to reduce enrolment, namely to follow their own policies and reduce enrolment by recognizing the school catchment area and capping enrolment. With knowledge of significant underutilization of schools in Fairview and Clayton Park, the Board should be examining whether the best possible learning environments would be achieved by closing one or more of those schools.

Board members and staff are pursuing the review with knowledge of a history of unreliable information and lack of community input in school closure and boundary reviews. Following the same process, there should be no surprise to hear the same community complaints and upset in the current review.

The hallmarks of the current review are more disconcerting than unreliable information and lack of community input. The community has complained about staff’s refusal to follow Board policies and recognize school boundaries and cap enrolment. Community complaints about the review include lack of transparency, erroneous information, withheld information, exceeded mandate, impeded community input, Board inaction and staff interference with elected Board members and volunteer committee members. The review should be stopped.

With notice of the complaints about the current review process and community upset, the Board has a duty to take action. Board members have refused to meet with their constituents or take any action. With an apparent mistaken understanding of their governing role and responsibilities and a disregard for policy noncompliance, review process complaints and community input and upset, the tenure of Board members should be in jeopardy and their review stopped.

OUTLINE

1. Best possible learning environment overlooked
2. Failure to recognize school boundaries or cap enrolment
3. A history of unreliable information and lack of community input
4. Current review follows the same problematic process
5. Complaints - transparency, information, mandate, interference, community input, etc.
6. Lack of transparency – Terms of Reference and a school closure by another name
7. Erroneous information
8. Withheld information
9. Exceeded mandate
10. Interference with elected Board members
11. Interference with volunteer committee members
12. Impeded community input
13. Board inaction

Follow the blog for specific information on the outlined Complaints from the Community, more to come in the following days.

Link to Best Possible learning Experience Overlooked

Reminder to tweet your support for Park West school at the following link:  SaveParkWest on Twitter


Tuesday 22 April 2014

On Tuesday, April 22, 2014 by PWSParents

Important Parent and Community Meeting - (Please attend if you are concerned about the future of Park West School)

Wednesday April 23, 7:00 PM
Saint Benedict Auditorium Basement
45 Radcliffe Drive

Monday 21 April 2014

On Monday, April 21, 2014 by PWSParents

CHOICE:

The choice of Park West community is to have Park West School remain P-9 with its current boundaries.  Park West is a vibrant and uniquely diverse community that has no further demographic growth or change.  The school has retained enrolment with no growth, and no negative impact on the educational benefits to our children’s educational experience.  The majority of the community see the benefit of our school with its P-9 configuration to our children’s education and to our community. 

We must however in a democratic society take the time to consider the voice of those who would like a “smaller Park West”. A choice to attend a school with a good reputation of academics and community support and to have it in your back yard is something we all seek when choosing a community to settle in with our children.  However, if the school in the community of your choice is too “large” and does not fit the needs or desires of your family, would it not be reasonable to consider seeking out a “smaller” school within one of the neighbouring communities to fulfil your family or families needs and desires?  Would it not be unreasonable, to consider that it would be unfair to believe that 300 other students from the community should be displaced to accommodate the desire of a few families, and for all of these families to lose their choice of attending a school in their community?  It would appear that the sense of community is somewhat lost when one wishes for it its growth to be stunted.

We should all have choices, but if Park West School loses the Junior High, All grade 7-9 students and their families LOSE their choice to attend their community school.  OUR CHOICE IS LOST!


 And on that note, lets us now  consider the matter of:

 DEMOCRACY & VOICE:

“In a democratic country, all eligible citizens have the right to participate, either directly or indirectly, in making the decisions that affect them. Canadian citizens normally elect someone to represent them in making decisions at the different levels of government. This is called a representative democracy”.
http://www.parl.gc.ca

What is happening to the voice of the Park West community Parents regarding decisions on the education of their children?  It would appear that with the recent boundary review of our community school, it is being muzzled.  It would also appear that the very benefit of a democratic system as it relates to the Halifax Regional School Board and the Department of Education and early childhood development is questionable.

