Here are a few highlights that were gleaned from the last ARC meeting.
If the proposal goes through:
The build would be in the 2011 -2012 year.
Projected cost has changed to 14-16.6 million dollars.
There is the possibility childcare facility.
Square footage would be in the 80 000 square foot range. (Not including the daycare).
If this school scenario did happen, ARC is asking for the four schools involved, to remain open and only critical expenses be fixed or remedied.
At the meeting, there were many heartfelt pleas by community members to go forward with the NMECE, "community school", rather than have the Grade 7 and 8's be immersed in a high school environment. The community voiced to the trustees, that this scenario would not be supported by the community, as they do not want younger, easily influenced children in a high school environment.
Four communities are willing to band together and willing to close their beloved town schools, for the betterment of all. Normally each school is pitted against each other, in an effort to retain the school in each community. This time, everyone seems in agreement with this possible solution.
At the moment there are infrastructure grants and green grants available from the Provincial and Federal Governments, which would help with the cost of the school. AMDSB would also be a part of the funding as well as monies from the private sector, to name a few.
If NMECE is not an option, at least one or two schools will close. This will delay the inevitable. In another five years, most likely the same communities will be back at the table facing more school closures.
Monday, March 16, 2009
Sunday, March 15, 2009
Idea for LINUX in NMECE ~~Cost Savings Just One Piece Of The Pie~~
9000 PC's in Switzerland switch to Linux
http://sbp.teledyn.com/node/910
Posted by bub on April 13, 2008 - 12:23pm
Interesting to say the least, but not unexepected, is the news on the wire that Switzerland has followed France, Russia, and quite a few like minded countries in switching to open source O/S's, and not only saving money in ridiculous licence fees, but allowing the savings to be put directly back into the school system.Do you think someone somewhere here will at least LOOK at the idea?? I wonder....From the Geneva Tribune:"Beginning from next term, all computers at schools in the Swiss canton of Geneva will be switched to Ubuntu Linux only.
Geneva newspaper Tribune de Geneve reports today that from September 2008 all computers at schools that currently are dual-boot MS Windows and Linux will have MS Windows removed and become FOSS (Free Open Source Software) only.
Besides lower costs for the administration, students will also profit from the use of Ubuntu, as they then will be able to use the same applications at home without additional cost.
Manuel Grandjean, director for the schools (Ecoles-Médias) IT services pointed out that the use of FOSS “…encourages participation and the democratization of knowledge and provides product independent competences…“. He also sees the use of FOSS as a “reinforcement of equal opportunities” for students."
....and along the same lines..while we are at it..the Town could save a bundle on expensive telephone equipment following the Open Source path..an interesting read here PROGRAMMER DESTROYS 7 BILLION DOLLAR INDUSTRY
Content By Gary Lawrence Murphy
http://www.teledyn.com/node/469
This article originated in osOpinion and is provided under the OpenContent License.
A recent email I received put the question most succinctly:
What do you think is the best plan/strategy to introduce Linux into an elementary school (Ontario) setting?
Well, like most tech questions, the correct answer is "It depends..."
In the absence of any other details on what is needed, let me ramble on about two possible scenarios: Linux as the school or school-board server, and Linux on the student/teacher desktop.
The first variable to consider is whether you can sell them on applications or if your first inroad will be strictly infrastructure. Linux for educational applications is being done, but this is still relatively rare in North America; the use of Linux as a network infrastructure is being done all over the place.
I'll talk more about applications in a moment, but for infrastructure, there are many good case studies on extreme low-budget rural school boards who were able to build better networking systems than their well-funded urban counterparts (I am thinking of the Arkansas Pass school board who networked the entire school-board using Navy-donated 486 computers).
If we take my local elementary school as an example, we have a network of donated Power-PCs linked together by AppleTalk. This happened despite my advice, but at the time, I was the new face in the committees and it being a small town, no one was willing to take my word over that of their trusted advisors; as a result, they are now painted into a corner.
They would like to now install some newly donated Windows PCs to run adult education classes, but are told by the Board advisors that this is not possible. Enter Linux.
Linux can speak all of AppleTalk, TCP/IP and IPX at the same time, and it is often used in commercial shops to bridge all of these networks. While this may be useful knowledge if you have legacy applications that depend on these protocols, a heterogeneous network like this would not be my first choice for a school because of the added expense to maintain the different protocols.
To keep things simple, I recommended using Linux to bridge all of the machine using a standard protocol (TCP/IP) and then using the file system and network features of Linux to share their resources.
Install Mac TCP/IP in all PowerPCs and make TCP the standard network protocol. This adds no extra expense per seat and only involves distributing and installing the module to all classrooms.
Install a Linux file server using PC and Mac support so each of the user platforms can still share file space and application files. Some functions of Mac AppleTalk are lost (mostly from software licenses) but Linux will add per-file 3-tier security (e.g. student, class, faculty ownership and rw permissions)
Use the Linux machine as the gateway/firewall using demand dialing (we are on 31.2k old-copper) and add a second phone line to do load-balancing (eqlplus) to boost the bandwidth to symmetric 62.4k on demand. For a rural school like ours, this is much cheaper than any other solutions, and can be scaled further if funding appears for the 3rd or 4th telephone line.
This basic setup is easy and cheap, and can be found in small to medium sized offices and schools all over the world. While there are still some eyebrows raised at any suggestion to use Linux on the desktop, the utility of Linux for network and edge servers is widely recognized.
The desktop applications side is a different story. The first obstacle you will encounter is a highly unreasonable fear, a fear upon which the other O/S market feeds: North Americans love brand names. They will stop at Macdonald's when there are other perfectly viable family-run shops across the street. They shop at Sears when the local furniture store carries the same stock for less, and they will buy Microsoft out of fear anything else will compromise their children's education.
The exact wording I have heard on 3 occasions is "The industry will want Microsoft name brands, and if we train students on non-Microsoft products, our children will not be able to find jobs."
Before I talk about the desktop apps, I want to examine that insane claim. First, the Gartner Group thinks Linux will be as big as Microsoft by 2003, which may be optimistic, but even so, if we are teaching high school students, those kids are walking out into a world where Microsoft is not the only game in town. Second, when we are talking about elementary schools, those kids may walk into a world where the dark ages of proprietary single-vendor-O/S software may be nothing but a distant memory, like PL/1 or the legendary Amiga 2000.
On the other hand, if the name of the game is to teach our children essential computing skills, we have a choice: $500+ per seat per application from corporate vendors like Microsoft (pundits say the new license structures will increase those fees 20-50% by 2002) or spend a $45 one-time expense out of petty cash and buy a boxed set of GNU/Linux CDs which can then be freely duplicated, redistributed and shared by all students and all schools; straight from a vendor like SuSE or TurboLinux, the typical Linux CD bundle already contains:
Full office suite with DB, spreadsheet, presentation tool, word processor, which also lets them take the files home if they are rich enough to have MSOffice at home ($500/home) or they can simply download StarOffice from the school or burn their own CD for free, no strings attached.
Dozens of programming languages including LOGO, C/C++ and popular Web languages like PHP and Perl for the older kids, advanced database applications (Postgres)
CAD tools, vector graphics, image processing and editing (GIMP), Sound editors, 3D Rendering and animation, (BMRT/PovRay), video post-production (Blender) ... well you get the idea.
Everything you would ever need to teach about the Internet including a Web server, IRC, email and newsgroups, the ability to run departmental newsgroups, course-specific newsgroups, faculty newsgroups and merge these with selected Internet newsgroups.
Many many more, and the bonus ability to run some Windows apps.
(5) is especially crucial for the younger kids, and admittedly, it is not quite perfect, but now that Corel is on board with a commitment to fix WINE, this is a temporary problem, and simply running old Windows applications is a short-term view at best. The lack of Linux software for small children is partly due to the research/industrial niche Linux has had in the past, and partly the relative youth of the present Linux community: I'm the only one I know who has teen-age children. As more Linux boxes find their way into the homes where there are young children, we will see more and more children's software, and as the developers of educational titles realize there is a market for Linux editions in the school-boards, the titles will appear.
From the user's perspective, there is no great difference between KDE and Windows. All the concepts and interfaces are the same. The main learning curve arises because of the extra abilities of a truly multitasking network computing platform.
That last lesson is, IMHO, the big paradigm jump which will define computing for our children in a way today's Windows-fed adult cannot understand. I might be standing in the shopping mall, holding my best friend's palm-top, and I can drag a file from my own desktop and place it in my project-partner's classroom file area, send them a message to say what I've done, and check my voicemail at my home phone. I could do it just as well with a palm top I'd borrowed from the coffee shop owner: In the Unix world, you do not 'own' a computer, a computer is just a portal, a device you use to get at your information; your information is aetherial, an abstract 'place' that can be arbitrarily distributed anywhere and everywhere. This is the world our children are growing up into, and it is a far different world than today's "personal computer."
Back to reality...
"What about support?" Apart from the thousands of open source support providers such as my own consultancy, we now have global support vendors such as Bynari International (www.bynari.com), a world-wide federation of Linux and open source consultants. This alliance offers 7x24 telephone support in Europe, the US, Canada and parts of Asia; if you need a project manager on site for a few months, they can arrange it. By using the open source development model to share workload, they can also offer this support for a fraction the cost of the large corporate support houses.
Bynari is not alone in this approach, and there are many more traditional support companies as well. There will be many more.
The reason we have so much widespread support for open source software is because it is open. There are only maybe 12 engineers in the world that understand the core of NT, but thousands who understand the Linux kernel. With applications, if one vendor can't help you, any other vendor can pop open the hood and make the changes and/or corrections you need.
"What about cost of ownership?" Economically, buying open source software is the only intelligent choice. You would not buy a car if the hood was welded shut and only the factory could make changes or corrections. We would hang Chrysler VPs if they billed us for recalls, yet we gleefully accept both situations from proprietary software vendors. If my local service station doubles their price, I take my car down the street to another shop. If I want to go to Chrysler, I can, but if my Aunt Matilda is pretty good at cars, I can take it to her instead. I can even take my 454 Chevy block and put it into my old '63 VW without upsetting either vendor.
Single-sourcing is just bad risk management. There's no two ways about it. If FirstClass or Microsoft Exchange email fails, who can fix it? Who even knows how it really works? Certainly no one within 200 miles of my office. What if I want to integrate our school faxes and voicemail into FirstClass? Who could add that for me?
"But this O/S vendor donates to our schoolboard!" Oh, do they? Maybe it's a matter of horses and their teeth --- What exactly do they donate?
Let's get real: They donate a dependence on proprietary methods to ensure our children are locked in as their consumers. They do it not to teach your children, but to ensure their own revenue stream. They donate smoke and mirrors letting them give from one pocket with the restriction that expenditures will be handed back to go into their other pocket. It is really very clever.
Now consider the social implications: What message do you give your children when you raise them on Windows? You teach them that they should never question authority or monopoly, that "only experts can fix software" and that they should never, ever expect to get under the hood and fix things themselves without expensive training and proper certification.
You teach them that we condone and support corporate bullies, just so long as they sell us cheap goods and don't turn their predatory eyes on our livelihood. You teach them that anything is legal if you have enough money, and that muscle, subversion and collusion are the way we civilized people get things done.
You also teach them that computers are buggy, frustrating, crash frequently, and should only accessible to the very rich.
Using open source software, you teach co-operation and community, you teach them that everyone is a participant, you teach them that even that lowly 486 they got from Uncle Ted is a useful machine that can be recycled rather than used for landfill. You teach them that while computers are still buggy, a "bug" is an opportunity to learn and to make new friends, and you teach them that even one small voice can teach the world a new song.
Gary Lawrence Murphy lives in the wilds of Sauble Beach, Ontario, the pristine maple forests along the north east shores of Lake Huron, in a converted cabin home-office he shares with lovely May, young Nolan and Boy-Boy, the dog so big we had to name him twice. Gary is also president of an open source support and applications consulting company, a writer, speaker, musician, Lion and a novice brewmeister.
http://sbp.teledyn.com/node/910
Posted by bub on April 13, 2008 - 12:23pm
Interesting to say the least, but not unexepected, is the news on the wire that Switzerland has followed France, Russia, and quite a few like minded countries in switching to open source O/S's, and not only saving money in ridiculous licence fees, but allowing the savings to be put directly back into the school system.Do you think someone somewhere here will at least LOOK at the idea?? I wonder....From the Geneva Tribune:"Beginning from next term, all computers at schools in the Swiss canton of Geneva will be switched to Ubuntu Linux only.
Geneva newspaper Tribune de Geneve reports today that from September 2008 all computers at schools that currently are dual-boot MS Windows and Linux will have MS Windows removed and become FOSS (Free Open Source Software) only.
Besides lower costs for the administration, students will also profit from the use of Ubuntu, as they then will be able to use the same applications at home without additional cost.
Manuel Grandjean, director for the schools (Ecoles-Médias) IT services pointed out that the use of FOSS “…encourages participation and the democratization of knowledge and provides product independent competences…“. He also sees the use of FOSS as a “reinforcement of equal opportunities” for students."
....and along the same lines..while we are at it..the Town could save a bundle on expensive telephone equipment following the Open Source path..an interesting read here PROGRAMMER DESTROYS 7 BILLION DOLLAR INDUSTRY
Content By Gary Lawrence Murphy
http://www.teledyn.com/node/469
This article originated in osOpinion and is provided under the OpenContent License.
A recent email I received put the question most succinctly:
What do you think is the best plan/strategy to introduce Linux into an elementary school (Ontario) setting?
Well, like most tech questions, the correct answer is "It depends..."
In the absence of any other details on what is needed, let me ramble on about two possible scenarios: Linux as the school or school-board server, and Linux on the student/teacher desktop.
The first variable to consider is whether you can sell them on applications or if your first inroad will be strictly infrastructure. Linux for educational applications is being done, but this is still relatively rare in North America; the use of Linux as a network infrastructure is being done all over the place.
I'll talk more about applications in a moment, but for infrastructure, there are many good case studies on extreme low-budget rural school boards who were able to build better networking systems than their well-funded urban counterparts (I am thinking of the Arkansas Pass school board who networked the entire school-board using Navy-donated 486 computers).