In a democratic system such as Canada functions, how can the Department of Education and early childhood development and the Halifax Regional School board act with such autonomy?  If these two entities of our government cannot hear the voice of the people, it would appear that we are not within a fully functional representative democratic democracy.  

This leads us to ask our other levels of government, who will hold these two bodies of government accountable for their actions?  Who will step up and ensure that our voices on very important issues are heard and represented?

Thursday 17 April 2014

On Thursday, April 17, 2014 by PWSParents
The Herald Article - Park West school boundary review slammed

Great Article - Be sure to post your comments to the article and to tweet @saveparkwest

Wednesday 16 April 2014

On Wednesday, April 16, 2014 by PWSParents
On Wednesday, April 16, 2014 by PWSParents
David M. Cameron a past elected Halifax Regional School Board Member speaks out about Park West School Boundary Review.

The one issue that distressed David Cameron the most when he served as an elected member of the Halifax regional school board was that schools were looked upon as simply a physical structure with little to no consideration for the community it serves.  Sound familiar? It would appear that Park West School is now the focus of such attention.

Mr. Cameron was able to recognize the benefits of how a model school such as Park West and the community it serves could rise to the challenges outlined in the Ivany report.  Park West School, as a P-9 school, and its community are able to attract immigrants, foster lasting relationships and produce students that excel academically.

Mr. Camerons' article states his opinion that we need to celebrate the success of Park West School and ensure it continues in its current form.  Hurray to Mr. Cameron!

Be sure to let your voice of approval and agreement for Mr. Camerons' opinions be heard. Post a comment to Mr. Camerons' letter on the Herald website.  Tweet to get the word out!

Save Park West School as it is: a model school to be emulated - not one to be dismantled to satisfy a facilities management issue.

Please follow the link below to read the full story.


Monday 14 April 2014

On Monday, April 14, 2014 by PWSParents

Follow the link provided to view CBC article:

CBC Article on Park West School Boundary Review
On Monday, April 14, 2014 by PWSParents

Important Meeting Date (Please attend if you are concerned about the future of Park West School)

The Parent/community Meeting has been re-scheduled to;

When: Wednesday, April 23, 2014
Time:  7:00 PM
Where:  Saint Benedict Auditorium, Basement Level
              45 Radcliffe Drive, Clayton Park

Parking available

This is an important meeting for all concerned about the future of our children/students and our Community School.  Please make every effort to attend.

See you on the April 23rd.

Sunday 13 April 2014

On Sunday, April 13, 2014 by PWSParents

Unhappy with this?  – HERE’S WHAT YOU CAN DO

Feelings amongst the Parents of Park West School are those of disbelief and dismay that the Boundary Review Committee has voted to close their Junior High and move the students to a neighbouring community.  The people believed that the Boundary Review Process of which their children, school and community had been drawn into would be one of transparency, fairness and would be conducted with  accurate data and information.  Above all else people believed that the best interest of their children would be front and center.

 On January 27, 2014 the very first meeting, and it became clear that this would not be the case.  The consultation turned into an information session, Community input could only be provided by writing on paper table cloths or by submitting recommendations by email to a 2013boundary email address. No consultation was going to happen at this meeting!

 Inaccurate and misleading information was distributed to the public at this meeting along with suggestion for the people to be part of the process by addressing their questions and concerns to the 2013boundary email.  People were informed that their questions, concerns and suggestions would be reviewed and responded to,  but  a standard “Thank you for your comments” addressing your concerns, questions and comments is not acceptable.

Does this Boundary Review reminds you of the story of “Little Red Riding Hood”?   The wolf misrepresented and dressed up for success to get the preferred outcome (in this case our children to fill underutilized space).  At the end of the story the wolf’s true identity is revealed.  Our story is still in progress, lets stand united and work towards changing the outcome of losing our Junior High School.