If we take my local elementary school as an example, we have a network of donated Power-PCs linked together by AppleTalk. This happened despite my advice, but at the time, I was the new face in the committees and it being a small town, no one was willing to take my word over that of their trusted advisors; as a result, they are now painted into a corner.
They would like to now install some newly donated Windows PCs to run adult education classes, but are told by the Board advisors that this is not possible. Enter Linux.
Linux can speak all of AppleTalk, TCP/IP and IPX at the same time, and it is often used in commercial shops to bridge all of these networks. While this may be useful knowledge if you have legacy applications that depend on these protocols, a heterogeneous network like this would not be my first choice for a school because of the added expense to maintain the different protocols.
To keep things simple, I recommended using Linux to bridge all of the machine using a standard protocol (TCP/IP) and then using the file system and network features of Linux to share their resources.
Install Mac TCP/IP in all PowerPCs and make TCP the standard network protocol. This adds no extra expense per seat and only involves distributing and installing the module to all classrooms.
Install a Linux file server using PC and Mac support so each of the user platforms can still share file space and application files. Some functions of Mac AppleTalk are lost (mostly from software licenses) but Linux will add per-file 3-tier security (e.g. student, class, faculty ownership and rw permissions)
Use the Linux machine as the gateway/firewall using demand dialing (we are on 31.2k old-copper) and add a second phone line to do load-balancing (eqlplus) to boost the bandwidth to symmetric 62.4k on demand. For a rural school like ours, this is much cheaper than any other solutions, and can be scaled further if funding appears for the 3rd or 4th telephone line.
This basic setup is easy and cheap, and can be found in small to medium sized offices and schools all over the world. While there are still some eyebrows raised at any suggestion to use Linux on the desktop, the utility of Linux for network and edge servers is widely recognized.
The desktop applications side is a different story. The first obstacle you will encounter is a highly unreasonable fear, a fear upon which the other O/S market feeds: North Americans love brand names. They will stop at Macdonald's when there are other perfectly viable family-run shops across the street. They shop at Sears when the local furniture store carries the same stock for less, and they will buy Microsoft out of fear anything else will compromise their children's education.
The exact wording I have heard on 3 occasions is "The industry will want Microsoft name brands, and if we train students on non-Microsoft products, our children will not be able to find jobs."
Before I talk about the desktop apps, I want to examine that insane claim. First, the Gartner Group thinks Linux will be as big as Microsoft by 2003, which may be optimistic, but even so, if we are teaching high school students, those kids are walking out into a world where Microsoft is not the only game in town. Second, when we are talking about elementary schools, those kids may walk into a world where the dark ages of proprietary single-vendor-O/S software may be nothing but a distant memory, like PL/1 or the legendary Amiga 2000.
On the other hand, if the name of the game is to teach our children essential computing skills, we have a choice: $500+ per seat per application from corporate vendors like Microsoft (pundits say the new license structures will increase those fees 20-50% by 2002) or spend a $45 one-time expense out of petty cash and buy a boxed set of GNU/Linux CDs which can then be freely duplicated, redistributed and shared by all students and all schools; straight from a vendor like SuSE or TurboLinux, the typical Linux CD bundle already contains:
Full office suite with DB, spreadsheet, presentation tool, word processor, which also lets them take the files home if they are rich enough to have MSOffice at home ($500/home) or they can simply download StarOffice from the school or burn their own CD for free, no strings attached.
Dozens of programming languages including LOGO, C/C++ and popular Web languages like PHP and Perl for the older kids, advanced database applications (Postgres)
CAD tools, vector graphics, image processing and editing (GIMP), Sound editors, 3D Rendering and animation, (BMRT/PovRay), video post-production (Blender) ... well you get the idea.
Everything you would ever need to teach about the Internet including a Web server, IRC, email and newsgroups, the ability to run departmental newsgroups, course-specific newsgroups, faculty newsgroups and merge these with selected Internet newsgroups.
Many many more, and the bonus ability to run some Windows apps.
(5) is especially crucial for the younger kids, and admittedly, it is not quite perfect, but now that Corel is on board with a commitment to fix WINE, this is a temporary problem, and simply running old Windows applications is a short-term view at best. The lack of Linux software for small children is partly due to the research/industrial niche Linux has had in the past, and partly the relative youth of the present Linux community: I'm the only one I know who has teen-age children. As more Linux boxes find their way into the homes where there are young children, we will see more and more children's software, and as the developers of educational titles realize there is a market for Linux editions in the school-boards, the titles will appear.
From the user's perspective, there is no great difference between KDE and Windows. All the concepts and interfaces are the same. The main learning curve arises because of the extra abilities of a truly multitasking network computing platform.
That last lesson is, IMHO, the big paradigm jump which will define computing for our children in a way today's Windows-fed adult cannot understand. I might be standing in the shopping mall, holding my best friend's palm-top, and I can drag a file from my own desktop and place it in my project-partner's classroom file area, send them a message to say what I've done, and check my voicemail at my home phone. I could do it just as well with a palm top I'd borrowed from the coffee shop owner: In the Unix world, you do not 'own' a computer, a computer is just a portal, a device you use to get at your information; your information is aetherial, an abstract 'place' that can be arbitrarily distributed anywhere and everywhere. This is the world our children are growing up into, and it is a far different world than today's "personal computer."
Back to reality...
"What about support?" Apart from the thousands of open source support providers such as my own consultancy, we now have global support vendors such as Bynari International (www.bynari.com), a world-wide federation of Linux and open source consultants. This alliance offers 7x24 telephone support in Europe, the US, Canada and parts of Asia; if you need a project manager on site for a few months, they can arrange it. By using the open source development model to share workload, they can also offer this support for a fraction the cost of the large corporate support houses.
Bynari is not alone in this approach, and there are many more traditional support companies as well. There will be many more.
The reason we have so much widespread support for open source software is because it is open. There are only maybe 12 engineers in the world that understand the core of NT, but thousands who understand the Linux kernel. With applications, if one vendor can't help you, any other vendor can pop open the hood and make the changes and/or corrections you need.
"What about cost of ownership?" Economically, buying open source software is the only intelligent choice. You would not buy a car if the hood was welded shut and only the factory could make changes or corrections. We would hang Chrysler VPs if they billed us for recalls, yet we gleefully accept both situations from proprietary software vendors. If my local service station doubles their price, I take my car down the street to another shop. If I want to go to Chrysler, I can, but if my Aunt Matilda is pretty good at cars, I can take it to her instead. I can even take my 454 Chevy block and put it into my old '63 VW without upsetting either vendor.
Single-sourcing is just bad risk management. There's no two ways about it. If FirstClass or Microsoft Exchange email fails, who can fix it? Who even knows how it really works? Certainly no one within 200 miles of my office. What if I want to integrate our school faxes and voicemail into FirstClass? Who could add that for me?
"But this O/S vendor donates to our schoolboard!" Oh, do they? Maybe it's a matter of horses and their teeth --- What exactly do they donate?
Let's get real: They donate a dependence on proprietary methods to ensure our children are locked in as their consumers. They do it not to teach your children, but to ensure their own revenue stream. They donate smoke and mirrors letting them give from one pocket with the restriction that expenditures will be handed back to go into their other pocket. It is really very clever.
Now consider the social implications: What message do you give your children when you raise them on Windows? You teach them that they should never question authority or monopoly, that "only experts can fix software" and that they should never, ever expect to get under the hood and fix things themselves without expensive training and proper certification.
You teach them that we condone and support corporate bullies, just so long as they sell us cheap goods and don't turn their predatory eyes on our livelihood. You teach them that anything is legal if you have enough money, and that muscle, subversion and collusion are the way we civilized people get things done.
You also teach them that computers are buggy, frustrating, crash frequently, and should only accessible to the very rich.
Using open source software, you teach co-operation and community, you teach them that everyone is a participant, you teach them that even that lowly 486 they got from Uncle Ted is a useful machine that can be recycled rather than used for landfill. You teach them that while computers are still buggy, a "bug" is an opportunity to learn and to make new friends, and you teach them that even one small voice can teach the world a new song.
Gary Lawrence Murphy lives in the wilds of Sauble Beach, Ontario, the pristine maple forests along the north east shores of Lake Huron, in a converted cabin home-office he shares with lovely May, young Nolan and Boy-Boy, the dog so big we had to name him twice. Gary is also president of an open source support and applications consulting company, a writer, speaker, musician, Lion and a novice brewmeister.
Saturday, February 28, 2009
facebook Discussions
Again, these are posts from facebook. If ARC or anyone has a problem regarding the posting of these discussions please contact me, and I can take down the threads. I have removed names to ensure privacy.
My issue is, most people are coming to this blog WANTING information posted, or at least updates, even though I have asked to be on the email list, that has not happened. If a blog is to be effective, then information must be at hand. Invitations have gone out to others if they wish to post.
I encourage people to join the facebook group, but also can understand due to facebook's TOS, that some people do feel uncomfortable.
I have taken the liberty of posting these discussions here. The "I" is not my writing, these are personal views, and not necessarily mine.
____________________________________________________________________
Excellent posts made. Completely agree with all your points. I like "We just have a bigger back yard now". That is, if the "community school" proposal goes through. As for a middleschool of 7,8,9, (a few posts down) well, as someone mentioned at the ARC meeting, schools would still have to be closed. Don't quote me but wasn't that two schools that would be closed in that scenario (a scenario of just a middle school, not with Grade 9's)? Also, if every child is going to the same school and are "clustered", their friends would most likely be in the same "cluster". Classes change even in the small community schools, some are put into split classes, some are not. This gives shy children opportunity to make new friends as well as keep old ones and branch out. Some of my daughter's best friends were made at Brownies and Guides, and camps, not at school.
wroteat 10:32pm on February 21st, 2009
Knowing our neighbours does not happen because of the schools it happens because we get involved in our communities. It means we, the adults take the extra step to get to know one another and invite our communties to us.
wroteat 10:32pm on February 21st, 2009
Knowing the classroom sizes can NOT be larger than what they are now gives me piece of mind. As much I can appreciate that children bond through school I also know children who are relentlessly bullied and have taken some unfortunate extremes to end the taunting by their classmates. Having alternative classrooms may assist in ending one child's misery. Children have the ability to make friends. We as parents are responsible in finding ways to support those friendships. It may means sleep overs and play dates. Being in class should not be the only means of creating a lasting friendship. In my opinion having more student to learn from and to relate to creates many more opportunities for our children to grow as individuals and also gain important lessons. Our small communities that we are trying to save are still small communities. We just have a bigger backyard now.
wroteat 10:26pm on February 21st, 2009
The push behind was idea was simple, to show the board we are united in not wanting our children to go to high school before they should. It should them that our tax dollars in small towns are no different than tax dollars spent somewhere else. We wanted to give them an alternative, which in my opinion is a great idea but more importantly it forces a new plan of action then sending our children to high school.I completely understand you reservations about the children who do not adjust well in new places, I also have a son who had a difficult time adjusting. My son also relies on assistance as he struggles with his fine and gross motor skills. I have to wait on our schools turn to have access to the people needed to assist him. This wait would be shorted for him and the center being newer and more accessible would mean my son's needs would be met as the problems arose, rather than catered to when our school had enough of a problem to warrant attention.
wroteat 3:20pm on February 21st, 2009
I'm curious as to how they would handle all of the children for each grade throughout the years. For example, I have an extremely shy child (it's taken him 5 months to get used to a small day care center). So when he goes into pre-kindergarten, kindergarten, etc. are his classmates going to change every year so that he has to start all over again making new friends. Part of what was nice growing up in a small school was that you could make friends, best friends and get to stay with them throughout your elementary years. I think it would be really tough on the younger kids (up to say grade 5) to have to get separated every year. It would put unneeded stress on them which would make it harder to learn. Anyone know how that would work??
(Toronto, ON) wroteat 2:03pm on February 21st, 2009
Sorry.. They should have more than one plan! When we moved to the area it was because of the small town ideas of having the kids walk to school etc... I suggested at one of the meetings I'm in favor of a Jr. High School for grade 7-8-9 ... Worked well for our over crowding problem in the states...More ideas please don't put all your backing behind a idea without looking at every option and making a educated decision based on facts.
wroteat 11:45am on February 17th, 2009
At the meeting they clarified that they would be lay offs since they would not be requiring four secretarys, four principles, four janitors, etc. But they also indicated that if you are a teacher you work for the board of education, which means you may be placed anywhere within their district. So if someone who has worked there for 10 years doesn't get a job at the "super" school then they could be transfered somewhere else....which would lead me to believe that job placement is based on seniority.....but I could have misread their coment.
wroteat 1:10pm on February 9th, 2009
I should clarify my last comment. I want teachers to realize it's a privilege to teach, not a right. Therefore, defacto jobs in my opinion, would follow the status quo. Unfortunately, this school will not be for my children if it goes through, but for the children whom it will impact, let us hope that a hiring process and not automatic placement happens for teachers as well as principals.
Delete
wroteat 1:05pm on February 9th, 2009
I just hope, that all everyone has to go through an actual hiring process, and doesn't get there by "de facto".
Delete
wroteat 7:58pm on February 6th, 2009
With so many schools closing, not sure what happens to all their jobs? I know there will be more classrooms etc but I am not sure what that will mean for the part-timers??
wroteat 12:46pm on February 6th, 2009
I may be jumping the gun again, but I am wondering about teachers and principals. . . would existing teachers be automatically be employed, or would there actually be an application process. . . .
Delete
wroteat 9:19am on February 6th, 2009
This new school is not only providing our children with a building of excellence it is giving them a beginning to a modern future. One that staff have a willingness to fight to teach in, one that they can demonstrate their skills because of the resources available. Because our numbers are small does not indicate a lack of intelligence nor does it define what our children are entitled to. Lets not allow our small communities to be small minded because of our location. Lets think big and give our children the biggest chance of all for the best education possible.
(Kitchener, ON) wroteat 5:59pm on February 5th, 2009
For those that want to see the Presentation, you can see it by clicking on the following link:http://www.amdsb.ca/accommodation/CENH-Arc/documents/CENH-ArcPresentation.pdf
Report
(Kitchener, ON) wroteat 3:37pm on February 5th, 2009
When and where should I go to hear the newest ideas on the proposal?