Things you can do to show your support to keep Park West School P-9

Continue to write letters, emails, etc. to express your disappointment with the process that has been imposed on your children, school and community.  Let all those involved in this process know what Park West School means to your child’s education, your family and your community. (a list of links are provided under the show your support tab)

Your child, our students, are more than just a number.  We need to demand more from our education system and the people who orchestrate these reviews.

The solution is more than a boundary Review.  Park West should be removed from the Boundary Review Process

It was included based on a false premise that “there is a positive migration pattern that has continued to cause increased enrolment for a number of years”.
Subsequently the HRSB provided forecasts showing that numbers are in fact expected to decline.
Further, they misstated their numbers by 100 students or 15% by excluding portables to support their premise.
HRSB staff is aware that boundary enforcement is an issue at Park West but refuse to address it.  Verification of a false address is not enforcement of a boundary.

Boundary enforcement will allow Park West to continue to successfully operate as a P-9 school using existing boundaries.WHAT CAN YOU DO?

1. Be sure to attend the Parent Meeting – Date and Time TBA
2. Be sure to attend the Public Presentation by the Boundary Review Committee – Date and Time TBA.

This will be your opportunity to address the committee and ensure your voice is heard.
If you wish for Park West School to remain P-9 with its existing boundaries it is extremely important that you show up at the meetings and express your views.

Friday 11 April 2014

On Friday, April 11, 2014 by PWSParents
Based on the Boundary Review Committee Vote, Scenario 6 was selected for Park West School.

What does this mean?


All Grade 7 to 9 students from Park West School will be forced to go to Clayton Park Junior High.

How could scenario 6 be better than the “Status Quo” option requested by the majority of the Parents of Park West School?
Why is grade reconfiguration being considered in a geographic boundary review?
Why are the Grade 7-9 students being targeted, do they not have enough to deal with at this ever so changing time of their lives?
What are the deliberation points that has scenario 6 better than the “Status quo” as requested by the majority of the Park West Community?
What is the data that supports all the deliberation points as stated in Policy B.003 Creating School Populations?
What is the accuracy of the data that was used in deliberation as stated in Policy B.003?
Did the Committee members have all the data required to accurately deliberate scenarios based on Policy B.003?
What could be the possible benefit of a having our students leave our community to attend a school in another community?
Was academic achievement or ruin considered as part of the deliberation?
Was the safety of our children/students considered?  E.g. The students who would be walking to school would be crossing busy roadways and in the winter months walking to and from school in the dark, was this given any consideration?
Is the best interest of the students being considered?
When will the deliberation report be available to parents for each and every scenario discussed by the boundary review committee to provide detailed reasons for the selected scenario?
If change is imminent, what is the detailed transition procedure?
The biggest question of the day, “Why does there have to be change at all?”

A lot of questions but NO answers!

It is a sad state of Affairs that in a supposed democratic country and society, the very people who will be affected the most (our children and their families) by a decision, have become a number and not a person/people with a face or a choice.

If you want Park West School to remain a P-9 school, let your voice be heard loud and clear.

  Take Action in the following ways:

1. Sign the Petition at:
Leave Park West School P-9

2. Email the following People and state that your wish is for Park West School  to remain P-9 with its current boundaries and provide your reason for this wish.  Tell your story of what Park West means to you and your family.
Email your School Board Representative Sheryl Blumenthal-Harrison

Email your SAC member May El-Sherif

Email your local MLA, Honourable Diana Whalen

Email the Minister of Education and Early Childhood Development - Honourable Karen Casey

3. Attend Park West Parent Meeting,
Thursday, April 24, 2014, 7:00 PM
Sobeys Community Room,
Lacewood Drive

4. Attend the Public Meeting with the Boundary Review Committee Members
Date and Time TBA

***Be sure to check this blog for the latest updates on meeting times***

Thursday 10 April 2014

On Thursday, April 10, 2014 by PWSParents

HALIFAX WEST HIGH AND CHARLES P. ALLEN HIGH FAMILIES OFSCHOOLS BOUNDARY REVIEW COMMITTEE 

Terms of Reference 

 Mandate: 


The Boundary Review Committee is to serve as a forum to develop and evaluate potential boundary  revisions for the Halifax West and CP Allen Family of Schools.