My issue is, most people are coming to this blog WANTING information posted, or at least updates, even though I have asked to be on the email list, that has not happened. If a blog is to be effective, then information must be at hand. Invitations have gone out to others if they wish to post.
I encourage people to join the facebook group, but also can understand due to facebook's TOS, that some people do feel uncomfortable.
I have taken the liberty of posting these discussions here. The "I" is not my writing, these are personal views, and not necessarily mine.
____________________________________________________________________
Excellent posts made. Completely agree with all your points. I like "We just have a bigger back yard now". That is, if the "community school" proposal goes through. As for a middleschool of 7,8,9, (a few posts down) well, as someone mentioned at the ARC meeting, schools would still have to be closed. Don't quote me but wasn't that two schools that would be closed in that scenario (a scenario of just a middle school, not with Grade 9's)? Also, if every child is going to the same school and are "clustered", their friends would most likely be in the same "cluster". Classes change even in the small community schools, some are put into split classes, some are not. This gives shy children opportunity to make new friends as well as keep old ones and branch out. Some of my daughter's best friends were made at Brownies and Guides, and camps, not at school.
wroteat 10:32pm on February 21st, 2009
Knowing our neighbours does not happen because of the schools it happens because we get involved in our communities. It means we, the adults take the extra step to get to know one another and invite our communties to us.
wroteat 10:32pm on February 21st, 2009
Knowing the classroom sizes can NOT be larger than what they are now gives me piece of mind. As much I can appreciate that children bond through school I also know children who are relentlessly bullied and have taken some unfortunate extremes to end the taunting by their classmates. Having alternative classrooms may assist in ending one child's misery. Children have the ability to make friends. We as parents are responsible in finding ways to support those friendships. It may means sleep overs and play dates. Being in class should not be the only means of creating a lasting friendship. In my opinion having more student to learn from and to relate to creates many more opportunities for our children to grow as individuals and also gain important lessons. Our small communities that we are trying to save are still small communities. We just have a bigger backyard now.
wroteat 10:26pm on February 21st, 2009
The push behind was idea was simple, to show the board we are united in not wanting our children to go to high school before they should. It should them that our tax dollars in small towns are no different than tax dollars spent somewhere else. We wanted to give them an alternative, which in my opinion is a great idea but more importantly it forces a new plan of action then sending our children to high school.I completely understand you reservations about the children who do not adjust well in new places, I also have a son who had a difficult time adjusting. My son also relies on assistance as he struggles with his fine and gross motor skills. I have to wait on our schools turn to have access to the people needed to assist him. This wait would be shorted for him and the center being newer and more accessible would mean my son's needs would be met as the problems arose, rather than catered to when our school had enough of a problem to warrant attention.
wroteat 3:20pm on February 21st, 2009
I'm curious as to how they would handle all of the children for each grade throughout the years. For example, I have an extremely shy child (it's taken him 5 months to get used to a small day care center). So when he goes into pre-kindergarten, kindergarten, etc. are his classmates going to change every year so that he has to start all over again making new friends. Part of what was nice growing up in a small school was that you could make friends, best friends and get to stay with them throughout your elementary years. I think it would be really tough on the younger kids (up to say grade 5) to have to get separated every year. It would put unneeded stress on them which would make it harder to learn. Anyone know how that would work??
(Toronto, ON) wroteat 2:03pm on February 21st, 2009
Sorry.. They should have more than one plan! When we moved to the area it was because of the small town ideas of having the kids walk to school etc... I suggested at one of the meetings I'm in favor of a Jr. High School for grade 7-8-9 ... Worked well for our over crowding problem in the states...More ideas please don't put all your backing behind a idea without looking at every option and making a educated decision based on facts.
wroteat 11:45am on February 17th, 2009
At the meeting they clarified that they would be lay offs since they would not be requiring four secretarys, four principles, four janitors, etc. But they also indicated that if you are a teacher you work for the board of education, which means you may be placed anywhere within their district. So if someone who has worked there for 10 years doesn't get a job at the "super" school then they could be transfered somewhere else....which would lead me to believe that job placement is based on seniority.....but I could have misread their coment.
wroteat 1:10pm on February 9th, 2009
I should clarify my last comment. I want teachers to realize it's a privilege to teach, not a right. Therefore, defacto jobs in my opinion, would follow the status quo. Unfortunately, this school will not be for my children if it goes through, but for the children whom it will impact, let us hope that a hiring process and not automatic placement happens for teachers as well as principals.
Delete
wroteat 1:05pm on February 9th, 2009
I just hope, that all everyone has to go through an actual hiring process, and doesn't get there by "de facto".
Delete
wroteat 7:58pm on February 6th, 2009
With so many schools closing, not sure what happens to all their jobs? I know there will be more classrooms etc but I am not sure what that will mean for the part-timers??
wroteat 12:46pm on February 6th, 2009
I may be jumping the gun again, but I am wondering about teachers and principals. . . would existing teachers be automatically be employed, or would there actually be an application process. . . .
Delete
wroteat 9:19am on February 6th, 2009
This new school is not only providing our children with a building of excellence it is giving them a beginning to a modern future. One that staff have a willingness to fight to teach in, one that they can demonstrate their skills because of the resources available. Because our numbers are small does not indicate a lack of intelligence nor does it define what our children are entitled to. Lets not allow our small communities to be small minded because of our location. Lets think big and give our children the biggest chance of all for the best education possible.
(Kitchener, ON) wroteat 5:59pm on February 5th, 2009
For those that want to see the Presentation, you can see it by clicking on the following link:http://www.amdsb.ca/accommodation/CENH-Arc/documents/CENH-ArcPresentation.pdf
Report
(Kitchener, ON) wroteat 3:37pm on February 5th, 2009
When and where should I go to hear the newest ideas on the proposal?
Another Post From facebook.
(Taken directly from facebook, again ARC, if you feel this is not apropos, please let me know and I will remove the post).