The Boundary Review Committee will develop a report that will recommend the catchment areas for  the above outlined schools and outline the opportunities and constraints of these potential Boundaries.
·         Clearly, the committee's MANDATE is to evaluate potential boundary revisions and recommend catchment areas. 

·         Comments and Questions: 

The Public Information meeting on January 27, 2014, did not provide any information to the public suggesting grade reconfiguration was part of this process.  This consideration was not presented in the terms of reference, outlined in the committees mandate or disclosed in the FAQ pamphlet handed out to the public.

o   Where did the direction to reconfigure grades come from? 
o   Why was the public not advised of such a direction? 
o   Why did HRSB present two scenarios for Park West School that included reconfiguring grades to remove the Grade 7-9 students from their School and their Community?
o   The title of the process is “Boundary Review”, is the public being mislead to the intent of this process?
o   Where is the transparency in this Boundary Review Process of which Park West School has been identified? 
o   What about the accountability to the Students, Communities, and Families of Park West?


What is a school boundary?

A school boundary refers to the designated geographic area around a school that includes residences “assigned” for student enrolment at the neighbourhood school.

o   “Designated geographic area” – Where is the confusion, is a definition required to provide clarity around this term?
o   How does grade reconfiguration fit into geographic?

What is a Boundary Review?

A Boundary Review is a process of assessing enrolment catchment areas for existing schools to determine the impact of changing a boundary, and to make recommendations based on the assessment to address potential overcrowding or underutilization of schools.
As stated above, a process of assessing enrolment catchment to address potential overcrowding or underutilization.

o   “Underutilization”   – A term not bolded or underlined or quoted often in this process, but why not?  The graphs (as you can view by following the link below) screams “underutilization”
o   Is overcrowding the “real” issue or is underutilization the “real” issue? 

Take the opportunity to review the graphs at the following link;

Could there not be some cost saving measures to be considered as part of this Boundary Review Process rather than shifting students from one community to another to address the idea of  “overcrowding”?  
 
Is there transparency in this Boundary Review Process of which Park West School has been identified? 

Is there accountability to the Students, Families and Community of  Park West with this Boundary Review?


Tuesday 8 April 2014

On Tuesday, April 08, 2014 by PWSParents

  • The Halifax Regional School Board (HRSB) states it is because of “overcrowding” and positive migration to this area.  The data provided by HRSB does not support this statement as enrollment is expected to decline.
  • There is no demographic change for the catchment area of Park West School, and as a result migration should not increase.   With no data to support positive migration, again one would ask, why would a boundary review for Park West School be initiated?
  • Enrollment has stabilized for Park West School, not increased and is expected to decline over the next five years.  Park West offers an educational experience from Primary to nine; maybe people prefer this education model over others and as a result stay in the community to take advantage of this experience.  Maybe larger numbers exist because others outside of the community enroll into the school to be a part of the Park West experience. It is difficult to understand where the enrollment numbers come from or is it?
  • To date no answer to the question “what is the positive migration source for Park West School?” has been provided by HRSB staff to the Park West Community even though the question has been presented to Senior School Board Staff.
    • Could this be because the statement of “positive migration” is not true?
    • What does the data support?
    • Is the data accurate?
  • Park West School and community offers an encouraging and supporting environment where newcomers and immigrating families are attracted because it provides an environment that is supportive, and encourages them to meet others.  Park West School provides its students the opportunity to feel welcomed, accepted and connected to their schools and as a result they succeed academically as proven in HRSB’s very own testing scores and those of the Province of Nova Scotia.

  • Why would the Halifax Regional School Board not emulate Park West School as a model school for the future and for other schools?  A question the majority of us are wondering about.