I figured I would try to address some of the questions/concerns that were expressed at last night's ARC meeting.First of all, let me state how happy I was that we finally were able to engage the public. It is good to know that the community does care about education.As for some of the questions...here goes....One theme that kept coming up was the concern over behavioural issues...the concern that kids with behavioural issues would be lost in the crowd. I would expect that each of the four schools has a very small number of students that have behavioural problems. These are currently being dealt with by the regular teachers and principles. With combining the four schools, there may be sufficient need to have a teacher that specializes in dealing with these students. I have a friend in Mississauga that is exactly that at her school....she assists those students that are academically ok but socially have issues. So in the end my belief is that having the larger enrollement would actually help those students.This bringis me to a similar point, and that is students with learning difficulties. We have all heard of the example of our speech Patholigist. I spoke to a parent today that has a son who benefits from the use of a speech patholigist. Unfortunately they are lucky to see one through the school once a month. This parent pays a private speech patholigist $95 an hour to make up the other times that their child should be seen. By bringing the four schools together, there would be less time for the Speech Patholigist to be driving from school to school, etc. Again, greater population, greater access to specialized resources.The issue of bussing was raised last night. There are rules when it comes to the iissue of length of bus ride...and those rules will continue to be followed. The kids must not be any longer then 1 hour on the bus to get to school. In terms of safety...report afer report concludes that busses are extremely safe. In terms of costs, yes there will be increased costs, but there will be some savings as well. Students will not have to be bussed to outside programs such as the gifted student program. The increased student population will warrant that program being taught in the new school.In terms of size....a school of 750 to 900 students is not a huge school. It would probably classify as an average (or slightly over average) size when compared to the rest of the province. In addition, one must remember that the individual class rooms will stay the same. Classroom size is mandated by the province. As for the comments that the students or parents would not know anyone....again, this is entirely incorrect. Even before this process, I along with my children knew families from Wingham, Blyth, Turnberry. My kids play hockey in wingham, will be playing soccer in Blyth. The issue around asking for a school that is second to none. Well on that topic, I personally believe nothing is too good when it comes to my childs education. Now that being said, yes I realize there are realities when it comes to the fiscal side of the equation. However, it may surprise us how much we would be able to achieve if we ask.That brings us the the issue of funding. I am very confident that if the community as a whole supports this proposal, the funding will be there. The province has been very clear, the almagamation of schools is a preferred option. They are funding the almagamation of 2 and 3 schools currently...so with a proposal of 4 schools coming together, I am confident that it will be looked upon favourably. However the province won't be able to pick up the entire bill...but the school board needs to remember that they will be getting considerable savings from the closure of the 4 aging schools and hence need to be at the table. And there will be opportunities for other funding partners as well. With making the school a "Green Initiative" the federal government should be at the table. I believe that there is a reason for the local governments to be at the table as well, due to the fact that it will be community benefit to the facility, and not just for the students. And lastly, there will be private dollars as well. If the local community is firmly behind the proposal, then private industry will want to help out, becasue it demonstrates their good corporate citizenship.In terms of the 7 and 8's going into the high school, I sense an overwhelming opposition to that scenario. I along with the other members of the ARC share in that view. Hence the reason that we are doing our best to come up with a united effort to offer something to the Board so the high school option does not happen.Now lastly, I would like to comment on the wish by many to keep things the way they are. It has been made extremely clear to the members of the ARC that this is not an option. School or schools are going to be closing. It is an extremely painful process to go through a school closure. My belief is, if we know that at least one, and very likely 2 are closing, why don't we actually try and gain some benefit out of that painful decision. No one wants to see their school close....as they are all fantastic schools. However, if reality dictates that they are going to close, well lets try and get something positive out of the process. Let try and get a modern, safe, environmentally friendly school....the North Maitland Educational Centre of Excellence.
I figured I would try to address some of the questions/concerns that were expressed at last night's ARC meeting.First of all, let me state how happy I was that we finally were able to engage the public. It is good to know that the community does care about education.As for some of the questions...here goes....One theme that kept coming up was the concern over behavioural issues...the concern that kids with behavioural issues would be lost in the crowd. I would expect that each of the four schools has a very small number of students that have behavioural problems. These are currently being dealt with by the regular teachers and principles. With combining the four schools, there may be sufficient need to have a teacher that specializes in dealing with these students. I have a friend in Mississauga that is exactly that at her school....she assists those students that are academically ok but socially have issues. So in the end my belief is that having the larger enrollement would actually help those students.This bringis me to a similar point, and that is students with learning difficulties. We have all heard of the example of our speech Patholigist. I spoke to a parent today that has a son who benefits from the use of a speech patholigist. Unfortunately they are lucky to see one through the school once a month. This parent pays a private speech patholigist $95 an hour to make up the other times that their child should be seen. By bringing the four schools together, there would be less time for the Speech Patholigist to be driving from school to school, etc. Again, greater population, greater access to specialized resources.The issue of bussing was raised last night. There are rules when it comes to the iissue of length of bus ride...and those rules will continue to be followed. The kids must not be any longer then 1 hour on the bus to get to school. In terms of safety...report afer report concludes that busses are extremely safe. In terms of costs, yes there will be increased costs, but there will be some savings as well. Students will not have to be bussed to outside programs such as the gifted student program. The increased student population will warrant that program being taught in the new school.In terms of size....a school of 750 to 900 students is not a huge school. It would probably classify as an average (or slightly over average) size when compared to the rest of the province. In addition, one must remember that the individual class rooms will stay the same. Classroom size is mandated by the province. As for the comments that the students or parents would not know anyone....again, this is entirely incorrect. Even before this process, I along with my children knew families from Wingham, Blyth, Turnberry. My kids play hockey in wingham, will be playing soccer in Blyth. The issue around asking for a school that is second to none. Well on that topic, I personally believe nothing is too good when it comes to my childs education. Now that being said, yes I realize there are realities when it comes to the fiscal side of the equation. However, it may surprise us how much we would be able to achieve if we ask.That brings us the the issue of funding. I am very confident that if the community as a whole supports this proposal, the funding will be there. The province has been very clear, the almagamation of schools is a preferred option. They are funding the almagamation of 2 and 3 schools currently...so with a proposal of 4 schools coming together, I am confident that it will be looked upon favourably. However the province won't be able to pick up the entire bill...but the school board needs to remember that they will be getting considerable savings from the closure of the 4 aging schools and hence need to be at the table. And there will be opportunities for other funding partners as well. With making the school a "Green Initiative" the federal government should be at the table. I believe that there is a reason for the local governments to be at the table as well, due to the fact that it will be community benefit to the facility, and not just for the students. And lastly, there will be private dollars as well. If the local community is firmly behind the proposal, then private industry will want to help out, becasue it demonstrates their good corporate citizenship.In terms of the 7 and 8's going into the high school, I sense an overwhelming opposition to that scenario. I along with the other members of the ARC share in that view. Hence the reason that we are doing our best to come up with a united effort to offer something to the Board so the high school option does not happen.Now lastly, I would like to comment on the wish by many to keep things the way they are. It has been made extremely clear to the members of the ARC that this is not an option. School or schools are going to be closing. It is an extremely painful process to go through a school closure. My belief is, if we know that at least one, and very likely 2 are closing, why don't we actually try and gain some benefit out of that painful decision. No one wants to see their school close....as they are all fantastic schools. However, if reality dictates that they are going to close, well lets try and get something positive out of the process. Let try and get a modern, safe, environmentally friendly school....the North Maitland Educational Centre of Excellence.
Grade Seven and Eight's In High School From facebook
One of the factors behind the North Maitland Educational Centre of Excellence was the concern that there was a move a foot for the Board of Ed to close schools and move the 7 and 8's into FE Madill. From the dozens of parents and community members, there is strong opposition to this approach, of which I share their concern. As much as the Board tries to lessen my fears by telling me not to worry, the kids are kept separate...I my apprehension is strong. I would like to know what others out there feel about this possible scenario....do you share my concern?
Post #2
wroteon February 6, 2009 at 9:35pm
The possibility that this could even be a reality makes me sick to my stomach. Children should not be expected to learn in an environment not suited to them. I hope that parents out there will demand better for their children. If only they knew what uniting together could do for our communities. Our numbers are small which is why our voices need to be even louder.IMO
Post #3
(Kitchener, ON) wroteon February 7, 2009 at 1:21am
The whole uniting thing is remarkable. What we have been able to accomplish so far by coming together gives me hope. Now we need the public at large to also join with us. If there is true united force, the trustees would have no option of following our vision.
Post #4
wroteon February 13, 2009 at 10:13am
I vote NO to grade 7 & 8 's in the high school!
Post #5
(London, ON) wroteon February 13, 2009 at 10:44pm
Well with out the idea of a new school, it looks like all roads lead to the 7 and 8 going to the highschool.
Post #6
wroteon February 17, 2009 at 11:55am
I am opposed to having the 7 & 8's at the high school. I personally would be devastated if that is the outcome!
Post #7
wroteon February 18, 2009 at 6:02am
I vote NO to grade 7 & 8's in the high school as well!!
Post #8
wroteon February 18, 2009 at 1:51pm
I vote NO to the grade 7 & 8's attending the high school. How can we possibly think that's a good idea. Children grow up way to quickly now as it is without forcing them to be in contact with the older children on a day to day basis. I understand the trustees think that they will be kept separate but I don't see how that can be possible at all times.
Post #2
wroteon February 6, 2009 at 9:35pm
The possibility that this could even be a reality makes me sick to my stomach. Children should not be expected to learn in an environment not suited to them. I hope that parents out there will demand better for their children. If only they knew what uniting together could do for our communities. Our numbers are small which is why our voices need to be even louder.IMO
Post #3
(Kitchener, ON) wroteon February 7, 2009 at 1:21am
The whole uniting thing is remarkable. What we have been able to accomplish so far by coming together gives me hope. Now we need the public at large to also join with us. If there is true united force, the trustees would have no option of following our vision.
Post #4
wroteon February 13, 2009 at 10:13am
I vote NO to grade 7 & 8 's in the high school!
Post #5
(London, ON) wroteon February 13, 2009 at 10:44pm
Well with out the idea of a new school, it looks like all roads lead to the 7 and 8 going to the highschool.
Post #6
wroteon February 17, 2009 at 11:55am
I am opposed to having the 7 & 8's at the high school. I personally would be devastated if that is the outcome!
Post #7
wroteon February 18, 2009 at 6:02am
I vote NO to grade 7 & 8's in the high school as well!!
Post #8
wroteon February 18, 2009 at 1:51pm
I vote NO to the grade 7 & 8's attending the high school. How can we possibly think that's a good idea. Children grow up way to quickly now as it is without forcing them to be in contact with the older children on a day to day basis. I understand the trustees think that they will be kept separate but I don't see how that can be possible at all times.
facebook~~Ideas For New School
I am going to cut and copy some issues that have been addressed on facebook, for those who haven't signed up for the group on facebook, or for those who are not on facebook.
If this goes against protocol of ARC, then this post may be taken down.
For privacy issues I will not post names.
Post #1
(Kitchener, ON) wroteon February 6, 2009 at 12:25pm
I figured I would start a thread to generate discussion around what we want to have in the new proposed school. So far in the discussions, I have heard many good ideas.....from a full fledged Music and Arts program, to science and computer labs, to before and after school childcare. So...what are you ideas? What kind of resources do we want our kids to have access to. Don't be afraid to dream big...
Post #2
You wroteon February 6, 2009 at 1:08pm
Solar panels, small wind turbine, green roof, geothermal heating, green wall (like at Toyota), partially strawbale, insulated concrete forms. . . the greener the building the better. Drama program.Access to "gifted learning" for all children. The more we value our children, the more value our children receive.
Post #3
wroteon February 6, 2009 at 3:50pm
I would love to see a swimming pool... indoor , salt water. Regular swimming lessons throughout the year. Lets make learning to swim a priority. I realize there is a pool in Wingham, but it isn't salt water and if we want to talk about the future, chemicals are out (as much as possible). I bring this up because my 2 eldest kids each have issues with chlorine. You said think big, so this would be one of my dreams !!!!
Post #4
You wroteon February 6, 2009 at 4:42pm
Michele, I hear you with the chlorine~~~~it's so toxic!
Post #5
(Kitchener, ON) wroteon February 7, 2009 at 1:19am
omg!!! the chlorine at the wingham pool is a killer. Every time we swim there, my son's eyes are red for two days. I like all the Green stuff. What a legacy to leave.
Post #6
You wroteon February 7, 2009 at 9:00am
What about filtered water~~~without chlorine or flouride or added chemicals, right now I forget the name of the "descaler" added to town water that clears the pipes. Add a huge softener with media guard and possible a reverse osmosis treatment, for water to be ingested. Many health related issues when it comes to municipally treated water. . .
Post #7
you wroteon February 7, 2009 at 7:20pm
A separate play yard for the kindergarten children.Internet cameras set up in each classroom so parents can view their children from work via the computer as they have them in daycares.A workout space for kids and parents to get healthy and invite in communities.A special needs resource center. The two organizations have a lot in common with each other and could be beneficial.outdoor equipment the children can actually use through the winter months.Okay, I'm sure there is more but I have been hit in the head with paintballs all day and I am tired.
Post #8
(London, ON) wroteon February 11, 2009 at 1:18pm
love the idea of the camera in the classrooms,wouldn't that be neat as a parent to checkin and see what is going on.or even the teachers could monitor this over lunch times,
Post #9
wroteon February 13, 2009 at 10:11am
I agreed with a comment at last nights meeting, that the best isn't necessarily better. With alot of the high tech gadgets available I agree that you need to step back and look at the basic essentials needed for their education. If there was to be a pool and theatre, etc. does this not take away from the community involvement? What happens to our local pool if their is one at the school? Why not look at salt water into the current pools? Would this also mean that those children would be seculded at the school, since they have everything there and not experience field trips and valuable community involvement?
Post #10
You wroteon February 13, 2009 at 11:00am
I agree, why not look at current pools? Trickle down effect, possibly that having the best would make current facilities (schools, pools, whatever) start thinking about new options, could be a point. Another person at the Blyth Parent Meeting had the same worries of "disconnect" from the community. I do agree. One thing that would have to be put into place would be field trips/workshops to local venues, be it the Blyth Festival, Thresher's, (those are the ones in Blyth, I am not sure where you are located, and you would have an idea of what are important community activities in your area). This is just my opinion, but you make very valid points. :)
Post #11
wroteon February 16, 2009 at 8:12pm
I visited a day care that has the camera's in each room. It was possible for the parent's to look in any time they wanted. It would be a great way for the children to be able to stay informed with school if they missed a lesson because of a sick day as well. It could maybe help them also if many school days were missed due to snow. It could help parents stay in tune with what the kids are learning and alleviate any abuse allegations.In looking at what our schools needs we need to consider what we have already and where our children's education is lacking and where cut backs are going to directly in pack our children. Cafeteria food and hungry children are an issue so why not create a green house the children can assist in growing food for the school in, which would dub as a science lab and a job site for after school??After school care/before school care. Why not include a daycare for siblings? This creates not only a lasting place for students to stay (which is what the board wants so we don't lose our kids to other forms of schooling) but it prevents more running around for our children and shortens their over all day.Specialty classes and Help.The size of our towns are the reason we do not have access to specialized tools/people. Being a larger school will draw those people to us and having them on site invites more opportunities to utilize them.Out door seating for the kids that would allow the teachers to invite children outside to learn on nice days and gives the children a place to study while outside. (This would include picnic tables and a chalk board and a roof)A covered area to run. Getting enough gym time was always an issue. Having an outside dry shed to run around in would be so beneficial and wonderful for large family events and could be rented out.A volunteer car pool for parents.. lets attempt to bus our own children when possible. Let's get them off the buses and show how we can work together as a community.Just some thoughts as I am sure many of you have.
Post #12
wroteon February 24, 2009 at 9:25pm
If a new school were to be built I think having separate wings created that could be closed down if enrollment was low would be a good investment. I think having a separate heating/electrical system would also mean if there was a fire it would not close the entire school. It could also be rented out as it would have an independent source of heat and hydro. Perhaps building a few smaller, community buildings and one main campus building to be shared (gym/library/offices) might be a good idea as well. Again if one building had issues it would not affect the others. It could also be closed up and cost the school very little to maintain if the need ever arose.The entire reason this has begun is due to low enrollment. Preparing for that for the future seems like a wise investment.
If this goes against protocol of ARC, then this post may be taken down.
For privacy issues I will not post names.
Post #1
(Kitchener, ON) wroteon February 6, 2009 at 12:25pm
I figured I would start a thread to generate discussion around what we want to have in the new proposed school. So far in the discussions, I have heard many good ideas.....from a full fledged Music and Arts program, to science and computer labs, to before and after school childcare. So...what are you ideas? What kind of resources do we want our kids to have access to. Don't be afraid to dream big...
Post #2
You wroteon February 6, 2009 at 1:08pm
Solar panels, small wind turbine, green roof, geothermal heating, green wall (like at Toyota), partially strawbale, insulated concrete forms. . . the greener the building the better. Drama program.Access to "gifted learning" for all children. The more we value our children, the more value our children receive.
Post #3
wroteon February 6, 2009 at 3:50pm
I would love to see a swimming pool... indoor , salt water. Regular swimming lessons throughout the year. Lets make learning to swim a priority. I realize there is a pool in Wingham, but it isn't salt water and if we want to talk about the future, chemicals are out (as much as possible). I bring this up because my 2 eldest kids each have issues with chlorine. You said think big, so this would be one of my dreams !!!!
Post #4
You wroteon February 6, 2009 at 4:42pm
Michele, I hear you with the chlorine~~~~it's so toxic!
Post #5
(Kitchener, ON) wroteon February 7, 2009 at 1:19am
omg!!! the chlorine at the wingham pool is a killer. Every time we swim there, my son's eyes are red for two days. I like all the Green stuff. What a legacy to leave.
Post #6
You wroteon February 7, 2009 at 9:00am
What about filtered water~~~without chlorine or flouride or added chemicals, right now I forget the name of the "descaler" added to town water that clears the pipes. Add a huge softener with media guard and possible a reverse osmosis treatment, for water to be ingested. Many health related issues when it comes to municipally treated water. . .
Post #7
you wroteon February 7, 2009 at 7:20pm
A separate play yard for the kindergarten children.Internet cameras set up in each classroom so parents can view their children from work via the computer as they have them in daycares.A workout space for kids and parents to get healthy and invite in communities.A special needs resource center. The two organizations have a lot in common with each other and could be beneficial.outdoor equipment the children can actually use through the winter months.Okay, I'm sure there is more but I have been hit in the head with paintballs all day and I am tired.
Post #8
(London, ON) wroteon February 11, 2009 at 1:18pm
love the idea of the camera in the classrooms,wouldn't that be neat as a parent to checkin and see what is going on.or even the teachers could monitor this over lunch times,
Post #9
wroteon February 13, 2009 at 10:11am
I agreed with a comment at last nights meeting, that the best isn't necessarily better. With alot of the high tech gadgets available I agree that you need to step back and look at the basic essentials needed for their education. If there was to be a pool and theatre, etc. does this not take away from the community involvement? What happens to our local pool if their is one at the school? Why not look at salt water into the current pools? Would this also mean that those children would be seculded at the school, since they have everything there and not experience field trips and valuable community involvement?
Post #10
You wroteon February 13, 2009 at 11:00am
I agree, why not look at current pools? Trickle down effect, possibly that having the best would make current facilities (schools, pools, whatever) start thinking about new options, could be a point. Another person at the Blyth Parent Meeting had the same worries of "disconnect" from the community. I do agree. One thing that would have to be put into place would be field trips/workshops to local venues, be it the Blyth Festival, Thresher's, (those are the ones in Blyth, I am not sure where you are located, and you would have an idea of what are important community activities in your area). This is just my opinion, but you make very valid points. :)
Post #11
wroteon February 16, 2009 at 8:12pm
I visited a day care that has the camera's in each room. It was possible for the parent's to look in any time they wanted. It would be a great way for the children to be able to stay informed with school if they missed a lesson because of a sick day as well. It could maybe help them also if many school days were missed due to snow. It could help parents stay in tune with what the kids are learning and alleviate any abuse allegations.In looking at what our schools needs we need to consider what we have already and where our children's education is lacking and where cut backs are going to directly in pack our children. Cafeteria food and hungry children are an issue so why not create a green house the children can assist in growing food for the school in, which would dub as a science lab and a job site for after school??After school care/before school care. Why not include a daycare for siblings? This creates not only a lasting place for students to stay (which is what the board wants so we don't lose our kids to other forms of schooling) but it prevents more running around for our children and shortens their over all day.Specialty classes and Help.The size of our towns are the reason we do not have access to specialized tools/people. Being a larger school will draw those people to us and having them on site invites more opportunities to utilize them.Out door seating for the kids that would allow the teachers to invite children outside to learn on nice days and gives the children a place to study while outside. (This would include picnic tables and a chalk board and a roof)A covered area to run. Getting enough gym time was always an issue. Having an outside dry shed to run around in would be so beneficial and wonderful for large family events and could be rented out.A volunteer car pool for parents.. lets attempt to bus our own children when possible. Let's get them off the buses and show how we can work together as a community.Just some thoughts as I am sure many of you have.
Post #12
wroteon February 24, 2009 at 9:25pm
If a new school were to be built I think having separate wings created that could be closed down if enrollment was low would be a good investment. I think having a separate heating/electrical system would also mean if there was a fire it would not close the entire school. It could also be rented out as it would have an independent source of heat and hydro. Perhaps building a few smaller, community buildings and one main campus building to be shared (gym/library/offices) might be a good idea as well. Again if one building had issues it would not affect the others. It could also be closed up and cost the school very little to maintain if the need ever arose.The entire reason this has begun is due to low enrollment. Preparing for that for the future seems like a wise investment.
Wednesday, February 11, 2009
If I am not posting, it means that I have not been privy to information to post. (I have not recieved any emails or such that pertain to the issues at hand, or minutes from any parent-ARC meetings).
Comments are now open, meaning you just have to do a word verification and click on anonymous if you wish to post a question or actually have information.
Comments are now open, meaning you just have to do a word verification and click on anonymous if you wish to post a question or actually have information.
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